Curriculum Plan Revised

Rainshadow
Community Charter High School

Curriculum Overview
Joe Ferguson M.S., Marisa Kendall M.S., Sam OBrien M.A., Rachael Tullar M.A., Victoria Velazquez, Steve West Ph. D., Alissa Wilmet M.A., Toby Wiedenmayer M.A Founders and Original Authors: Stephen Tchudi Ph.D. and Steven Lafer Ph.D.
Table of Contents
Introduction.................................................................................................................4 The Organization of This Book......................................................................................5 Overall Curriculum Plan ...............................................................................................5 Core Courses, Project Class Focus, and Social Emotional Focus............................................................5 Quarterly Themes By Year .....................................................................................................................................6 Year One: The Quality of Life.......................................................................................7 Semester One, Quarter One: Exploring Our Town........................................................8 Week One.......................................................................................................................................................................8 Week Two......................................................................................................................................................................9 Week Three................................................................................................................................................................10 Week Four ..................................................................................................................................................................11 Week Five ...................................................................................................................................................................12 Week Six ......................................................................................................................................................................13 Week Seven................................................................................................................................................................14 Week Eight .................................................................................................................................................................15 Week Nine ..................................................................................................................................................................16 Year Two: An Expanding Universe .............................................................................17 Semester One, Quarter One: Explorers, From Pre-Columbian to Fremont..................18 Week One....................................................................................................................................................................18 Week Two...................................................................................................................................................................19 Week Three................................................................................................................................................................20 Week Four ..................................................................................................................................................................21 Week Five ...................................................................................................................................................................22 Week Six ......................................................................................................................................................................23 Week Seven................................................................................................................................................................24 Week Eight .................................................................................................................................................................25 Week Nine ..................................................................................................................................................................26 Year Three: Microworlds and Models........................................................................27 Semester 1, Quarter 1: The Truckee Microcosm ........................................................28 Week One....................................................................................................................................................................28 Week Two...................................................................................................................................................................29 Week Three................................................................................................................................................................30 Week Four ..................................................................................................................................................................31 Week Five ...................................................................................................................................................................32 Week Six ......................................................................................................................................................................33 Week Seven................................................................................................................................................................34 Week Eight .................................................................................................................................................................35 Week Nine ..................................................................................................................................................................36
Year Four: Mapping, Documenting, Remembering, Dismembering............................37 Semester One, Quarter One: History Far and Near, Personal and Global ...................38 Week One....................................................................................................................................................................38 Week Two...................................................................................................................................................................39 Week Three................................................................................................................................................................40 Week Four ..................................................................................................................................................................41 Week Five ...................................................................................................................................................................42 Week Six ......................................................................................................................................................................44 Week Seven................................................................................................................................................................46 Week Eight .................................................................................................................................................................48 Week Nine ..................................................................................................................................................................50
Introduction
Creating empowered community members through real-world education. What does this mean? It means that learning must be tied to something that is authentic for it to be meaningful. Learning should not occur in a vacuum, but rather should be attached to something that is more lasting. With that understanding, it is felt that students will begin to feel more empowered about the world around them. At Rainshadow, goals for student success extend beyond the classroom and into the world of work. Our goals for students with regard to the National Core Standards and assessment include: o Students will apply knowledge and skills across all subject areas, as reflected in the district, state, and national standards for education. o Students and all student groups will make continuous measurable gains in achievement of content standards. o Student learning activities include relevant and real-world projects and problems. o Assessment results will be utilized to guide instruction and to report on individual student knowledge and progress. o Assessment will allow students to demonstrate knowledge in diverse ways. In addition to goals for standards and assessment, Rainshadow also has goals for career preparation. They are as follows: o Students will gain an awareness of their own interest, values, abilities, and aptitudes. o Student will develop an awareness of the role and value of work for themselves and for society. o Students will make the connection between what is learned in school and how that knowledge and those skills are applied in the workplace. o Students will explore careers using a variety of resources and experiences to plan and prepare a career pathway. Rainshadow administration and staff promote the following beliefs about all students: o Students learn personal and social responsibility by being empowered through democratic ownership of their school community and their individual education. o Students participate in creating a stable community of learners to ensure academic, personal, social and career growth. o Student use community-based interdisciplinary activities, projects, and experiences to make meaningful connections to the real world. All of these goals contribute to, and indeed describe, the schools mission statement: Creating empowered community members through real-world education. This mission statement is the foundation of everything else that follows in this curriculum description.
The Organization of This Book

This book is organized thematically based upon the students year of schooling. The themes have been enhanced from the original charter, and begin with a localized framework, moving outward to examine the world as a whole, and finally moving inward again to allow students to reflect upon their place within the world. The courses have been developed to meet National Core Standards, while still incorporating authentic learning experiences. Each chapter will include a basic outline of the theme, including suggested weekly themes, as linked to the actual grade level of the student. In addition to the curricular themes, there are social/emotional themes that are addressed at each level. The courses that are offered for each level are described, as well as the suggested Interdisciplinary/Project course. Finally, portfolio outcomes are described for each grade level.
Overall Curriculum Plan

