11th Grade

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed.

• Students are expected to apply comprehension strategies/skills (TEKS Eng. 1.4 A-I) and response strategies/skills (TEKS Eng. 1.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. 1.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. 1.9 A-E).
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. 1.3A).

The following essential questions guide the literacy content and processes for first semester

• How can words inspire change?
• What qualities help us survive?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the first semester, students will focus on two major essays and will engage in two timed writings

• Personal Essay
• Argumentative Essay

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge & Skills (TEKS)

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Performance Descriptors for Meets & Masters Standards from the Texas Education Agency
• STAAR EOC Assessment Resources for Students and Parents
• Tips for Helping Your Teenager Write Better

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed.

• Students are expected to apply comprehension strategies/skills (TEKS Eng. II.4 A-I) and response strategies/skills (TEKS Eng. II.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. II.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. II.9 A-E).
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. II.3A).

The following essential questions guide the literacy content and processes for first semester

•  What is the allure of fear?
•  Do people need to belong?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the first semester, students will focus on two major essays and will engage in two timed writings

• Personal Essay
• Argumentative Essay

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Performance Descriptors for Meets & Masters Standards from the Texas Education Agency
• STAAR EOC Assessment Resources for Students and Parents
• Tips for Helping Your Teenager Write Better

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed. 

• Students are expected to apply comprehension strategies/skills (TEKS Eng. III.4 A-I) and response strategies/skills (TEKS Eng. III.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. III.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. III.9 A-E). 
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. III.3A).

The following essential questions guide the literacy content and processes for first semester

•  What role does individualism play in American society?
•  What makes a nation?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the first semester, students will focus on two major essays and will engage in two timed writings

• Personal Essay
• Argumentative Essay

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Scholarship Information from the College Board
• Tips for Helping Your Teenager Write Better

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed. 

• Students are expected to apply comprehension strategies/skills (TEKS Eng. IV.4 A-I) and response strategies/skills (TEKS Eng. IV.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. IV.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. IV.9 A-E). 
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. IV.3A).

The following essential questions guide the literacy content and processes for first semester

•  What happens when the world order shifts?
•  How important are heroes in the world?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the first semester, students will focus on two major essays and will engage in two timed writings

• Personal Essay
• Argumentative Essay

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Scholarship Information from the College Board
• Tips for Helping Your Teenager Write Better

What should my child be working on?

In Algebra 1, Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology, specifically the graphing calculator, to collect and explore data and analyze statistical relationships. In the 1st semester, students will study:

Expressions, Equations, and Functions

• Decide if the relation is a function when represented verbally, tabularly, graphically, or symbolically (TEKS A.12A)
• Find the values when given a function notation(TEKS A.12B)
• Continuous and discrete functions (TEKS A.2A)
• Describe the domain and range of a linear function using sets (TEKS A.2A)
• Describe the domain and range of linear functions using inequalities (TEKS A.2A)
• Solve one-variable equations using the distributive property (TEKS A.5A)

Linear Functions

• Determine the slope of a line when given a table, graph, two points on a line, or an equation (TEKS A.3A)
• Find the rate of change of a linear function when given a table graph, equation, or real-world problem (TEKS A.3B)
• Identify the slope, x-intercept, y-intercept, and zeros from a graph in math and real world problems (TEKS A.3C)
• Solve problems involving direct variation (TEKS A.2D)
• Write a formula to find any term in an arithmetic sequence (TEKS A.12D)

Equations of Linear Functions

• Write linear equations in two variables given a table, graph, or verbal description (TEKS A.2C)
• Determine the effects on the graph of the parent function (horizontal and vertical transformations) (TEKS A.3E)
• Write a linear equation in various forms (y = mx + b, Ax + By = C, and y - y1 = m(x - x1) when given the slope and one point and given two points (TEKS A.2B)
• Solve mathematical and scientific formulas, and other literal equations, for specified variable (TEKS A.12E)
• Write linear equations in point-slope and standard forms
• Write an equation for a line that is parallel to another one (TEKS A.2E)
• Write an equation for a line that is perpendicular to another one(TEKS A.2F)
• Write an equation that is parallel or perpendicular to the x or y axis and determine if the slope is zero and undefined slope (TEKS A.2G)
• Create a scatterplot and determine the linear function that fits the data (TEKS A.4C)
• Compare and contrast association and causation (TEKS A.4B)
• Calculate the correlation coefficient between two variables and interpret the strength of the linear association (TEKS A.4A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)
• Do you have notes that can help you solve the problem?

Questions about Content

Linear Functions

• How do you know your solution to the equation is correct?
• When is an equation considered simplified?
• What should have been done in order to get the correct answer?
• What is the difference between equations and inequalities?
• How can a linear equation be used to make predictions?

System of Linear Equations and Inequalities

• What are the 3 possible type solutions when graphing a system of linear equations on a coordinate plane? How can you tell?
• What is meant by the solution set of a system of linear equations?
• How would you graph a system of linear inequalities versus an equation?

What should my child be working on?

In this course, the focus will be on more precise terminology, symbolic representations, and the development of proofs. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the 1st semester, students will study:

Foundation of Geometry

• Identify, sketch, describe and answer questions about points, lines, planes, angles, and angle pairs(TEKS G.4A)
•  Formulate and solve algebraic equations based on the relationships between angles and segments(TEKS G.2A)
• Construct congruent angles, congruent segments, and perpendicular lines using a straightedge and a compass(TEKS G.5C, G.5B)

Conjectures

• Apply deductive and inductive reasoning and distinguishing between the two(TEKS G.4C, G.5A)
• Write conditional statements(TEKS G.4B)
•  Identifying the hypothesis and conclusion(TEKS G.4B)
• Determine the truth value of a conditional statement and find counterexamples to prove a statement is invalid(TEKS G.4B)
• Construct a biconditional statement(TEKS G.4B)
• Distinguish between postulates, theorems, and definitions in the context of writing proofs(TEKS G.4A, G.6C)
•  Write two-column algebraic proofs(TEKS G.4A, G.6C)

Lines Exploration

• Explore lines and angles(TEKS G.5A)(TEKS G.6A)
• Classify pairs of lines and angles(TEKS G.6A)
• Use theorems to determine the relationship between specific angles pairs and use this relationship to set up and solve algebraic equations(TEKS G.2B, G.5C)
• Prove that two lines are parallel using a two-column proof, a paragraph proof, or a flow chart(TEKS G.6A)
• Construct a parallel line through a point not on a given line or a perpendicular line through a point on or off a given line(TEKS G.2B)

Lines in the coordinate plane

• Apply distance and midpoint formula(TEKS G2.A, G.2B)
• Identify parallel and perpendicular relationships to lines and segments in the coordinate plane(TEKS G.2B)
• Calculate the slopes of segments and lines(TEKS G.2B)
• Determine slope-intercept and/or point-slope equations for these lines(TEKS G.2B, G.2C)

Congruent Triangles

• Classify triangles(TEKS G.5A)
• Find the sum of interior angles and the exterior angle(TEKS G.6D)
• Match corresponding parts of congruent triangles(TEKS G.6D)
• Prove triangles congruent using the five shortcuts (TEKS G.6B,G.6D)
• Use congruent triangles to prove the isosceles triangle theorem (TEKS G.6B, G.6D)

Similar Triangles

• Identify similar triangles(TEKS G.7A,B)
• Use similar triangles and the theorems of triangle proportionality to solve problems(TEKS G.8A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)
• Do you have notes that can help you solve the problem?

Foundation of Geometry

• What is the difference between a line and a ray?
• What is the difference between congruent and equal?
• What are the three “undefined terms” of geometry?

Conjectures

• What is a counterexample?
• What is a counterexample in real life?
• What is an example of a conditional statement?

Lines and Angles

• What are some examples of parallel, perpendicular, or skew lines?
• What are the patterns related to the measures of angles formed by parallel lines cut by a transversal?
• Explain the relationship between the slopes of parallel lines, perpendicular lines, and intersecting lines.
• How do you use a compass and a straightedge to construct segments and lines, including congruent segments, the perpendicular bisector of a line segment, and parallel lines?

Triangles

• What are the special segments in a triangle?
• What is the difference between congruent and similar?
• How are the angles and sides of a triangle related to each other?

What should my child be working on?

