9th Grade
Grade-Level Guide
First semester
Core curriculum
- English I
- English II
- English III
- English IV
- Math - Algebra I
- Math - Geometry
- Math - MMA (Mathematical Models and Applications)
- Math - Algebra II
- Science - Biology I
- Science - Chemistry
- Science - Integrated Physics & Chemistry
- Science - Physics
- Social Studies - Economics
- Social Studies - U.S. Government
- Social Studies - U.S. History
- Social Studies - World Geography
- Social Studies - World History
English I
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).
TEKS (Click to access current state standards for English Language Arts & Reading)
The following essential questions guide the literacy content and processes for first semester:
● What can the past teach us about efforts to create a better world today?
● Do we determine our own direction in love? Or are we simply at the mercy of fate?
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, responses to texts read, evidence-based writing, and timed writings:
● Personal Essay
● Argument 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.
Questions to ask your student about their learning and literacy processes?
● 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 achieve your purpose?
English II
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).
TEKS (Click to access current state standards for English Language Arts & Reading)
The following essential questions guide the literacy content and processes for first semester:
● What is the allure of fear?
● What do our possessions reveal about us?
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, responses to texts read, evidence-based writing, and timed writings:
● Personal Essay
● Argument 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.
Questions to ask your student about their learning and literacy processes?
● 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 achieve your purpose?
English III
Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking):
● 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 makes a nation?
● Argument Essay
Questions to ask your student about their learning and literacy processes?
● 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 achieve your purpose?
English IV
Integrated Literacy (Reading, Writing, Speaking, Listening, and Thinking):
● 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 important are heroes in the world?
● Argument Essay
● College Essay
Questions to ask your student about their learning and literacy processes?
● 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 achieve your purpose?
Math - Algebra I
Expressions, Equations, and Functions
● 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)
● Solve mathematical and scientific formulas, and other literal equations, for specified variable (TEKS A.12E)
Linear Functions
● 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
● 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)
● 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 scatter plot 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)
Linear Inequalities
● Calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems. (TEKS A.3B)
● Graph the solution set of linear inequalities in two variables on the coordinate plane. (TEKS A.3D)
● Solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides. (TEKS A.5B)
Systems of linear equations
● Estimate graphically the solutions to systems of two linear equations with two variables in real-world problems.(TEKS A. 3G)
● Write systems of two linear equations given a table of values, a graph, and a verbal description. (TEKS A.2I)
● Solve systems of two linear equations with two variables for mathematical and real-world problems by graphing, substituting, or eliminating. (TEKS A.5C)
● Graph the solution set of systems of two linear inequalities in two variables on the coordinate plane. (TEKS A.3H)
Math - Geometry
Foundation of Geometry:
● 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:
● 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:
● 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:
● 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:
● 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)
● Identify similar triangles(TEKS G.7A,B)
● Use similar triangles and the theorems of triangle proportionality to solve problems(TEKS G.8A)
Questions to ask your students about their learning?
● 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 congruent and equal?
● What are the three “undefined terms” of geometry?
Conjectures:
● What is a counterexample in real life?
● What is an example of a conditional statement?
Lines and Angles:
● 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 is the difference between congruent and similar?
● How are the angles and sides of a triangle related to each other?
Math - MMA (Mathematical Models and Applications)
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)
Modeling 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)
Modeling 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)
TEKS http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111c.html#111.43
Questions to ask your students about their learning?
● 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?
Math - Algebra II
Linear Relations and Functions:
● 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:
● 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:
● 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)
Questions to ask your students about their learning?
● 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:
● 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:
● How do you make a system of three equations in two variables?
● What is a system of equations?
Quadratic Functions:
● 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.
Science - Biology I
Biomolecules
● Identify and investigate the role of enzymes. (TEKS B.9C)
● Investigate and explain cellular processes, including homeostasis and transport of molecules (TEKS B.4B)
Cells
● Investigate and explain cellular processes, including homeostasis and transport of molecules (TEKS B.4B)
Cell Cycle
● Explain the importance of the cell cycle to the growth of organisms. (TEKS B.5A)
● Describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation (TEKS B.5B)
● 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)
Changes to DNA & Mutations
● Explains the purpose and process of transcription and translation using models of DNA and RNA. (TEKS B.6C)
● Recognize that gene expression is a regulated process (TEKS B.6D)
● Identify and illustrate changes in DNA and evaluate the significance of these changes. (TEKS B.6E)
Meiosis
Questions to ask your student about their learning:
Biomolecules
● Why are enzymes necessary for life? How is their function impacted by environmental factors?