Core Courses, Project Class Focus, and Social Emotional Focus

Year One: The Quality of Life Year Two: An Expanding Universe Year Three: Microworlds and Models Year Four: Mapping, Documenting, Remembering, Dismembering Interdisciplinary English 4A-B
Interdisciplinary English 1A-B
Interdisciplinary Geography and Humanities 1 & 2 Interdisciplinary Math Essentials: Algebra 1A-B Interdisciplinary Natural Science 1 & 2
Interdisciplinary World History 1 & 2
Interdisciplinary United States History 1 & 2
Interdisciplinary U.S. Government and Economics 1 & 2 Interdisciplinary Senior Topics: Advanced Algebra 4A-B or Trigonometry and Pre-Calculus 5A-B Interdisciplinary Science, Technology, and Society 1 &2 Project Class Focus: Project Citizen, Documentary Film, Baking Social/Emotional Focus: Transition and Reflection
Interdisciplinary Math Problem Solving: Geometry 2A-B Interdisciplinary Earth Space Science 1 & 2
Interdisciplinary Math Advanced Problem Solving: Intermediate Algebra 3A-B or Advanced Algebra 4A-B Interdisciplinary Physical Science 1 & 2
Project Class Focus: Health, Project Problem Solving Social/Emotional Focus: How does one initiate into a community?
Project Class Focus: Computer Literacy, Cultures Social/Emotional Focus: Connections in life through meaningful relationships
Project Class Focus: Media literacy, Environmental Field Experience Social/Emotional Focus: Patterns, Exploration, and Goal-setting
In addition to these courses, students will be required to take an assortment of elective courses. In addition, the project class focuses are suggested, as students have the ability to select which courses they would most like to take. More elaborate course descriptions will be included under each years curriculum outline. In addition to core courses, which students are automatically placed into cadres for, there are specific social emotional goals that are focused on for each grade level. Teachers and the school counselor attend to these goals through individual meetings as well as classroom experiences. Outside groups are utilized to support these goals as well.

Quarterly Themes By Year

Each of the overarching themes can be broken down into quarterly themes that are then linked between each of the core classes as described in the weekly pacing guide. These are suggested concepts, and flexible in nature based upon what is currently happening in the school, in the community, nation, or beyond.
Year One: The Quality of Life Year Two: An Expanding Universe Year Three: Microworlds and Models Year Four: Mapping, Documenting, Remembering, Dismembering History Far and Near, Personal and Global
Exploring Our Town
From Pre-Columbians to Columbus and Fremont
The Truckee Microcosm
Science, Technology, Society
Telescopes to Intergalactic: Aristotle to Galileo to ? Science Fact/ Science Fiction/ Science Future
The Lives of a Cell
History of Language and Writing
Social and Human Resources
The Lives of an Atom
Knowledge Systems
Ecosystems
Your Expanding Universe
Utopias and Dystopias: One Individuals Place
The Book of Myself: A Knowledgeable Autobiography
Year One: The Quality of Life

Freshman at Rainshadow will begin to investigate the theme The Quality of Life. The goal of this theme is two-fold: the theme both initiates new students into the community of Rainshadow and allows students to investigate how ones quality of life is established, including and especially the quality of life of Rainshadow students. As new students enter the Rainshadow community, they will have the opportunity to engage in a mentorship program that pairs them with older Rainshadow students. Students will begin to gather information about how the Rainshadow community operates, including both the responsibilities of being a Rainshadow student as well as how interdisciplinary project- based learning works.
Year One: The Quality of Life Quarter 1 Theme: Exploring Our Town
Music/Lyrics/Local Artists
Quarter 2 Theme: Science, Technology, and Society

Myths/ Legends / Fables
Quarter 3 Theme: Social and Human Resources

Vietnam War Things They Carried Letter Writing
Quarter 4 Theme: Ecosystems

Persuasive Essay Drafts
Interdisciplinary English 1A-B Introduction to language as a tool for interdisciplinary inquiry. Develop students skills in reading, writing, listening, and speaking. Interdisciplinary Geography and Humanities 1 & 2 Introduction to world geography, emphasis on approaches to global issues and problems. Interdisciplinary Math Essentials: Algebra 1A-B Introduction to a wide variety of core math topics, connections to real-world mathematics, problem solving. Emphasis on math exploration to prepare for more advanced math topics. Interdisciplinary Natural Science 1 & 2 Introduction to scientific methodology and the role of science in interdisciplinary inquiry.
Reno/History of Town Local, state, and national geography Renos Demographics, Data Collection, Data Interpretation, Creating and Interpreting Charts and Graphs
Native American History. Native Populations in terms of geography. Renos City Infrastructure, Renos Plan and Urban Sprawl, Bridge Design, Bridge Construction
Geography of Asia Korean and Vietnam Wars.
The Rainshadow Effect, Weather, Climate, Truckee River Watershed, Geology of Great Basin
Science, Technology, Society, Future Cities, Medical Technologies and Breakthroughs, Career, Disease, Nutrition, Future of Medicine and Health
Project Class Focus: Health, Project Problem Solving Social Emotional Focus: How does one initiate into a community?
What is quality of life, and what local resources are available to support a positive quality of life? Teambuilding: Ropes
Course/Mentoring
Semester One, Quarter One: Exploring Our Town