In this course, students will extend the mathematical knowledge and skills acquired in Algebra I, the primary purpose of this course is to use mathematics as a tool to model real-world phenomena students may encounter daily, such as finance and exponential models. MMA course provides a path for students to succeed in Algebra II and prepares them for various post-secondary choices. Students learn to apply mathematics through experiences in personal finance, science, engineering, fine arts, and social sciences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, model information, solve problems, and communicate information, solve problems, and communicate solutions. In the 1st semester, students will study:

Fundamentals of Algebra

• Review algebraic properties(TEKS M.1A, M.1C,  M.1D, M.1G)
• Solve linear equations in one variable (TEKS  M.1C, M.1D, M.1G)
• Review percent, and scientific notation (TEKS M.1A, M.1C,  M.1D, M.1G)

Fundamentals of Mathematical Models

• Use the mathematical (algebraic) expression, equations, and formulas to model the situation (TEKS M.1B)
• Review of ratio and proportions (TEKS M.5A)
• Use different strategies for solving word problems (TEKS M.1B)

Graphing Lines

• Graph linear functions(TEKS M.1A,M.1B, M. 2B, M.5A)
• Interpret slope(TEKS M.1B, M.5A)
• Formulate problems and situations involving linear functions(TEKS M.5A, M.10A, M.10B)

Modeling With System of Equations

• Solve the system of equations by graphing and algebraically(TEKS M.2B, M.5A)
• Formulate problems or situations involving the interaction of two or more variables(TEKS M.1B, M.1A)

Geometry

• Model the patterns in plane and solid geometry(TEKS M.6A, M.6B)
• Find area, perimeter, surface area and volume(TEKS M.6A, M.6B)
• Use the Pythagorean Theorem and special right triangle relationships to calculate distances(TEKS M.6A, M.6B, M.6C)
• Use trigonometric ratios to calculate distances and angle measures as applied to fields (TEKS M.6D, M.6C)

 Functions

• Define a special kind of relationship between two quantities(TEKS M.1A, M.1D, M.1E, M.1G)
• Analyze graphs of  functions(TEKS M.1F)
• Examine both linear and nonlinear functions(TEKS M.1G)
• Solve real-world problems involving direct, inverse, and joint variation(TEKS M.2B)

Modeling with Quadratic functions

• Interpret graphs of quadratic functions(TEKS M.5C)
• Solve quadratic equations(TEKS M.5C)
• Solve real-world problems involving quadratic and power functions(TEKS M.1B, M.5C)

Modeling with Exponential Functions

• Interpret graphs of exponential functions(TEKS M.5A)
• Solve exponential equations(TEKS M.5C)
• Write  exponential growth/decay functions to model a real-world problem(TEKS M.3A, M.5C)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)
• Do you have notes that can help you solve the problem?
• How do you know your solution to the equation is correct?

Fundamentals of Algebra

• When is an equation considered simplified?
• What should have been done in order to get the correct answer?
• How can a linear equation be used to make predictions?

Modeling With System of Equations

• What are the 3 possible type solutions when graphing a system of linear equations on a coordinate plane?
• What is meant by the solution set of a system of linear equations?
• What should have been done in order to get the correct answer?

Geometry

• What are the three “undefined terms” of geometry?
• Explain the relationship between the slopes of the parallel lines, perpendicular lines, and intersecting lines.
• What is the difference between congruent and similar?

Functions

• What is the difference between relation and function?
• Why is a quadratic function easier to graph when it is in vertex form?
• Explain the difference between linear equations and quadratic equations based on their graphs.
• How do you determine if the exponential function is decay or growth?

What should my child be working on?

What are the state standards for what my child should know and be able to do in this subject and grade level?

In Algebra 2, students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. Students will use technology, specifically the graphing calculator, to collect and explore data and analyze statistical relationships. In the 1st semester, students will study:

Linear Relations and Functions

• Use equations of relations and function to find the slope of a line
• Graph absolute value equations and inequality(TEKS 2A.2A)
• Graph linear equations and inequality(TEKS 2A.2A)
• Use scatter plots to predict the equations(TEKS 2A.8B)

System of Equations and Inequalities

• Solve systems of two or more linear inequalities in two variables( TEKS 2A.3A)
• Determine possible solutions in the solution set of systems of two or more linear inequalities in two variables( TEKS 2A.3A)
•  Formulate systems of equations, including systems consisting of three linear equations in three variables and systems consisting of two equations, the first linear and the second quadratic( TEKS 2A.3E, 2A.3F, 2A.3G)
• Use Gaussian elimination, technology with matrices, and substitution to solve systems of three linear equations in three variables (TEKS 2A.3B)

Quadratic Functions

• Write the equation of a parabola using given attributes (TEKS 2A.4A)
• Solve quadratic equations and inequalities using factors, quadratic formula, and completing the square(TEKS 2A.4F, 2A.4H)
• Transform a quadratic functions(TEKS 2A.4D)
• Predict and make decisions and critical judgments from a given set of data using the quadratic model (TEKS 2A.8C)

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)
• Do you have notes that can help you solve the problem?

Linear Relations and Functions

• What is the difference between relation and function?
• How do you determine a relation is a function?
• How do you find the maximum and minimum values of a function over a region?

System of Equations and Inequalities

• What are the possible solutions for a linear system of equations?
• How do you make a system of three equations in two variables?
• What is a system of equations?

Quadratic Functions

• How do you write a quadratic function in vertex form?
• Why is a quadratic function easier to graph when it is in vertex form?
• How can you fit a parabola to three points in the plane?
• Explain the difference between linear inequalities and quadratic inequalities based on their graphs.

What should my child be working on?

Ecology, Systems, and Cellular Energy

 

• Investigate and explain the cellular processes of homeostasis and the transport of molecules. (TEKS B.4B)
• Compare the reactants and products of photosynthesis and cellular respiration in terms of: energy, energy conversions, and matter. (TEKS B.9B)
• Analyze the flow of matter and energy through trophic levels using models like: food chains, food webs, and ecological pyramids. (TEKS B.12C)
• Summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems. (TEKS B.11A)
• Describe the flow of matter through the carbon and nitrogen cycles. (TEKS B.12D)
• Explain the consequences of disrupting the carbon and nitrogen cycles. (TEKS B.12D)
• Interpret relationships among organisms: predation, parasitism, commensalism, mutualism, competition. (TEKS B.12A)
• Compare variations and adaptations of organisms in different ecosystems. (TEKS B.12B)
• Describe how environmental change can impact ecosystem stability. (TEKS B.12E)
• Describe how events and processes that occur during ecological succession can change populations and species diversity. (TEKS B.11B)

Evolution

• Analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species. (TEKS B.7E)
• Analyze and evaluate how natural selection produces change in populations, not individuals. (TEKS B.7C)
• Analyze and evaluate how the elements of natural selection (inherited variation, the potential of a population to produce more offspring than can survive, a finite supply of environmental resources) result in differential reproductive success. (TEKS B.7D)
• Analyze other evolutionary mechanisms, like: genetic drift, gene flow, mutation, and recombination. (TEKS B.7F)
• Analyze and evaluate how evidence of common ancestry (anatomical, molecular, developmental) among groups is provided by the fossil record, biogeography, and homologies. (TEKS B.7A)
• Examine scientific explanations of abrupt appearance and stasis in the fossil record. (TEKS B.7B)

Biomolecules

• Compare the functions of different types of biomolecules: carbohydrates, lipids, proteins, and nucleic acids. (TEKS B.9A)
• Identify and investigate the role of enzymes. (TEKS B.9C)

Cells

• Investigate and explain cellular processes: homeostasis, transport of molecules, and compare and contrast prokaryotic and eukaryotic cells, including their complexity. (TEKS B.4A)

Taxonomy of Living Things and Viruses

• Categorize organisms using a hierarchical classification system based on similarities and differences shared among groups. (TEKS B.8B)
• Compare characteristics of taxonomic groups: archaea, bacteria, protists, fungi, plants, and animals. (TEKS B.8C)
• Define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community. (TEKS B.8A)
• Compare the structures of viruses to cells and describe viral reproduction. (TEKS B.4C)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Ecology, Systems, and Cellular Energy

• How are the processes of cellular respiration and photosynthesis related?
• How is energy transferred within an ecosystem?
• How are organisms in different ecosystems adapted to their environment?
• How does species diversity lead to a climax community?

Evolution

• How does gene flow influence diversity in populations?
• How does DNA show a common ancestry?

Biomolecules

• How are the functions of the four biomolecules important to the maintenance of homeostasis in the body?
• Why are enzymes necessary for life? How is their function impacted by environmental factors?