Cells
● How are prokaryotes and eukaryotes similar? Different?
● How is homeostasis maintained through the transport of molecules across cellular membranes?
Cell Cycle
● How does DNA replicate?
● How does cancer relate to the cell cycle?
Changes to DNA & Mutations
● How can mutations affect the production of proteins?
● How can mutations be advantageous or disadvantageous?
Meiosis
● How is meiosis similar and dissimilar to mitosis?
Resources:
Science - Chemistry
Lab Safety + Measurement
● Collect data and make measurements with accuracy and precision. (TEKS C.2F)
● Express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures; (TEKS C.2G)
Matter
● Identify extensive properties: mass and volume; and intensive properties: density and melting point. (TEKS C.4B)
● Classify matter as pure substances or mixtures through investigation of their properties. (TEKS C.4.D)
Atomic Structure + Periodic Table
● Identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gasses, and transition metals using the periodic table. (TEKS C.5B)
● Interpret periodic trends, including atomic radius, electronegativity, and ionization energy using the Periodic Table. (TEKS C.5C)
● Describe the experimental design and conclusions used in the development of modern atomic theory including Dalton’s Postulates, Thomson’s discovery of electron properties, Rutherford’s nuclear atom, and Bohr’s nuclear atom. (TEKS C.6A)
● Calculate average atomic mass of an element using isotopic composition. (TEKS C.6C)
Light + Electron Configuration
● Express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures. (TEKS C.6.D)
Bonding + Nomenclature
● 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)
● Describe metallic bonding and explain metallic properties such as thermal and electrical conductivity, malleability, and ductility. (TEKS C.7D)
● 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)
Chemical Quantities
● Calculate the number of atoms or molecules in a sample of material using Avogadro’s number. (TEKS C.8B)
● Calculate percent composition of compounds (TEKS C.8C)
● Differentiate between empirical and molecular formulas. (TEKS C.8D)
● TEKS https://tea.texas.gov/sites/default/files/ch112c.pdf
Questions to ask your student about their learning:
Lab Safety + Measurement
● How could you figure out how many seconds are in a day?
Matter
● What is the difference between an element, a compound, and a mixture?
● How do we classify mixtures?
Atomic Structure + PT
● How is calculating average atomic mass similar to your calculating your chemistry grade?
● Why is the Periodic Table arranged in its current shape?
Light + EC
● How does the arrangement of the Periodic Table play a role in an element’s electron configuration?
Bonding + Nomenclature
● How do we name and write the formula for binary, ionic and covalent compounds?
● How does the VSEPR theory help predict the structure of a molecule?
Chemical Quantities
● Why does one mole of hydrogen have a smaller mass than one mole of iron?
Resources:
Science - Integrated Physics & Chemistry
Safety, CER
● 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)
Structure + Properties of Matter
● Analyze physical and chemical properties of elements and compounds like: color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity. (TEKS IPC.6C)
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
● Relate the placement of an element on the Periodic Table to its physical and chemical behavior, including bonding and classification. (TEKS IPC.6D)
Changes in Matter
● Recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons (TEKS IPC.7B)
● 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)
● 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)
● Research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion. (TEKS IPC.7F)
Solutions
● Investigate the properties of water solutions and factors affecting solid solubility, including: the nature of solute, temperature, and concentration. (TEKS IPC.6F)
Nuclear
● Research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion. (TEKS IPC.7F)
Questions to ask your student about their learning:
Lab Safety, CER
● What is an example of safety equipment you can also wear in the kitchen?
● Properties of Matter
● How are elements and compounds identified?
● How are physical and chemical properties different? What is an example of each?
Periodic Table
Bonding
● How do you know if a compound has an ionic or covalent bond?
Chemical Reactions
● What is the difference between a physical and chemical change?
● How are endothermic and exothermic reactions different?
Solutions
● Why is water called the “universal solvent”?
Nuclear
● How can nuclear energy impact the environment?