Week One
Subject Unit
Introduction: Getting to Know One Another
Standards
2.12.1 3.12.5 4.12.7 6.12.3 6.12.7 7.12.1 8.12.1
Activities/ Assessment
Goal setting and learning activities sheet.
Thematic Link(s)
Interdisciplinary English 1A
o o o
Goal setting Learning styles Setting up portfolio
Interdisciplinary Geography and Humanities 1
Introduction: Getting to know one another, our neighborhood, and the world
G6. (9-12).1 Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. 1.12.8
Rainshadow responsibilities activity. Name game, sketch out the neighborhood activity, Neighborhood question and scavenger hunt. Adding Positive and Negative Numbers, Math Assessment
Interdisciplinary Math Essentials: Algebra 1
Math Review and Assessment The Nature of Science: Where we find science in our world.
The Rainshadow Effect
L.12.C.4 Students know the unique climatic characteristics of Nevadas bioregions
Goal setting activity and school rules, teambuilding. Research science using different representations of organized data; pick a branch of science and research using various sources. Construct an argument for the need for science by applying information for those various sources.
Interdisciplinary Natural Science 1
Team building: Understanding the norms of the Rainshadow Community, working with upperclassmen.
Project
Week Two
Subject
Unit
Poetry: Devices and Styles Vocabulary
Standards
Poetry Analysis
Thematic Link(s)
Map Unit: United States and the World
Adding and Subtracting Positive and Negative Numbers
G5 (9-12).1 Use map elements including scale to identify and locate physical and human features in the US and the world. G5.(9-12).4 Analyze a variety of complex maps. G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools. G6 (9-12).8 Use absolute and relative location to locate geographic features. 1.12.8
Map of the US and World Map Activity, Longitude and Latitude Activity, Five themes of geography activity.
Weather
E.12.A Students understand heat and energy transfer in and out of the atmosphere and influence weather and climate. E.12.A.4 Students know convection and radiation play important roles in moving heat energy in the Earth system.
Project
Week Three
Subject
Unit
Poetry: Figurative Language and Styles Vocabulary
Standards
Poetry Writing
Thematic Link(s)
Geographic layers of the earth, volcanoes, and other landmarks.
Multiplying/Dividing Positive and Negative Numbers
G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools. G8 (9-12).1 Analyze how changes in the physical environment can increase or diminish its capacity to support human activity. 1.12.8
Layers of the Earth activity. Ring of Fire Lesson. World Geographic Features Lesson.
Climate
E.12.A.2 Students know the composition of Earths atmosphere has changed in the past and is changing today. E.12.A.3 Students understand the role of the atmosphere in Earths greenhouse effect.
Project
10
Week Four
Subject
Unit
Poetry: Music and Lyrics Vocabulary
Standards
Music/Poetry Research
Thematic Link(s)
Weather, Ocean Tides
G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools.
Weather activity, and ocean tide activity.
Multiplying/Dividing Positive and Negative Numbers
1.12.8
Project
The Truckee River Watershed
L.12.C.4 Students know the unique hydrologic characteristics of Nevadas bioregions.
11
Week Five
Subject
Unit
Poetry: Music and Lyrics Vocabulary
Standards
Music/Lyrics Project Presentation
Thematic Link(s)
Prevailing Winds and Water Cycle
G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools.
Unit 1 Assessment
Order of Operations
1.8.3, 1.8.7
Project
Geology of the Great Basin
L.12.C.4 Students know the unique geologic characteristics of Nevadas bioregions.
12
Week Six
Subject
Unit
Paragraph Writing: Nouns, Com. Plan Vocabulary
Standards
3 Paragraph Descriptive Essay
Thematic Link(s)
Globalization
E.12.(9-12).3 Assess the impact of globalization on the US and world economies.
NAFTA Globalization Activity
Commutative Properties
1.8.3, 1.8.7, 2.12.3
Renos Demographics
N.12.A Students understand that a variety of communication methods can be used to share scientific information. N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.
Project
13
Week Seven
Subject
Unit
Paragraph Writing: Nouns, Com., Plan Vocabulary
Standards
3 Paragraph Narrative Essay
Thematic Link(s)
Worldwide Media and the Open and Closed Markets
Associative Properties
E11.(9-12).5 Explain how individual selfinterest, channeled through the marketplace, can increase the overall standard of living. E11(9-12).8 Illustrate the idea that real world economies tend to be mixed economies containing elements of: capitalism, socialism, command allocations of resources, market allocations of resources. E11(9-12).9 Compare the benefits and costs of allocating resources through markets or government. C15.(9-12).4 Analyze the role of media in the process of political persuasion. 1.8.3, 1.8.7, 2.12.3
Different stories and how they are viewed differently throughout the world. Open and closed markets.
Data Collection
N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions. E/S N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology.
Project
14
Week Eight
Subject
Unit
Paragraph Writing: Nouns, Com. Plan Vocabulary
Standards
3 Paragraph Persuasive Essay
Thematic Link(s)
Money and Movement, introduction of natural environment
E10.(9-12).6 Explain how the circular flow can affect the nations income.
Circular flow of money, supply and demand
Distributive Properties
1.8.3, 1.8.7, 2.12.3
Data Interpretation
N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets
Project
15
Week Nine
Subject
Unit
Paragraph Writing: Nouns, Com. Plan
Standards
3 Paragraph Expository Essay: City Plan
Thematic Link(s)
Different Political and Economic Systems: Capitalism vs. Socialism
Fractions
E11.(9-12).7 Describe the rise of national economies, the emergence of free marks, and democratic capitalism. E11.(9-12).8 Illustrate the idea that real world economies tend to be mixed economies containing elements of: capitalism, socialism, command allocations of resources, market allocations of resources. 1.8.2, 1.8.8
Comparative and political terms reading and questions. History of capitalism and socialism viewing and questions.
Project
Creating and Interpreting Charts and Graphs
N.12.A.5 Students know models and modeling can be used to identify and predict cause-effect relationships.
16
Year Two: An Expanding Universe

A goal for sophomores at Rainshadow is that they build on the knowledge they absorbed as freshman, and begin to branch out even further into the community, the nation, and the world. In addition, as one thinks of expanding universes, another key component of expanding ones world is relationship building. Sophomores at Rainshadow work to understand relationships and how to cultivate positive support systems within their lives.
Year Two: An Expanding Universe Quarter 1 Theme: Explorers: From Pre-Columbians to Fremont
Collectivism vs. Individualism
Quarter 2 Theme: Telescopes to Intergalactics: Aristotle to Galileo to ?