Cells

• How are cells organized?
• How are prokaryotes and eukaryotes similar? Different?
• How is homeostasis maintained through the transport of molecules across cellular membranes?

Taxonomy of Living Things and Viruses

• How is taxonomy used to classify organisms?
• How do viruses reproduce?

What should my child be working on?

Particle View of States of Matter

• Differentiate between physical changes and properties. (TEKS C.4A)
• Identify extensive properties: mass and volume; and intensive properties: density and melting point. (TEKS C.4B)
• Compare solids, liquids, and gases: compressibility, structure, shape, and volume. (TEKS C.4C)

Phase Changes and Particle Interactions

• Compare solids, liquids, and gases: compressibility, structure, shape, and volume. (TEKS C.4C)
• Describe energy and its forms: kinetic, potential, chemical, and thermal. (TEKS C.11A)
• Describe the law of conservation of energy (TEKS 6.11B)
• Classify reactions as exothermic or endothermic and represent energy changes that occur in chemical reactions using graphical analysis. (TEKS C.11C)

Kinetic Molecular Theory

• Describe and calculate the relations between volume, pressure, number of moles, and  temperature for an ideal gas as described by: Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. (TEKS C.9A)
• Describe the postulates of kinetic molecular theory. (TEKS C.9B)

Classification and Interactions of Matter

• Differentiate between physical changes and properties. (TEKS C.4A)
• Compare solids, liquids, and gases: compressibility, structure, shape, and volume. (TEKS C.4C)
• Classify matter as pure substances or mixtures through investigation of their properties. (TEKS C.4D)
• Describe the experimental design and conclusions used in the development of Bohr's nuclear atom (TEKS C.6A)
• Describe and calculate Dalton's law of partial pressure. (TEKS C.9A)

Molecular Structure and Properties

• Identify and explain the properties of chemical families using the Periodic Table: alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. (TEKS C.5B)
• Can interpret periodic trends using the Periodic Table: atomic radius, electronegativity, ionization energy. (TEKS C.5C)
• Express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures. (TEKS C.6D)
• Classify molecular structure for molecules with linear, trigonal planar, and tetrahedral  electron pair geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory. (TEKS C.7E)
• Describe the unique role of water in solutions in terms of polarity. (TEKS C.10A)

Covalent and Ionic Bonding

• Name ionic compounds containing main group or transition metals, covalent compounds, and bases using the International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules
• Use nomenclature rules to name ionic compounds containing: main group or transition metals, covalent compounds, acids, and bases. (TEKS C.7B)
• Construct electron dot formulas to illustrate covalent bonds. (TEKS C.7C)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Particle View of States of Matter

• How are physical and chemical changes and properties different?
• How are solids, liquids, and gases similar? Different?

Phase Changes and Particle Interactions

• How is energy related to phase changes of matter?
• How does the Law of Conservation of Energy apply to phase changes?

Kinetic Molecular Theory

• How do gases respond to change?

Classifications and Interactions of Matter

• How are mixtures differentiated from pure substances?
• How do we organize different kinds of matter?

Molecular Structure and Properties

• How does the structure of an atom relate to its properties?
• How does the VSEPR theory help predict the structure of a molecule?
• How does the polar nature of water impact its role as a solvent?

Ionic and Covalent Bonds

• How are ionic and covalent bonds different?
• How do we name and write the formula for binary, ionic and covalent compounds?

What should my child be working on?

Safety, Graphing, Scientific Method

• Demonstrate safe practices during investigations (TEKS IPC.1A)
• Plan and implement investigative procedures: asking questions, formulating testable hypotheses, and selecting equipment and technology (TEKS IPC.2B)
• Communicate valid conclusions supported by data (TEKS IPC.2E)

Speed and Acceleration

• Describe and calculate an object’s motion in terms of: position, displacement, speed, acceleration (TEKS IPC.4A)
• Measure and graph distance and speed as a function of time (TEKS IPC.4B)

Forces & Newton’s Laws

• Investigate how net forces change an object’s motion (TEKS IPC.4C)
• Describe and calculate the relationship between force, mass, and acceleration (TEKS IPC.4D)
• Explain the concept of conservation of momentum using action/reaction forces (TEKS IPC.4E)
• Describe the gravitational attraction between objects of different masses at different distances (TEKS IPC.4F)
• Examine electrical force as a universal force between any two charged objects (TEKS IPC.4G)

Energy

• Recognize and demonstrate that objects and substances in motion have kinetic energy: vibration of atoms, water flowing down a stream moving pebble, and bowling balls knocking down pins (TEKS IPC.5A)
• Recognize and demonstrate common forms of potential energy: gravitational, elastic, and chemical (TEKS IPC.5B)
• Investigate the law of conservation of energy (TEKS IPC.5D)
• Analyze energy transformations of renewable and nonrenewable resources (TEKS IPC.5H)

Thermal Energy

• Investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation in weather, living, and mechanical systems (TEKS IPC.5E)
• Critique the advantages and disadvantages of various energy sources and their impact on society and the environment (TEKS IPC.5I)
• Describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production (TEKS IPC.7E)

Electricity

• Demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric forces (TEKS IPC.5C)
• Evaluate the transfer of electrical energy in series and parallel circuits and conductive materials (TEKS IPC.5F)
• Explore the characteristics and behaviors of energy transferred by waves, including: acoustic, seismic, light, and waves on water (TEKS IPC.5G)
• Explore the characteristics and behaviors of waves as they: reflect, refract, diffract, interfere with each other, and absorbed by materials (TEKS IPC.5G)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Speed, Velocity, and Acceleration

• How can we describe the motion of objects?
• How are distance and displacement different?
• How is an object’s speed calculated?
• How is acceleration, time, and velocity related?

Forces & Newton’s Laws

• How do objects change their motion?
• How does applying a force affect the way an object moves?
• What is inertia and how is it related to Newton’s first law of motion?
• How does Newton’s first law explain what happens in a car crash?

Energy

• How is the law of conservation of energy relevant to everyday life?
• How are potential and kinetic energy related to each other?

Thermal Energy

• How does energy move?
• How does the transfer of thermal energy differ in solids, liquids, and gases?

Electricity

• How do the properties of electricity and magnetism relate to our world?
• How does an understanding of electricity and magnetism help improve science and technology?

What should my child be working on?

Motion

• Generate and interpret graphs and charts describing different types of motion, including investigations using real‐time technology such as motion detectors or photogates. (TEKS P.4A)
• Describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of: distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, acceleration. (TEKS P.4B)
• Analyze and describe accelerated motion in two dimensions using: equations, graphical vector addition, projectile examples. (TEKS P.4C)

Forces

• Calculate the effect of forces on objects, including: the law of inertia, the relationship between force and acceleration, the nature of force pairs between objects, using methods, including free‐body force, and diagrams. (TEKS P.4D)

Circular Motion & Gravitation

• Analyze and describe accelerated motion in two dimensions using: equations, graphical vector addition, and circular examples. (TEKS P.4C)
• Describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers. (TEKS P.5B)
• Describe the concepts of: gravitational forces, electromagnetic forces, weak nuclear forces, and strong nuclear forces. (TEKS P.5A)

Momentum and Impulse

• In a closed system, calculate the impulse applied to, and momentum of a physical system. (TEKS P.6C)
• Demonstrate and apply the laws of conservation of momentum in one dimension. (TEKS P.6D)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Motion

• How do graphs and charts describe motion such as velocity and acceleration?

Forces

• How can you determine the results of forces acting on an object?

Circular Motion & Gravitation

• What is the relationship between gravity, mass, and distance?

Momentum and Impulse?

• What is impulse and how is it related to momentum?
• How is momentum conserved in an interaction?

In this one-semester required course, students study the way that individuals and societies, particularly our society, have chosen to use scarce resources for the production of alternative goods. Students will learn how these scarce resources are distributed among the various peoples and groups in society. The course focuses on the economic principles upon which the free enterprise system is based. Students will study the role government plays in the enterprise system and compare the American economic system to other types of economic systems.

What should my child be working on?

• Scarcity and opportunity cost (TEKS E1A)
• Economic Systems (TEKS E.5A)
• Circular Flow (TEKS E.8A)
• Measuring the economy (TEKS E.10A)
• Money and Banking (TEKS E.12A)
• The Federal Reserve (TEKS E.13B)
• Fiscal Policy (TEKS E.14A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Scarcity and opportunity cost

• How do individuals and societies make choices when resources are scarce?