Raisin in the Sun Issues of Equality/ Plays
Quarter 3 Theme: Science Fact/Science Fiction/ Science Future

Realism vs. Naturalism Short storiesChopin and London
Quarter 4 Theme: Your Expanding Universe

Post War: Jackson, Salinger, Beat Writers
Interdisciplinary English 2A-B The processes of reading, writing, listening, speaking in interdisciplinary inquiry. Texts will emphasize, but not, but not be limited to, American literature. Interdisciplinary World History 1 & 2 This course presents history as a tool for interdisciplinary inquiry with a focus on world history, from pre-history through the present. Students will focus on identifying key current global issues, concerns, problems, and debates, and tracing their historical roots through history. Interdisciplinary Math Essentials: Geometry 1A-B This course explores basic geometry as a tool for interdisciplinary inquiry. Interdisciplinary Earth Space Science 1 & 2 This course is an intensive look at the Earth and space as tool for interdisciplinary inquiry.
Early civilization/ Nomadic People/ Agriculture
Slave Trade? Mercantilism? Feudal/ Tribal Power
Romantic/ Scientific Revolution
Industrialization and the rise of the Cities & War. Conformity/ Social and Cultural Revolution
Mapping, Orienteering and GPS
Nasa Space Math: How is math used in outer space?
Inventions, Exploration and Compasses, Geologic Process and Biogeochemistry, Weathering and Erosion, Plate Tectonics, Geologic Time Scales and the Fossil Record
Astronomy, Origin of the Universe, Stars, Nuclear Fusion, Planetary Motion, Seasons, Space Exploration, Life in Outer Space
Project Class Focus: Computer Literacy, Cultures Social Emotional Focus: Connections in Life Through Meaningful Relationships
17
Semester One, Quarter One: Explorers, From Pre-Columbian to Fremont

Week One
Subject
Unit
Intro to course, goal setting, learning styles, portfolio set-up.
Standards
6.12.7, 8.12.3, 7.12.5
Journals, inventories, and portfolio, Alice Sebold intro and discussion of afterlife.
Thematic Link(s)
Interdisciplinary World History 1
Intro: getting to know one another
H1.K.1 Discuss the importance of working together to complete tasks H2.2.1 Identify ways in which people cooperate to achieve a common goal H2.3.1 Discuss how conflicts can be resolved through compromise.
Rainshadow rules and responsibilities review and quiz. The World As I See It activity, Bomb Shelter group activity, Human Treasure Hunt.
Interdisciplinary Math Problem Solving: Geometry 1
Tessellations, symmetry, Transformations
Inventions
N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions. N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology. N.12.B Students understand the impacts of science and technology in terms of costs and benefits to society.
Project
Interdisciplinary Earth Space Science 1
18
Week Two
Subject
Unit
Differences between theme and topic. Bildungsroman.
Standards
1.12.4,5.12.1, 3.12.8, 2.12.1
Personal bildungsroman, vocabulary words, Issue Paper brainstorm, Alice Sebold
Thematic Link(s)
Discovering the World Around You and Revisiting the Past
Line and Angle Properties/Relationships
G5.(9-12).1 Use map elements including scale to identify and locate physical and human features in the US and the world. G6.(9-12).8 Use absolute and relative location to locate prominent features throughout the world. G7.(9-12).3 Analyze the development of civilizations and the impact it has on the changes and progress of human development. 3.12.5, 4.12.5, 6.8.9
Map of the US and World Map. Neanderthal reading and questions. Cave Art SAS Curriculum Pathways lesson and questions.
Project
Exploration and Compasses
N.12.A Students understand that a variety of communication methods can be used to share scientific information. N.12.B.4 Students know scientific knowledge builds on previous information.
19
Week Three
Subject
Unit
Bildungsroman: The Lovely Bones
Standards
6.12.4, 1.12.5, 2.12.2, 8.12.1, 8.12.2, 6.12.7
The Lovely Bones chapters 1-2, questions, vocabulary; Coming to America double entry notes, communication, listening and speaking activities SAS Egyptian notes. Pyramid building activity and Mesopotamian SAS lesson and notes.
Thematic Link(s)
Egypt and the Fertile Crescent
Pythagorean Theorem
G7.(9-12).3 Analyze the development of civilizations and the impact it has on the changes and progress of human development. G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures. 2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7
Mapping
N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets.
Project
20
Week Four
Subject
Unit
The Lovely Bones First Person Omniscient
Standards
3.12.1, 3.12.9
The Lovely Bones chapters 3-6, questions, vocabulary; Quiz; Portfolio responses, map of underground tunnel
Thematic Link(s)
Mesopotamian Unit
G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures.
Epic of Gilgamesh and Hammurabis Code Activity. Chart of Ancient Mesopotamian Civilizations.
Pythagorean Theorem: Solving for Angles and Sides
2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7
Orienteering and GPS
Project
N.12.A Students understand that a variety of communication methods can be used to share scientific information.
21
Week Five
Subject
Unit
The Lovely Bones Suspense and genre, elements of plot
Standards
1.12.5, 3.12.1, 3.12.6, 3.12.9, 2.12.3, 1.12.4
The Lovely Bones chapters 7-10 questions, vocabulary; Vocabulary quiz
Thematic Link(s)
Indian Unit
Pythagorean Theorem: Real World Relationships
G7.(9-12).4 Compare characteristics and patterns of rural and urban migration and settlement in developing and developed countries. G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures. 2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7
Finish Cuneiform writing activity and complete Indian Map activity
Project
Geologic Processes and Biogeochemistry
E.12.C.3 Students know elements exist in fixed amounts and move through solid earth, oceans, atmosphere and living things as part of biogeochemical cycles.
22
Week Six
Subject
Unit
The Lovely Bones Issue paper project proposal
Standards
3.12.7, 5.12.1
The Lovely Bones chapters 11-12, questions, vocabulary; Issues within The Lovely Bones, current issues brainstorm, project proposal
Thematic Link(s)
World Religion Unit
H3.(9-12).15 Explain the impact of the five major world religions on the worlds social and political fabric.
Complete India in 90 slides, geography and writing assignment, begin World Religion assignment.
Circles: Radius, Chord, Diameter, Circumference
4.12.1, 8
Weathering and Erosion
Project
E.12.C.5 Students know soil, derived from weathered rocks and decomposed organic material, is found in layers.
23
Week Seven
Subject
Unit
The Lovely Bones Book summaries and personal statements
Standards
6.12.4, 6.12.7, 1.12.4, 3.12.8, 3.12.9
The Lovely Bones chapters 13-15, questions, vocabulary; summaries with personal statements, 4fold vocabulary, new synonym vocabulary
Thematic Link(s)
Finish World Religions Unit
H3.(9-12).15 Explain the impact of the five major world religions on the worlds social and political fabric.
Finish World Religions packet and group poster.
Circles: Relationship of Pi
3.12.3, 4.12.8
Plate Tectonics
E.12.C.2 Students understand the concept of plate tectonics including the evidence that supports it (structural, geophysical and paleontological evidence).
Project
24
Week Eight
Subject
Unit
The Lovely Bones Issue Paper project proposal share
Standards
3.12.1, 1.12.4, 6.12.9, 3.12.9
The Lovely Bones chapters 16-17 questions, vocabulary; Issue Paper Project proposal share, issue paper web, vocabulary board game and crossword Test and Interactive Great Wall of China Activity.
Thematic Link(s)
Review, test and begin China Unit
H3.(9-12).25 Understand how border disputes reflected and influenced peoples conceptions of identity.
Area: Circles
3.12.5, 4.12.8

Geologic Time Scales
Project
E.12.C Students understand evidence for processes that take place on geologic time scale.
25
Week Nine
Subject
Unit
The Lovely Bones Validity of Sources
Standards
6.12.9, 3.12.9, 3.12.4, 3.12.9, 3.12.2
The Lovely Bones chapters 18-20, questions, vocabulary; Quiz, Through Their Eyes activity
Thematic Link(s)
China Unit
G6.(9-12).1 Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. 4.12.1, 8
Correct tests and complete Silk Road Lesson.
Circles: Measurements

The Fossil Record
E.12.C.1 Students know how successive rock strata and fossils can be used to confirm the age, history, and changing life forms of the Earth, including how this evidence is affected by the folding, breaking, and uplifting of layers.
Project
26
Year Three: Microworlds and Models

Junior students at Rainshadow are becoming future leaders. They are beginning to research their own lives as well as the world around them with greater depth. Junior students begin to set personal goals for their long term well being. They also begin to see the world and their own behavior in a pattern that can be modeled. This pattern is investigated with the goal of greater understanding.
Year Three: Microworlds and Models Quarter 1 Theme: The Truckee Microcosm
A Long Way Gone/ Child Stories
Quarter 2 Theme: The Lives of a Cell

Night/ Inhumanity toward others
Quarter 3 Theme: The Lives of an Atom

Career Exploration and the American Dream
Quarter 4 Theme: Utopias and Dystopias: One Individuals Place

Voices of Immigration: Amy Tan
Interdisciplinary English 3A-B Literary and nonliterary texts in exploring and understanding ideas, values, and concepts. Texts emphasizing, but not limited to, major texts in British Literature. Interdisciplinary United States History 1 & 2 History as a tool for interdisciplinary inquiry with a focus on American and Nevada history topics. (US History credit) Interdisciplinary Math Advanced Problem Solving 3A-B or 4A-B: Intermediate or Advanced Algebra Topics Explores advanced algebra as a tool for interdisciplinary inquiry. Prepares students for the HSPE. Interdisciplinary Life Science 1 & 2 An intensive look at Biology as a tool for interdisciplinary inquiry. Project Class Focus: Media literacy, Environmental Field Experience Social Emotional Focus: Patterns, Exploration, and Goalsetting
Native American Relationships/ Colonial Europe
Split between the North and South History up to the Civil War: Intolerance and Slavery Patterns and mutations: Math and stem cells and cancer
Rags to Riches/ Guilded Age/ Progressive Era/ World War II
Great Depression/ World War II and the Holocaust/ Japanese Internment, Present day border relations
Human Population Growth
Scientific Method, Scientific Knowledge, Ethics, Experimentation
Cells, Tissues, Human Embryo, DNA, Disease
27
Semester 1, Quarter 1: The Truckee Microcosm