Economic Systems

• How do varying market structures impact an economy?
• How are free enterprise, socialism, and communism as economic systems similar and different?

Circular Flow

• How does the government interact with resource owners, consumers, products, and factor makers?

Measuring the economy

• How do economists measure a nation’s economic and social well-being?

Money and Banking

• Which is better: a barter economy or an economy using currency as a medium of exchange?

Federal Reserve

• How has money evolved to meet the needs of people?
• How did the creation of the Fed impact our banking system?
• How does the Fed use monetary policy to stabilize the economy?

Fiscal Policy

• How do policy makers use fiscal policy to stabilize the economy?
• How do we know if macroeconomic equilibrium has been achieved?
• How does the government promote the goals of price stability, full employment, and economic growth?

The main learning objective for this semester-long course is to prepare students for decision-making within the framework of the American political system. The course begins with an overview of basic concepts found in all political systems, the philosophical background which led to our constitutional development, and the basic concepts found in the Constitution. The executive, legislative, and judicial branches of the federal government, including current issues of interest such as foreign affairs, will be studied. In addition, students study the fields of civil rights and liberties, political parties and suffrage, and state and local governments.

What should my child be working on?

• Foundations of Government (TEKS USG.1A)
• Founding Documents (TEKS USG.7F)
• Federalism (TEKS USG.9B)
• Functions of Government (TEKS USG.8H)
• Linkage Institutions (TEKS USG.2B)
• Individual Rights (TEKS USG.13A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Foundations of Government

• What is the purpose of government?
• Why did the founding fathers choose our form of government over others?
• What political philosophies influenced our major political ideas as expressed in the Declaration of Independence, Articles of Confederation and the Constitution?

Founding Documents

• How are limited government, republicanism, checks and balances, federalism, separation of power, popular sovereignty, and individual rights reflected in the U.S. Constitution and Declaration of Independence?

Federalism

• What are the advantages and disadvantages of a federal system of government?
• How are the decisions made regarding events and issues of the United States?

Functions of Government

• How do our government’s three branch system make policy?
• How is power among and within government balanced?

Linkage Institutions

• How do political parties and interest groups impact the US including policies governing the citizens?
• How does the electoral process impact/influence political parties and interest groups?

Individual Rights

• How does the Constitution support equality? Are there any limitations on due process?  Why or why not?
• How are individual rights protected? How are the best interests of the public protected?

This course is a required one-year study of the United States from 1877 to the present. The time span is divided into Eras, such as the Progressive Era, Civil Rights, and the Cold War. Within each unit, students examine these eras and their events from several perspectives: geographic, political, economic, social, and international. Emphasis is placed on relating the effects of past events to the present. Like the previous social studies courses, critical thinking and literacy skills are embedded and students apply them to analyze primary and secondary sources.

What should my child be working on?

• Foundations of Government - Early US Review (TEKS 8.29B, US.29A-H)
• The Gilded Age (TEKS US.3B, US.15B)
• Populism and the Progressive Era (TEKS US.5A)
• Imperialism (TEKS US.4A)
• World War I (TEKS US.4C)
• The 1920’s  (TEKS US.16A)
• The Great Depression (TEKS US.16B; US.19A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Foundations of Government - Early US Review

• What are the foundational principles of the U.S. Constitution and how did these ideas evolve?
• In what ways did Americans seek to solve conflicts and disputes?
• What were the motivations behind the adoption of the Bill of Rights?

The Gilded Age

• Why would people take on the challenges of life in the West?
• How did the movement West and new energy across the country help the United States become an industrialized society after the Civil War?

Populism and the Progressive Era

• How did farmers respond to the problems they faced in the late 19th century?
• How did the muckrakers and other Progressives reform American society?
• How did Progressive reforms impact the American people?

Imperialism

• How did the Spanish American War mark a “turning point” in American History?
• How did imperialism impact the US politically and strategically?
• How did advancements in art, math, science and technology act as a catalyst for (social, political, and economic) change?

World War I

• Why did World War I break out in Europe?
• Why did the United States enter World War I?
• How did the new technologies change the face of warfare?

The 1920’s

• What factors sparked the prosperity of the 1920s?
• In what ways did the 1920s witness a conflict in values?
• How did the Harlem Renaissance impact the African American community?

The Great Depression

• What were the causes of the Great Depression?
• How did the Great Depression impact life and policy in America?<
• How did the New Deal change the role of government in America?

In this course, students analyze the relationships between people, places, and environments. Students use problem-solving and decision-making skills to ask and answer geographic questions. Much of the course’s focus will be around the physical processes, places, and regions, the environment, the political, economic, and social processes that shape cultural patterns, human systems such as population distribution and urbanization patterns and the economic conditions leading to and reinforcing the developed world.

What should my child be working on?

• Geography and Geographer’s Tools (TEKS WG.1A; WG.8A)
• USA and Canada (TEKS WG.8A; WG.9A)
• Latin America (TEKS WG.1B; WG.8A; WG.9A; WG.18A)
• Europe (TEKS WG.5A; WG.8A; WG.9A; WG.14C)
• Northern Eurasia (TEKS WG.14C; WG.10; WG.18A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is it like where we live?
• What impacts where and how we live?
• What aspects of culture impact our lives the most? Explain.
• How can you enhance (improve) your quality of life?
• Does expansion improve or impose? Explain.
• Does variety aid or prevent progress?

World History

The purpose of this one-year course is to provide students with a chronological study of world history. The major emphasis of this course is on the study of significant people, events, and issues from the earliest times to the present. Students will examine historical points of reference, evaluate the causal relationship of economic imperialism, the historic origins of contemporary economic systems, trace the historical development of law, and analyze the impact of major religious and philosophical traditions. Students will analyze the connections between major developments in science and technology to the growth of industrial economies.

What should my child be working on?

• River Valley Civilizations (Neolithic Revolution) (TEKS WH.2A)
• Classical Era (500BC - 500AD) (TEKS WH.3A)
• Post-Classical Era/Middle Ages (TEKS WH.4A; WH.4E)
• Age of Exploration: the Renaissance and Reformation (TEKS WH.2A)
• Age of Exploration: Incas and Aztecs (TEKS WH.5A; WH.6B)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

River Valley Civilization (Neolithic Revolution) - 800BC to 500 BC - WH.2A

• What does it mean to be “civilized”?
• What makes a civilization?

Classical Era (500BC - 500AD)

• What makes a civilization great?
• What causes a civilization/empire to fall?

Post-Classical Era/Middle Ages - 600 to 1450 AD -

• What leads to division amongst people of the same culture?
• How can interactions between different cultures lead to conflict?

Age of Exploration: The Renaissance and Reformations - 1450 to 1750 AD -WH.4A, WH.3E

• How did advancements in art, math, science, and technology act as a catalyst for social, economic, and political change?

Age of Exploration: The Incas and Aztecs - 1450 -1750AD - WH.7B

• How were empires of the New World conquered by the Spanish?
• What were the lasting effects of the rise of the European powers in the New World?

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed. 

• Students are expected to apply comprehension strategies/skills (TEKS Eng. 1.4 A-I) and response strategies/skills (TEKS Eng. 1.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. 1.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. 1.9 A-E). 
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. 1.3A).

The following essential questions guide the literacy content and processes for first semester:

•  What is true love?
• How do we learn who we truly are?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the second semester, students will focus on two major essays and will engage in two timed writings

• Informational (compare/contrast) Essay
• Explanatory

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Performance Descriptors for Meets & Masters Standards from the Texas Education Agency
• STAAR EOC Assessment Resources for Students and Parents
• Tips for Helping Your Teenager Write Better

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed.

• Students are expected to apply comprehension strategies/skills (TEKS Eng. II.4 A-I) and response strategies/skills (TEKS Eng. II.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. II.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. II.9 A-E). 
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. II.3A).

The following essential questions guide the literacy content and processes for first semester

• What do our possessions reveal about us?
• What motivates us to forgive?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the second semester, students will focus on two major essays and will engage in two timed writings

• Informational (compare/contrast) Essay
• Argumentative Essay

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Performance Descriptors for Meets & Masters Standards from the Texas Education Agency
• STAAR EOC Assessment Resources for Students and Parents
• Tips for Helping Your Teenager Write Better

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed. 

• Students are expected to apply comprehension strategies/skills (TEKS Eng. III.4 A-I) and response strategies/skills (TEKS Eng. III.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. III.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. III.9 A-E). 
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. III.3A).