Week One
Subject
Unit
Introduction to course
Standards
8.12.3, 1.12.4, 2.12.1
Goal setting, Weebly set-up, name game.
Thematic Link(s)
Interdisciplinary United States History 1
Introduction to the course
Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A
Class Introduction Introduction to Matrices Exponents: Properties
H1.12 Identify and describe the characteristics of preagricultural societies. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 1.12.6, 1.12.7, 2.12.3
Written explanation of Gold, Glory, and God. Completion of note guide regarding Early Peoples.
Pre-Assessment, Define it: Matrices
The Scientific Method
Project
Interdisciplinary Life Science 1
N.12.B.4 Students know scientific knowledge builds on previous information.
28
Week Two
Subject
Unit
Memoirs and A Long Way Gone
Standards
7.12.1, 1.12.4, 6.12.7, 5.12.2, 6.12.2
Goals Assignment, analyze A Long Way Gone cover, memoir lesson, background info fro ALWG, vocabulary.
Thematic Link(s)
Early Arrivals in the Americas
H1.14 Identify the characteristics of PreColumbian civilizations in South American the became part of American Culture H1.15 Evaluate factors that contributed to the fall of the preColumbian civilizations 1.12.6, 1.12.7, 2.12.3,4
Real World Matrix Applications Exponents/Exponentials
Completion of letter writing of conditions in the colonies. Written list of facts about Squanto, Completion of questions regarding the Migration of Diseases. Comparison between Incan and Mayan Civilizations Internet Discovery
Project
The Body Of Scientific Knowledge
N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.
29
Week Three
Subject
Unit
Expository Writing and the Diamond Conflict
Standards
1.12.4, 4.12.4, 3.12.8, 6.12.5, 7.12.1, 6.12.1
Vocabulary, War Wounds film, expository essay about diamond conflict
Thematic Link(s)
Encountering the Natives
H1.3 Describe the interactions among Native Americans, Europeans, and Africans.
Completion of a written depiction of the Pequot War. List of ideas of the colonies and their ways of life. Video responses to After the Mayflower. Matrix Skill A
Adding and subtracting matrices Exponential Graphs
1.12.6, 1.12.7, 2.12.3
Ethics
Project
N.12.B.3 Students know the influence of ethics on scientific enterprise.
30
Week Four
Subject
Unit
Expository Essay and A Long Way Gone
Standards
6.12.1, 7.12.1, 2.12.3
Format for expository essay, Film: Blood Diamond, Ch. 1-2 A Long Way Gone, graphic organizer
Thematic Link(s)
The Colonies Take Shape
H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class.
Analysis of trade agreements and assessment of validity. Analysis of colonial religious communities. Continuation of questions from After the Mayflower. Matrix Skill B
Adding and Subtracting Matrices: Combination Polynomial: Naming/ Degrees
1.12.7, 2.8.3, 2.12.3
Experimentation
Project
N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions.
31
Week Five
Subject
Unit
A Long Way Gone
Standards
3.12.9, 2.12.3, 1.12.5, 5.12.2
Ch. 2-6, Weebly assignment, rough draft of expository essay, vocabulary quiz
Thematic Link(s)
Colonial Tensions Reach a Breaking Point
H2.1 Summarize the concepts and results of the American Revolution and postrevolutionary outcomes as they apply to the th 20 century.
Polynomial: Factoring by Grouping Test 1
2.12.3, 1.12.7
Written discussion of ideas of trade, tariffs, and mercantilism. Definitions of trade vocabulary. Necessity of taxes and colonial response. Readings of primary source documents about Native/Colonist interactions. Exam
Science Fair
N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology. N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.5 Students know models and modeling can be used to identify and predict cause-effect relationships. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets.
Project
32
Week Six
Subject
Unit
Citing Sources A Long Way Gone
Standards
3.12.9, 1.12.4, 6.12.1, 1.12.5, 5.12.2
Ch. 7-8, study guide, new vocabulary words, citing sources lesson, rough draft work
Thematic Link(s)
Colonial Communication
Polynomial: Factoring Trinomials Test Corrections
H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 2.12.3, 1.12.7
Compare/Contrast colonies activity. Benefits of remaining sovereign vs. banding together. Drafting a paper addressing the various encounters between colonists and natives. Exam
Peer-Review Process
Project
N.12.A Students understand that a variety of communication methods can be used to share scientific information.
33
Week Seven
Subject
Unit
Peer editing Personal narrative
Standards
7.12.5, 5.12.1, 6.12.7
Peer edit for expository essay, sharing circle, personal narrative brainstorm
Thematic Link(s)
Rocky Relationships
Polynomial: Factoring Special Case Weebly Activity 1
H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 2.12.3, 1.12.7
Drafting, compiling information, developing ideas for positive/ negative encounters between natives and colonists.
Portfolio
Truckee Meadows Microcosm
L.12.C.4 Students know the unique geological, hydrological, climatic and biological characteristics of Nevada's bioregions. L.12.C.2 Students know how changes in an ecosystem can effect biodiversity and biodiversity's contribution to an ecosystems stability.
Project
34
Week Eight
Subject
Unit
Personal Narrative A Long Way Gone
Standards
6.12.7, 3.12.9, 5.12.1, 1.12.4, 6.12.7, 5.12.1, 7.12.1
Ch. 9, vocabulary crossword, personal narrative timeline, structuring personal narratives lesson, writing the introduction, quiz on AWLG
Thematic Link(s)
Whose Revolution?
H3.3 Describe key political ideas that influenced the American Revolution and the formation of the USA.
Interdisciplinary Advanced Problem Solving: Intermediate Algebra 1 or Advanced Algebra Topics
Polynomials: Factoring Quadratic Form HSPE Testing Week: Formula Review
2.12.3
Elements that make one a revolutionary. Founding Brothers video: questions regarding the American Founding Fathers. Developing questions for mock interview of revolutionary figure. Formula sheet review, test prep, test taking techniques
Human Population Growth
N.12.B.2 Students know consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts. L.12.C.3 Students know the amount of living matter an environment can support is limited by the availability of matter, energy and the ability of the ecosystem to recycle materials.
Project
35
Week Nine
Subject
Unit
Root Words A Long Way Gone
Standards
1.12.3, 4.12.6, 6.12.4, 4.12.5
Ch. 10-11, vocabulary root words, compare/contrast characters life to ones own
Thematic Link(s)
Setting Policy and Precedents
H3.3 Describe key political ideas that influenced the American Revolution and the formation of the USA.
Polynomials: Factors and Zeros HSPE Testing Week: Formula Reviews
2.12.3
Designation of tasks as either state or federal to understand the issue of Federalism and States rights. Develop thoughtful questions for interviews and use information to frame appropriate responses to those questions. Formula sheet review, test prep, test taking techniques
Our Community, Our School, Our Niche
L.12.C.4 Students know the unique geological, hydrological, climatic and biological characteristics of Nevada's bioregions. N.12.B Students understand the impacts of science and technology in terms of costs and benefits to society.
Project
36
Year Four: Mapping, Documenting, Remembering, Dismembering

Senior students at Rainshadow spend their fourth year evaluating and reflecting on what they have learned, and planning for a transition into the real world. In this year, students complete a senior project on a personal choice topic. Many students begin looking for internships and job shadowing experiences. The goal for the senior student at Rainshadow is self sufficiency: that each student can leave Rainshadow with a diploma and feel confident that they can stand on their own two feet in any endeavor.
Year Four: Mapping, Documenting, Remembering, Dismembering
Interdisciplinary English 4A-B The global role of language(s) and literature(s) in human affairs. Culminating senior project. Interdisciplinary Government and Economics 1 & 2 History as a tool for interdisciplinary inquiry with a focus the processes and responsibilities of citizenship. Interdisciplinary Math Advanced Math and Society 4A-B or 5A-B: Advanced Algebra Topics or Trigonometry and Precalculus Completes and reviews Rainshadow math education with a focus on problem solving and communication in the areas of advanced algebra or trigonometry and precalculus. Interdisciplinary Science, Technology, and Society Synthesis of the role of sciences in interdisciplinary inquiry with an emphasis on the relationships of science, technology, and society. Project Class Focus: Project Citizen, Documentary Film, Baking Social Emotional Focus: Transitions and Reflections
Quarter 1 Theme: History Far and Near, Personal and Global

Short Stories and World Literature
Quarter 2 Theme: History of Language and Writing

Senior project, narrowing drafts
Quarter 3 Theme: Knowledge Systems

Research drafts
Quarter 4 Theme: The Book of Myself: A Knowledgeable Autobiography

Senior Project and Reflection, Portfolios
Principles of government, checks and balances
Individual Rights/ Immigration and the Supreme Court
Financial literacy, IES and Globalization
Economics simulation and Globalization
37
Semester One, Quarter One: History Far and Near, Personal and Global
Week One
Subject
Unit
Intro to Course
Standards
8.12.3, 1.12.4, 2.12.1
Goal setting, Portfolio Set-Up, Get to Know You Games, Class Responsibilities
Thematic Link(s)
Intro to the Course
H3.5 Discuss the major news events on the local and state levels H3.24 Examine the ideals and the institutions of freedom, equality, justice, and citizenship and explain how they have changed.
Interdisciplinary Government and Economics 1
Written analysis of the current major news in the nation, examination of unjust laws and how they have changed over time, reading and note guide on basic governmental structure. Pre-assessment
Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A
Class Introduction and Pre-assessment
Project
Interdisciplinary Science, Technology, and Society 1
Introduction to Forensic Science Principles, Career Possibilities, and Scientific Crime Analysis
N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information
Daily Warm Up (DWU), Forensic science intro guided notes, career story assignment, crime scenario assignment
38
Week Two
Subject
Unit
Intro to Things Fall Apart, SAT Vocabulary, Senior Project: I-Search
Standards
3.12.9, 3.12.8, 3.12.7, 2.12.1, 1.12.3, 1.12.4, 4.12.7
Background info. Things Fall Apart, SAT Vocab., I-Search brainstorm
Thematic Link(s)
Governments Major Institutions
Trigonometry: Vocabulary and Introduction
H3.5.5 Discuss issues and events that have an impact on people at local, state, national, and global levels H2.(9-12).3 Analyze how different cultures, points of view, and self-interests influence compromise and conflict over territories, borders, and resources. 3.12.3
Complete reading and note guide on basic governmental structure, response to issues about disparities in wealth due to exploitative practices and monopolies, analyze the issue of colonialism and determine intentions of the colonizers. Define It: Trig notes, graphs, and diagrams
Project
Intro to Crime Scene Analysis and eyewitness vs. physical evidence, and their application to forensic investigations
DWU, Crime Scene Basics Guided Notes, Eyewitness Basics Guided Notes, Eyewitness Basics Webquest
39
Week Three
Subject
Unit
African Proverbs, SAT Vocabulary
Standards
5.12.1, 3.12.5, 2.12.1, 1.12.5
Presentation of background information, I-Search Brainstorm due, lesson and reading on African Proverbs
Thematic Link(s)
Foundations of Government
H2.(9-12).16 Examine the roles of nationalism, imperialism, and religion in the building and development of nations.
Trigonometry: Vocabulary
3.12.3
Written response to Teddy Roosevelts Big Stick Policy, completed note frame of obstacles, unification, distance from Britain, the Declaration of Independence, and state governments, response to child labor Define It: Trig. Notes, graphs, and diagrams
Project
Introduction to Forensics Assessment
DWU, Unit 1 Assessment
40
Week Four
Subject
Unit
Things Fall Apart Writing a Proposal
Standards
1.12.5, 2.12.3, 5.12.1, 1.12.4
Ch. 1-2, Study Questions, Vocab. Quiz, I-Search Proposal
Thematic Link(s)
The Importance of Freedom of Speech
H2.12 Identify the individual and states rights protected by the Bill of Rights and their continuing significance H3.11 Discuss the rise of Progressive Movements and how they influenced social change
Law of Sine and Law of Cosine
Determine the effectiveness of photography as a Muckraker technique, analysis of political campaigns and the use of mudslinging, determine how far freedom of speech goes and when it can be prevented Notes and examples
Project
Different Types of Physical Evidence, Use in Forensics, and Physical Properties
DWU, Physical Evidence Guided Notes, Value of Evidence Video Questions
41
Week Five
Subject
Unit
Things Fall Apart I-Search Proposal
Standards
3.12.1, 3.12.2
Ch. 3-6, Study Guide Questions, I-Search Proposal due
Thematic Link(s)
America Evolves
H4.(9-12).1 Describe and interpret the causes and effects of WWI and WWII on the relationship between the United States and Europe. C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross
Law of Sine, Law of Cosine
Written opinion about prohibition, list of arguments that are supportive of both arguments about prohibition, development of arguments into a debate format using factual information, discussion of globalization, written excerpt from reading about globalization Skill A
Importance of Fingerprints to Forensic Science
N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells
DWU, Fingerprints Guided Notes, Fingerprints webquest
42
Project
43
Week Six
Subject
Unit
Things Fall Apart I-Search and Senior Project
Standards
3.12.1, 3.12.7, 3.12.8, 5.12.1
Ch. 7, Study Guide and questions, PowerPoint on Igbo, 25 questions about your topic
Thematic Link(s)
America Goes Global
C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross 3.12.3
Review of Trigonometry Vocab., Law of Sine, and Law of Cosine
Written idea about developing a company that considers earth friendly practices while being for profit, prohibition debate research, shared ideas from globalization reading and note taking, globalization simulation to exemplify the world Exam
Experimentation and Analyzing of Fingerprints to Understand the Role in Forensic Science
DWU, Classroom Fingerprint Analysis, Ridgeology Guided Notes, Fingerprint Challenge, Latent Print Guided Notes and Lab
44
Project
45
Week Seven
Subject
Unit
Things Fall Apart Citing Sources
Standards
5.12.1, 2.12.2, 2.12.3, 8.12.3, 7.12.2, 6.12.9
Ch. 8, Study Guide Questions, Finish PowerPoint on Igbo, notecard format for resources- gather resources
Thematic Link(s)
Globalization: What is it Good For?
C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross
Exam 1 corrections Portfolio Activity 1
3.12.3
Discussion regarding who is responsible for resource depletion/world degradation through photographs, Venn diagram comparing conflict and competition, World Trade Organization webquest to learn about the WTOs environmental policies Portfolio
Examination of Impression Evidence to Understand Role in Forensic Science. Assessment on Fingerprint Forensics
DWU, Impression Evidence Guided Notes, Tire Tracks Challenge, Assessment #2
46
Project
47
Week Eight
Subject
Unit
Things Fall Apart Citations
Standards
5.12.1, 3.12.9, 6.12.7, 6.12.4, 8.12.4, 6.12.9
Ch. 9-10, Study Guide Questions, 5 notecards due with correct citations
Thematic Link(s)
Voting: Two Steps Forward, One Step Back
C15.1 Describe the election process th H3.9 Identify the 15 Amendment and its impact upon human rights H3.10 Identify the Black Codes and Jim Crow Laws and explain how they reflected attitudes about race
Radian vs. Degrees: Conversions
3.12.3
What makes a citizen? and who is not/should not be a citizen? written evaluation, questions from We The People about expansion of voting rights, barriers to voting questions, completed timeline about voting rights and their expansion, list of regulations/requirements for voting in Nevada Notes, in class examples
Dental Records and Bite Marks to Understand Role in Forensic Science
DWU, Tool Marks Guided Notes, Tool Mark Lab Parts 1 & 2, Bite Mark Impression Lab Parts 1 & 2
48
Project
49
Week Nine
Subject
Unit
Things Fall Apart Assessment Vocabulary
Standards
3.12.9, 9.12.9, 2.12.3, 1.12.5
Ch. 11-12, Study Guide Questions, vocabulary, Things Fall Apart assessment
Thematic Link(s)
Voting: Two Steps Forward, One Step Back
C15.1 Describe the election process C13.(9-12).7 Analyze and evaluate the role of citizen participation in civic life C15.(9-12).2 Analyze the role and function of political parties in public policy and the electoral process
Radian vs. Degrees: Conversions
3.12.3
Effectiveness of lobbyists and various constituent groups response, voter behavior questions addressing who votes and who doesnt, poem to show the importance of voting using information about voting requirements and notes/information gathered Radians- Degrees and Degrees; Radians Skill A&B
Examination of Trace Evidence, Such As Hairs and Fibers, to Understand Role in Forensic Science
N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.A.2 Students know DNA molecules provide instructions for assembling protein molecules L.12.A.3 Students know all body cells in an organism develop from a single cell and contain essentially identical instructions L.12.B.1 Students know cell structures and their functions. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells
DWU, Hair and Fiber Evidence, Guided Notes
50
Project
51