The following essential questions guide the literacy content and processes for first semester

• How do words change the world?
• How are we shaped by the places we experience? & How does fear drive decisions?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the second semester, students will focus on two major essays and will engage in two timed writings

• Informational (compare/contrast) Essay
• Expository and Literary Analysis Essay

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Scholarship Information from the College Board
• Tips for Helping Your Teenager Write Better

What should my child be working on?

Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking)

Each semester students read, analyze, and write about a variety of increasingly complex contemporary, classical, and diverse texts that are read, heard, or viewed. 

• Students are expected to apply comprehension strategies/skills (TEKS Eng. IV.4 A-I) and response strategies/skills (TEKS Eng. IV.5 A-J) to deepen understanding of texts.
• Students are expected to analyze and then apply components of author’s craft, including literary and rhetorical devices, intentional diction and syntax, and development of themes/messages within texts they read and texts they write (TEKS Eng. IV.8 A-G).
• Students are expected to plan, develop, revise, edit drafts using standard English conventions, and publish for appropriate audiences (TEKS Eng. IV.9 A-E). 
• Students are expected to read grade-appropriate texts independently for a sustained period of time (TEKS Eng. IV.3A).

The following essential questions guide the literacy content and processes for first semester

•  How much does the past determine the future?
• What does it mean to call a place home?

Connections you make at home between these essential questions and your experiences as a family with various texts you encounter will serve to engage students in additional conversations and deepen student understanding.

During the second semester, students will focus on two major essays and will engage in two timed writings

• Argumentative/literary analysis Essay
• Informational with Research

Grammar concepts are taught and practiced within the context of student writing. Students should carefully edit for complete and controlled sentences, consistent and accurate verb tense, pronoun-antecedent agreement, and other basic English conventions required, including capitalization and spelling.

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What texts are you currently reading? What is your purpose for reading these texts?
• What texts are you currently writing? What is your purpose for the writing you are doing?
• What are the big ideas (themes, messages, lessons, etc.) you are noticing in the texts that you are reading?  What details did the writer include to support the big ideas?
• What big ideas have you included within your writings?  What details/evidence did you use to support your ideas?
• What processes will you use to determine where you might revise your writing to improve clarity, development, and organization?
• What processes do you use before you turn in a writing or any assignment to ensure accuracy of grammar, spelling, and punctuation?
• How do you check the accuracy of information you are reading online?

Resources

• College and Career Readiness
• Definition of Literacy in a Digital Age
• Scholarship Information from the College Board
• Tips for Helping Your Teenager Write Better

What should my child be working on?

Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology, specifically the graphing calculator, to collect and explore data and analyze statistical relationships. In the 2nd semester, students will study

Polynomials

• Add and Subtract polynomials (TEKS A.10A)
• Multiply polynomials (TEKS A.10B)
• Rewrite polynomial expressions using the distributive property (TEKS A.10D)
• Factor trinomials (TEKS A.10E)
• Determine if a binomial can be written as a difference of two squares (TEKS A.10F)
• Divide polynomials (TEKS A.10C)

Quadratic Functions and Equations

• Determine the domain and range of quadratic functions (TEKS A.6A)
• Graph quadratic functions and identify key attributes (x-intercept, y-intercept, zeros, maximum value, minimum value, vertex, and axis of symmetry) (TEKS A.7A)
• Write quadratic functions when given real solutions and graphs of their related equation (TEKS A.6C)
• Describe the relationship between linear factors of quadratic expressions and the zeros of the associated quadratic functions (TEKS A.7B)
• Determine the effects on the graph of a parent function when transformation occurs (TEKS A.7C)
• Write equations of quadratic functions given the vertex and another point on the graph (TEKS A.6B)
• Solve quadratic functions by factoring, taking square roots, completing the square, or applying the quadratic formula (TEKS A.8A)

Exponents and Exponential Functions

• Simplify numeric and algebraic expressions using the laws of exponents (TEKS A.11B)
• Simplify numerical radical expressions involving square roots (TEKS A.11A)
• Determine the domain and range of exponential functions (TEKS A.9A)
• Graph exponential functions that model growth and decay and identify key features (y-intercept and asymptote) (TEKS A.9D)
• Interpret the meaning of a and b in exponential functions in the form of f(x) = abx (TEKS A.9B)
• Write exponential functions to describe problems arising from mathematical and real world situations (TEKS A.9C)
• Using technology, write exponential functions that provide a reasonable fit to data and make predictions for real world problems (TEKS A.9E)
• Using technology, write quadratic functions that provide a reasonable fit to data and make predictions for real world problems (TEKS A.8B)

Radical and Sequences

• Write a formula for any term in an arithmetic sequence, given the value of several terms (TEKS A.12D)
• Write a formula for any term in a geometric sequence, given the value of several terms (TEKS A.12D)
• Identify terms of arithmetic sequences when sequences are given in function form using recursive processes (TEKS A.12C)
• Identify terms of geometric sequences when sequences are given in function form using recursive processes (TEKS A.12C)
• Simplify numerical radical expressions involving square roots (TEKS A.11A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)
• Do you have notes that can help you solve the problem?

Polynomials

• What is a polynomial?
• How do you use the distributive property to rewrite a polynomial expression?
• How do you identify and factor polynomials written as the difference of two squares?

Quadratic Equations and Functions

• Why are solutions called zeros?
• Compare and contrast the characteristics of linear functions and quadratic functions.
• How can you tell from an equation that a function is quadratic?

Exponents and Exponential Functions

• How do you simplify expressions with exponents?
• Interpret the meaning of exponential growth and decay in a  real-world example.
• How do you determine whether a set of data displays exponential behavior?

Series and Sequences

• What is a  sequence?
• What is the difference between an arithmetic and geometric sequence?
• How do you determine if a sequence is arithmetic or geometric?

What should my child be working on?

In this course, the focus will be on more precise terminology, symbolic representations, and the development of proofs. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the 2nd semester, students will study

Right Triangles

• Apply  the Pythagorean Theorem , including Pythagorean triples, to solve problems (TEKS G.9B)
•  Apply the relationships in special right triangles 30-60-90 and 45-45-90 to solve problems (TEKS G.9B)
• Determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios (TEKS G.9A)

Polygons

• Explore the interior and exterior angles of polygons (TEKS G.5A)
• Investigate the properties of trapezoids and kites(TEKS G.6E)
• Investigation on the properties of parallelograms (TEKS G.6E)
• Identify and apply the properties of all types of quadrilaterals (TEKS G.6E)
• Classify a quadrilateral by its properties (TEKS G.6E)

Area and Perimeter

• Find the basic area and perimeter (TEKS G.11A)
• Find the area and perimeter of composite shapes(TEKS G.11B)
• Analyze the effects on area and perimeter when one or more dimension is changed, including proportional and non-proportional changes(TEKS G.10B)

Transformation

• Study the result of composite transformations (TEKS G.3A, G.3B)
• Distinguish between reflectional and rotational symmetry (TEKS G.3D)
• Apply the proportions of similar figures to a dilation (TEKS G.3C)

3-D Figures

• Calculate the lateral area, surface area, and volume of prisms, cylinders, pyramids, cones, spheres, and composite figures(TEKS G.11C, G.11D)
• Describe  the effects on  surface area and volume in similar solids  when one or more dimension is changed, including proportional and non-proportional changes (TEKS G.10B)

Circles

• Identify different line and line segments that pass through a circle (TEKS G.12A)
• Write the proportional relationship between the sector area and the total area of the circle as well as arc length and the circumference of the circle(TEKS G.12B)
• Find the relationship between the angles formed by the lines and segments that intersect circles (TEKS G.12D)
• Write equations of circles in the coordinate plane (TEKS G.12D)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)
• Do you have notes that can help you solve the problem?

Polygons

• Explain how to determine if a polygon is regular.
• Are all rectangles parallelograms? How do you know?
• Explain what you know about the diagonals of a square.
• Are all squares rectangles?

Area and Perimeter

• How are the units of perimeter different from the units of the area?
• When two or more figures are put together, does their combined area change?
• When two or more figures are put together, does their combined perimeter change?

Transformation

• What is a real-world example of a reflection?
• What is a real-world example of a reflectional symmetry? Rotational symmetry?
• Which special quadrilaterals have reflectional symmetry?