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Rainshadow

Community Charter High School

The Organization of This Book

Overall Curriculum Plan

Interdisciplinary English 1A-B

Interdisciplinary English 2A-B

Interdisciplinary English 3A-B

Interdisciplinary World History 1 & 2

Interdisciplinary United States History 1 & 2

Quarterly Themes By Year

Exploring Our Town

From Pre-Columbians to Columbus and Fremont

The Truckee Microcosm

Science, Technology, Society

The Lives of a Cell

History of Language and Writing

Social and Human Resources

The Lives of an Atom

Your Expanding Universe

Utopias and Dystopias: One Individuals Place

The Book of Myself: A Knowledgeable Autobiography

Year One: The Quality of Life

Quarter 2 Theme: Science, Technology, and Society

Quarter 3 Theme: Social and Human Resources

Quarter 4 Theme: Ecosystems

Geography of Asia Korean and Vietnam Wars.

Semester One, Quarter One: Exploring Our Town

Goal setting Learning styles Setting up portfolio

Interdisciplinary Geography and Humanities 1

Interdisciplinary Math Essentials: Algebra 1

The Rainshadow Effect

L.12.C.4 Students know the unique climatic characteristics of Nevadas bioregions

Interdisciplinary Natural Science 1

Map Unit: United States and the World

Interdisciplinary Math Essentials: Algebra 1

Adding and Subtracting Positive and Negative Numbers

Interdisciplinary Geography and Humanities 1

Interdisciplinary Natural Science 1

Interdisciplinary Geography and Humanities 1

Geographic layers of the earth, volcanoes, and other landmarks.

Interdisciplinary Math Essentials: Algebra 1

Multiplying/Dividing Positive and Negative Numbers

Interdisciplinary Natural Science 1

Weather, Ocean Tides

Interdisciplinary Geography and Humanities 1

Weather activity, and ocean tide activity.

Interdisciplinary Math Essentials: Algebra 1

Multiplying/Dividing Positive and Negative Numbers

Interdisciplinary Natural Science 1

The Truckee River Watershed

L.12.C.4 Students know the unique hydrologic characteristics of Nevadas bioregions.

Interdisciplinary Geography and Humanities 1

Prevailing Winds and Water Cycle

Interdisciplinary Math Essentials: Algebra 1

Interdisciplinary Natural Science 1

Geology of the Great Basin

L.12.C.4 Students know the unique geologic characteristics of Nevadas bioregions.

Interdisciplinary Geography and Humanities 1

E.12.(9-12).3 Assess the impact of globalization on the US and world economies.

NAFTA Globalization Activity

Interdisciplinary Math Essentials: Algebra 1

1.8.3, 1.8.7, 2.12.3