3-D Figures

• Explain the difference between the slant height of a pyramid and the height of a pyramid.
• Are all cubes similar?
• How do you determine if two cones are similar?
• How changes in the dimensions of a 3-D shape will affect its surface area and volume?

What should my child be working on?

In this course, students will extend the mathematical knowledge and skills acquired in Algebra I, the primary purpose of this course is to use mathematics as a tool to model real-world phenomena students may encounter daily, such as finance and exponential models. MMA course provides a path for students to succeed in Algebra II and prepares them for various post-secondary choices. Students learn to apply mathematics through experiences in personal finance, science, engineering, fine arts, and social sciences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, model information, solve problems, and communicate solutions. In the 2nd semester, students will study

Personal Financial Planning and Income

• Look at various mathematical models in making decisions about consumer math (TEKS M.2B)
• Calculate simple interest and compound interest (TEKS M.4C)
• Compare different investment options for saving money(TEKS M.3C)
• Analyze the impact of using a credit card as it relates to money management (TEKS M.3B)
• Examine options for purchasing a home, purchasing an automobile, investments, and insurance(TEKS M.4A)

Probability Models

• Determine the number of elements in a finite sample space(TEKS M.8A)
• Compute the probability of an event (TEKS M.8B)
• Determine the number of ways an event may occur using combinations, permutations, and the Fundamental Counting Principle (TEKS M.8A)
• Compare theoretical to empirical probability (TEKS M.8B)
• Use experiments to determine the reasonableness of a theoretical model such as binomial or geometric (TEKS M.8C)

Modeling with Statistic

• Interpret information from various graphs, including line graphs to draw conclusions from the data (TEKS M.9A)
• Determine the strengths and weaknesses of conclusions (TEKS M.9A)
• Analyze numerical data using measures of central tendency (mean, median, and mode) and variability (range, interquartile range or IQR, and standard deviation) in order to make inferences with normal distributions(TEKS M.9A)
• Use data from a sample to estimate a population mean or population proportion (TEKS M.9D)
• Gather the appropriate data, analyze the data, and draw reasonable conclusions (TEKS M.9C)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)

Personal Financial Planning and Income

• Do you have notes that can help you solve the problem?
• Identify different types of taxes.
• Determine total interest on mortgages
• Identify the advantages and disadvantages of property ownership.
• What is the difference between buying and leasing a vehicle?
• What is the difference between debit cards and credit cards?
• Explain the importance of establishing a positive credit history.
• Explain the impact of interest rate and loan length on the cost of credit.
• How do you calculate the total cost of repaying a loan?
• Identify and compare types of credit.
• Explain the impact of using a credit card as it relates to money management.

Modeling with Statistic

• Explain the process of choosing a random sample.
• How do you estimate population proportions from sample data?
• Determine an exponential, quadratic, or linear model or a given set using technology.

What should my child be working on?

In Algebra 2, students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. Students will use technology, specifically the graphing calculator, to collect and explore data and analyze statistical relationships. In the 2ndt semester, students will study

Polynomials

• Add, subtract, multiply, divide, and factor polynomial functions (TEKS 2A.7B, 2A.7C)
• Analyze and graph polynomial function (TEKS 2A.2A)
• Determine linear and quadratic factors of polynomial expressions  (TEKS 2A.7E, 2A.7F)
• Solve polynomial equations (TEKS 2A.7E)

Functions and Inverse Functions

• Write the composition of two functions(TEKS 2A.2D)
• Determine the domain of composition functions(TEKS 2A.2D)
• Analyze the relationship between a function and its inverse (TEKS 2A.2C)

Radical Functions

• Graph radical functions and analyze the key attributes such as domain, range, intercepts, and maximum and minimum given an interval(TEKS 2A.2A)
• Formulate and solve square root, cube root, and radical equations (TEKS 2A.4E)
• Solve equations involving rational exponents  (TEKS 2A.4F)

 Exponential and Logarithmic Functions

• Graph exponential and logarithmic functions and analyze the key attributes such as domain, range, intercepts, and maximum and minimum given an interval (TEKS 2A.2A)
• Formulate and solve exponential and logarithmic equations and inequalities (TEKS 2A.5B)
• Formulate exponential and logarithmic equations that model real-world situations (TEKS 2A.5B)
• Rewrite exponential equations as their corresponding logarithmic equations and logarithmic equations as their corresponding exponential equations (TEKS 2A.5C)
• Determine the reasonableness of a solution to a logarithmic equation (TEKS 2A.5E)
• Write the domain and range of a function in interval notation, inequalities, and set notation (TEKS 2A.7I)

Rational Functions

• Graph rational functions analyze the key attributes such as domain, range, intercepts, symmetries, asymptotic behavior, and maximum and minimum given an interval (TEKS 2A.2A)
• Determine the sum, difference, product, and quotient of rational expressions with integral exponents of degree one and of degree two (TEKS 2A.7F)
• Solve rational equations that have real solutions (TEKS 2A.6I)
• Formulate and solve equations involving inverse variation (TEKS 2A.6L)
• Write the domain and range of a function in interval notation, inequalities, and set notation(TEKS 2A.7I)
• Determine the reasonableness of a solution to a rational equation(TEKS 2A.6J)
• Determine the asymptotic restrictions on the domain of a rational function and represent domain and range using interval notation(TEKS 2A.6K)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• What is the problem asking you to solve?
• What information is important to help you solve the problem?
• What problem-solving strategy can you use to solve the problem? (Draw a picture, make a table, write an equation, number line)
• Do you have notes that can help you solve the problem?

 Polynomials

• How do you determine whether each expression is a polynomial?
• How do you know if the divisor is a factor of the polynomial?
• What is a prime polynomial?
•  How do you write the equation of a polynomial by the given graph?

Functions and Inverse Functions

• How do you form the composition of two functions and determine the domain?
• How do you determine if a function has an inverse?
• How do you use graphs of functions to determine whether a function has an Inverse?
• How do you verify that 2 functions are inverses of each other?
• What is the relationship between the domain and range of function and the inverse function?

Exponential and Logarithmic Functions

• How do you determine whether the exponent function will be a growth function or a decay function?
• Why must you check your solutions when you solve log equations?
• Can you evaluate a log with a calculator?

Rational Functions

• What is a rational expression? 
• Is the set of rational numbers closed under multiplication and division?
• Explain the significance of extraneous solutions in rational equations.
• Explain the characteristics of graphs of reciprocal functions.
• What is the point of discontinuity? 
• Describe how restrictions on the domain of a rational function affect its graph.

What should my child be working on?

Cell Cycle

• Describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis. (TEKS B.5A)
• Explain the importance of the cell cycle to the growth of organisms. (TEKS B.5A)
• Recognize disruptions of the cell cycle that lead to diseases such as cancer. (TEKS B.5C)
• Describe roles that affect cell differentiation: the role of DNA, the role of RNA, the role of environmental factors, and recognize gene expression is a regulated process. (TEKS B.6D)
• Identify components of DNA and how information for specifying the traits of an organism is carried in the DNA. (TEKS B.6A)
• Recognize the components that make up the genetic code are common to all organisms. (TEKS B.6B)
• Explain the purpose and process of transcription and translation using models of DNA  and RNA. (TEKS B.6C)

Changes to DNA

• Identify and illustrate changes in DNA and evaluate the significance of these changes. (TEKS B.6E)

Meiosis

• Explain the significance of meiosis to sexual reproduction. (TEKS B.6G)

Genetics

• Predict possible outcomes of various genetic combinations: monohybrid crosses, dihybrid crosses, and non‐Mendelian inheritance. (TEKS B.6F)

Plant and Animal System Interactions

• Describe the interactions that occur among systems in plants that perform functions like: transport, reproduction, and response. (TEKS B.4B) 
• Analyze the levels of organization in biological systems. (TEKS B.10C)
• Compare variations and adaptations of organisms in different ecosystems. (TEKS B.12B)
• Describe the interactions that occur among systems in animals that perform functions, like: regulation, nutrient absorption, reproduction, and defense from injury or illness. (TEKS B.10A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Cell Cycle

• How do organisms grow?
• How is the structure of DNA related to its function?
• How does cancer relate to the cell cycle?
• How do the processes of transcription and translation decode genes into proteins?

Changes to DNA

• How can mutations affect the production of proteins?
• How can mutations be advantageous or disadvantageous?

Meiosis

• How does meiosis contribute to genetic variation?
• How is meiosis similar and dissimilar to mitosis?

Genetics

• How are traits inherited across generations?
• How can the inheritance of specific traits be predicted?

Plant and Animal System Interactions

• How do plant systems interact with one another to perform the life processes of the plant?
• How do the body systems work with one another to perform normal tasks along with metabolic processes?

What should my child be working on?

Counting Particles in Substances

• Define and use the concept of a mole. (TEKS C.8A)
• Calculate the number of atoms or molecules in a sample of material using Avogadro’s number. (TEKS C.8B)
• Differentiate between empirical and molecular formulas. (TEKS C.8D)
• Describe and calculate the relations between volume, pressure, number of moles, and  temperature for an ideal gas as described by: Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. (TEKS C.9A)

Counting Particles in Chemical Reactions

• Write and balance chemical equations using the law of conservation of mass. (TEKS C.8E)
• Perform stoichiometric calculations: determination of mass and gas volume relationships between reactants and products and percent yield. (TEKS C.8G)
• Describe the concept of limiting reactants in a balanced chemical equation. (TEKS C.8H)

Solutions

• Differentiate between physical and chemical changes and properties (TEKS C.4A)
• Differentiate among double replacement reactions: acid‐base reactions, precipitation reactions, and oxidation‐reduction reactions (synthesis, decomposition, single replacement, and combustion reactions). (TEKS C.8F)
• Apply the general rules regarding solubility through investigations with aqueous solutions. (TEKS C.10B)
• Calculate the concentration of solutions in units of molarity. (TEKS C.10C)
• Calculate the dilutions of solutions using molarity. (TEKS C.10D)

Red-Ox Reactions

• Differentiate among double replacement reactions: acid‐base reactions, precipitation reactions, and oxidation‐reduction reactions (synthesis, decomposition, single replacement, and combustion reactions). (TEKS C.8F)

Acid-Base Chemistry

• Distinguish among types of solutions: electrolytes and nonelectrolytes, solutions (unsaturated, saturated, and supersaturated), and acids and bases (strong and weak) (TEKS C.10E)
• Define acids and bases and distinguish between Arrhenius and Bronsted‐Lowry  definitions. (TEKS C.10G)
• Predict products in acid‐base reactions that form water. (TEKS C.10G)
• Define pH. (TEKS C.10H)

Thermochemistry

• Describe energy and its forms, including kinetic, potential, chemical, and thermal energies (TEKS C.11A)
• Describe the law of conservation of energy and the processes of heat transfer in terms of calorimetry (TEKS C.11B)
• Classify reactions as exothermic or endothermic and represent energy changes using thermochemical equations and graphical analysis. (TEKS C.11C)
• Perform calculations involving: heat, mass, temperature change, and specific heat. (TEKS C.11D)

Reaction Rates

• Investigate factors that influence solid and gas solubilities and rates of dissolution: temperature, agitation, and surface area (TEKS C.10F)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Counting Particles in Substances

• How can you measure chemical quantities?
• Why does 1 mole of hydrogen have a smaller mass than 1 mole of iron?

Counting Particles in Chemical Reactions

• How does the law of conservation of mass apply to chemical reactions?
• How do limiting reactants affect balancing equations?

Solutions

• How do the products of physical and chemical changes differ?
• How does dilution affect molarity? Concentration?

Red-Ox Reactions

• How are redox reactions identified?
• What happens when substances react?

Acid-Base Chemistry

• How does your body use acids and bases to survive?
• How are acids neutralized?

Thermochemistry

• How does energy flow?
• How is energy transferred from one substance to another?

Reaction Rates

• How can change how fast something dissolves?
• How do particles respond to changes in temperature?

What should my child be working on?

Waves

• Explore the characteristics of energy transferred by waves, including: acoustic, seismic, light, and waves on water. (TEKS IPC.5G)
• Explore the behaviors of waves as they reflect, refract, diffract, interfere with one another, and are absorbed by materials. (TEKS IPC.5G)

Properties of Matter

• Examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms or molecules. (TEKS IPC.6A)
• Relate chemical properties of substances to the arrangement of their atoms. (TEKS IPC.6B)
• Analyze physical and chemical properties of elements and compounds like: color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity. (TEKS IPC.6C)
• Investigate changes of state as it relates to the arrangement of particles of matter and energy transfer. (TEKS IPC.7A)
• Recognize that chemical changes can occur when substances react to form different substances. (TEKS IPC.7B)

Periodic Table

• Relate the placement of an element on the Periodic Table to its physical and chemical behavior, including bonding and classification. (TEKS IPC.6D)

Bonding and Chemical Reactions

• Relate the placement of an element on the Periodic Table to its physical and chemical behavior, including bonding and classification. (TEKS IPC.6D)
• Demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products. (TEKS IPC.7C)
• Recognize that chemical reactions are largely determined by the valence electrons. (TEKS IPC.7B)
• Classify energy changes that accompany chemical reactions (such as those occurring in heat packs, cold packs, and glow sticks) as exothermic or endothermic reactions. (TEKS IPC.7D)

Solutions

• Investigate the properties of water solutions and factors affecting solid solubility, including: the nature of solute, temperature, and concentration. (TEKS IPC.6F)
• Relate the structure of water to its function as a solvent. (TEKS IPC.6E)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Waves

• Why is light the only wave on the electromagnetic spectrum we can see?
• How is sound produced?

Properties of Matter

• Why is an egg more likely to float in salty water than distilled water?
• How are elements and compounds identified?
• How are physical and chemical changes different?

Periodic Table

• Why does the organization of the Periodic Table help someone understand the properties of elements?

Bonding and Chemical Reactions

• Why are the oxidation numbers important to bonding?
• How do you know when a chemical equation is balanced?
• How are endothermic and exothermic reactions different?

Solutions

• How can the rate of a solution be increased or decreased?
• Why is water called the “universal solvent”?

What should my child be working on?

Energy

• Investigate and calculate quantities using the work‐energy theorem in various situations. (TEKS P.6A)
• Calculate the mechanical energy of, the power generated within, and momentum of a physical system (TEKS P.6C)
• Investigate examples of kinetic energy and potential energy and their transformations. (TEKS P.6B)
• Demonstrate and apply the laws of conservation of energy in one dimension. (TEKS P.6D)
• Explain everyday examples that illustrate the laws of thermodynamics and the processes of thermal energy transfer (TEKS P.6E)

Electricity

• Investigate and calculate electric circuit elements connected in both series and parallel combinations in terms of: current through circuits, potential difference across circuits, resistance of circuits, and power used in circuits. (TEKS P.5F)
• Describe and calculate how the magnitude of the electric force between two objects depends on their charges and the distance between their centers (TEKS P.5C)
• Describe the concepts of: electromagnetic forces (TEKS P.5A)
• Identify and describe examples of electric and magnetic forces and fields in everyday life, including:  generators, motors, and transformers. (TEKS P.5D)
• Characterize materials as conductors or insulators based on their electric properties. (TEKS P.5E)

Waves

• Investigate and analyze the following characteristics of waves: velocity, frequency, amplitude, and wavelength (TEKS P.7B)
• Examine and describe oscillatory motion and wave propagation in various types of media. (TEKS P.7A)
• Compare characteristics and behaviors of transverse waves, electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal  waves, including sound waves. (TEKS P.7C)
• Investigate behaviors of waves: reflection, refraction, diffraction, interference, resonance, and the Doppler effect. (TEKS P.7D)
• Describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. (TEKS P.7E)

Quantum Phenomena

• Describe the photoelectric effect and the dual nature of light. (TEKS P.8A)
• Compare and explain the emission spectra produced by various atoms. (TEKS P.8B)
• Calculate and describe the applications of mass‐energy equivalence. (TEKS P.8C)
• Give examples of applications of atomic and nuclear phenomena using the standard model, including: nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power. (TEKS P.8D)
• Give examples of applications of quantum phenomena using the standard model. (TEKS P.8D)
• Describe the concepts of: gravitational forces, electromagnetic forces, weak nuclear forces, and strong nuclear forces. (TEKS P.5A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Energy

• How does work affect energy?
• How does kinetic and potential energy relate to each other?
• How is heat transferred between objects?

Momentum and Impulse

• How is the change in momentum related to impulse?
• How is momentum “conserved” in a collision?

Electricity

• What makes an object a good insulator or conductor?
• How are voltage, current, resistance, and power-related?
• How does electricity cause magnetism?

Waves

• How do waves interact with each other?
• How are we able to perceive sound?
• How are electromagnetic (EM) waves different from mechanical waves?

Quantum Phenomena

• How does matter display wave-like properties?

In this one-semester required course, students study the way that individuals and societies, particularly our society, have chosen to use scarce resources for the production of alternative goods. Students will learn how these scarce resources are distributed among the various peoples and groups in society. The course focuses on the economic principles upon which the free enterprise system is based. Students will study the role government plays in the enterprise system and compare the American economic system to other types of economic systems.

What should my child be working on?

• Scarcity and opportunity cost (TEKS E1A)
• Economic Systems (TEKS E.5A)
• Circular Flow (TEKS E.8A)
• Measuring the economy (TEKS E.10A)
• Money and Banking (TEKS E.12A)
• The Federal Reserve (TEKS E.13B)
• Fiscal Policy (TEKS E.14A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Scarcity and Opportunity Cost

• How do individuals and societies make choices when resources are scarce?

Economic Systems

• How do varying market structures impact an economy?
• How are free enterprise, socialism, and communism as economic systems similar and different?

Circular Flow

• How does the government interact with resource owners, consumers, products, and factor makers?

Measuring the Economy

• How do economists measure a nation’s economic and social well-being?

Money and Banking

• Which is better: a barter economy or an economy using currency as a medium of exchange?

Federal Reserve

• How has money evolved to meet the needs of people?
• How did the creation of the Fed impact our banking system?
• How does the Fed use monetary policy to stabilize the economy?

Fiscal Policy

• How do policy makers use fiscal policy to stabilize the economy?
• How do we know if macroeconomic equilibrium has been achieved?
• How does the government promote the goals of price stability, full employment, and economic growth?

The main learning objective for this semester-long course is to prepare students for decision-making within the framework of the American political system. The course begins with an overview of basic concepts found in all political systems, the philosophical background which led to our constitutional development, and the basic concepts found in the Constitution. The executive, legislative, and judicial branches of the federal government, including current issues of interest such as foreign affairs, will be studied. In addition, students study the fields of civil rights and liberties, political parties and suffrage, and state and local governments.

What should my child be working on?

• Foundations of Government (TEKS USG.1A)
• Founding Documents (TEKS USG.7F)
• Federalism (TEKS USG.9B)
• Functions of Government (TEKS USG.8H)
• Linkage Institutions (TEKS USG.2B)
• Individual Rights (TEKS USG.13A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Foundations of Government

• What is the purpose of government?
• Why did the founding fathers choose our form of government over others?
• What political philosophies influenced our major political ideas as expressed in the Declaration of Independence, Articles of Confederation and the Constitution?

Founding Documents

• How are limited government, republicanism, checks and balances, federalism, separation of power, popular sovereignty, and individual rights reflected in the U.S. Constitution and Declaration of Independence?

Federalism

• What are the advantages and disadvantages of a federal system of government?
• How are the decisions made regarding events and issues of the United States?

Functions of Government

• How do our government’s three branch system make policy?
• How is power among and within government balanced?

Linkage Institutions

• How do political parties and interest groups impact the US including policies governing the citizens?
• How does the electoral process impact/influence political parties and interest groups?

Individual Rights

• How does the Constitution support equality? Are there any limitations on due process?  Why or why not?
• How are individual rights protected? How are the best interests of the public protected?

This course is a required one-year study of the United States from 1877 to the present. The time span is divided into Eras, such as the Progressive Era, Civil Rights, and the Cold War. Within each unit, students examine these eras and their events from several perspectives: geographic, political, economic, social, and international. Emphasis is placed on relating the effects of past events to the present. Like the previous social studies courses, critical thinking and literacy skills are embedded and students apply them to analyze primary and secondary sources.

What should my student be working on in the 2nd semester of school?

• World War II (TEKS US.7D)
• The 1950’s - Early Cold War and Civil Rights (TEKS US.8A, US.9A, US.21)
• The 1960’s - Cold War, Civil Rights, and Vietnam (TEKS US.8F)
• The 1970’s - Nixon, Ford, and Carter (TEKS US.10D, US.17E)
• The 1980’s - Reagan and Bush (TEKS US.10D, US.17E)
• The 1990’s - Present (TEKS US.11A, US.17E)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

World War II - US.7D

• What factors led to the outbreak of WWII and what factors contributed to an Allied victory?
• How did World War II impact America?
• The World? How does the stability and strength of an economy impact the (political and social) climate of a specific area?

The 1950s - Early Cold War and Civil Rights - US.8A, US. 9A, US.21A

• Why did the United States and the Soviet Union enter the Cold War and why did it last so long?
• How did Civil Rights leaders impact American Society?

1960s - Cold War, Civil Rights, Vietnam - US.8F

• What were the main events of the Cold War during the 1960s?
• How did the Civil Rights Movement show the way for the expansion of rights to other groups?
• Why was the Vietnam War controversial among Americans?
• How did Vietnam impact the US? The World?

1970s -Nixon, Ford, Carter - US.10D, US.17E

• Why did OPEC impose an oil embargo on the United States?
• How did the US involvement shape the world events during the 1970s through 1990?
• What impact did scandals have on the presidency in the 1970s?

The 1980s - Reagan, Bush - US10.D

• What factors acted as the catalyst between the US and Middle East during Reagan’s Presidency?
• How did the Cold War end?
• Why was the Persian Gulf War fought?

The 1990s - Present - US11.A, US.17E

• What impact did 9/11 have on America’s foreign and domestic policies? Relations?
• Why is 2008 a “turning point” in US history?

In this course, students analyze the relationships between people, places, and environments. Students use problem-solving and decision-making skills to ask and answer geographic questions. Much of the course’s focus will be around the physical processes, places, and regions, the environment, the political, economic and social processes that shape cultural patterns, human systems such as population distribution and urbanization patterns and the economic conditions leading to and reinforcing the developed/developing world.

What should my child be working on?

• Southeast Asia (TEKS WG.8A, WG.9A, WG.14B, WG.16.B, WG.18A)
• Africa (TEKS WG.2A, WG.8A, WG.9A, WG.12A, WG.18A)
• South Asia (TEKS WG.7C, WG.9A, WG.16B, WG.16.A)
• East Asia (TEKS WG.5B, WG.8A, WG.10B, WG.14B, WG.16B, WG.18A)
• Southeast Asia (TEKS WG.8A, WG.9A, WG.16B, WG.18A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

• Are borders necessary? Why or why not?  Do borders protect or harm?  Why or why not?
• Are communist ideals achievable?  Why or why not?  Why (How) do communist ideals exist?  Explain.
• What feeds hate?  How (Why) does genocide exist?
• What helps or hinders economic development?  Does wealth influence power or power influence wealth?  Explain.
• How does culture spread?  How is culture fed?

The purpose of this one-year course is to provide students with a chronological study of world history. The major emphasis of this course is on the study of significant people, events, and issues from the earliest times to the present. Students will examine historical points of reference, evaluate the causal relationship of economic imperialism, the historic origins of contemporary economic systems, trace the historical development of law, and analyze the impact of major religious and philosophical traditions. Students will analyze the connections between major developments in science and technology to the growth of industrial economies.

What should my child be working on?

• Age of Exploration - the Columbian Exchange (TEKS WH.2A)
• Age of Revolutions - Industrial Revolution and European Imperialism (TEKS WH.2A)
• Age of Revolutions, American and French Revolution (TEKS WH.2A)
• Present Current Era WWI (TEKS WH.2A)
• 1914 - Present Current Era: WWII (TEKS WH.2A)
• 1914 - Present Current Era: Africa, Asia, and Middle East T(EKS WH.2A)

What are the state standards for what my child should know and be able to do in this subject and grade level?

Texas Essential Knowledge and Skills (TEKS)

What questions should I ask my child?

Age of Exploration - the Columbian Exchange

• Why do many cultures in history feel a purpose to expand?

Age of Revolutions - Industrial Revolution and European Imperialism

• How does the stability and strength of an economic impact on the political and social climate of a specific era?

Age of Revolutions, American and French Revolution

• Why do people rise up against authority?
• How do revolutions get remembered throughout history?

Present Current Era WWI

• How can alliances between countries lead to larger problems throughout the world?

1914 - Present Current Era: WWII

• Why did western democracies allow the Nazi party to rise in Germany?
• Should the U.S. have dropped the atomic bomb? Why or Why not?

1914 - Present Current Era: Africa, Asia, and the Middle East

• How can different cultures find peaceful resolutions to their conflicts?
• What are the benefits and risks of interdependence?