Resources:
Science - Physics
Math Basics
● organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs; (TEKS P.2H)
● communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; (TEKS P.2I)
● express relationships among physical variables quantitatively, including the use of graphs, charts, and equations. (TEKS P.2J)
● express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically. (TEKS P.3E)
1D Motion
● 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)
2D Motion
Newton’s Laws
Circular Motion + Gravitation
● 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)
Momentum + Impulse
● Demonstrate and apply the laws of conservation of momentum in one dimension. (TEKS P.6D)
Questions to ask your student about their learning?
Math Basics
● Why would you need to rearrange an equation?
● Why is it helpful to show data in a graph?
1D Motion
● What is the difference between speed and velocity?
● What are three ways that an object can accelerate?
2D Motion
● What is the difference between a horizontal projectile and an angled projectile?
● How do you know if an object is in freefall?
Newton’s Laws
● What is a real world example of inertia?
● What are the differences between Newton’s 3 Laws?
Circular Motion + Gravitation
● How is circular motion different from an angled projectile?
Momentum + Impulse
● How is momentum conserved in an interaction?
Resources:
Social Studies - Economics
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 student be working on in this semester-long course?
● Scarcity and opportunity cost (TEKS E.1A)
● Economic Systems (TEKS E.5A)
● Circular Flow (TEKS E.7A)
● Measuring the Growth (TEKS E.10A)
● Monetary Policy (TEKS E.12B)
● Fiscal Policy (TEKS 14C)
● Money and Banking (TEKS E.18A;18B)
TEKS http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html#113.31
What should my student be working on in this semester-long course?
● Economic Systems (TEKS E.5A)
● Circular Flow (TEKS E.7A)
● Measuring the Growth (TEKS E.10A)
● Monetary Policy (TEKS E.12B)
● Fiscal Policy (TEKS 14C)
● Money and Banking (TEKS E.18A;18B)
Questions to ask your student about their learning
Scarcity and opportunity cost
● Why is scarcity an economic problem that every country faces?
Economic Systems
● How are free enterprise, socialism, and communism as economic systems similar and different?
Circular Flow
Measuring the Growth
Monetary Policy
The Fiscal Policy
Money and Banking
● What are the primary functions of money and why are some forms of money more effective than others?
Social Studies - U.S. Government
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 student be working on in this semester-long of course?
● Foundations of Government (TEKS USG.1A)
● Founding Documents (TEKS USG.6F)
● Federalism (TEKS USG.8A)
● Functions of Government (TEKS USG.7A-C)
● Linkage Institutions (TEKS USG.2A-B)
● Individual Rights (TEKS USG.12A; 12F)
TEKS http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html#113.44
What should my student be working on in this semester-long of course?
● Founding Documents (TEKS USG.6F)
● Federalism (TEKS USG.8A)
● Functions of Government (TEKS USG.7A-C)
● Linkage Institutions (TEKS USG.2A-B)
● Individual Rights (TEKS USG.12A; 12F)
Questions to ask your student about their learning?
Foundations of Government
Founding Documents
Federalism
Functions of Government
Linkage Institutions
Individual Rights
● When are the rights of individuals inviolable even against claims of public good?
Social Studies - U.S. History
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.
● Foundations of Government - Early US Review (TEKS US.1A,1B)
● 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
TEKS http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html#113.41
Questions to ask your student about their learning?
Foundations of Government - Early US Review
The Gilded Age
Populism and the Progressive Era
● How did muckrakers and other Progressive reform American society?
Imperialism
● World War I
● Why did World War I break out in Europe?
The 1920’s
The Great Depression
Social Studies - World Geography
● Human Environment/Region/Movement, (TEKS WG.7B; WG.9B)
● Culture (TEKS WG.14B; WG.16B)
● Development/Economics (TEKS WG.5B; WG.10A)
● North America (TEKS WG.17B; 18A)
● Central and South America (TEKS WG.1A; 5B)
Questions to ask your student about their learning?
Location and Place
Human Environment Interaction/Region/Movement
Culture
Development/Economics
North America
Central and South America
Social Studies - World History
● Classical Era (500BC - 500AD) (TEKS WH.3A)
● Post-Classical Era/Middle Ages (TEKS WH.4A; WH.4E)
● Renaissance/Reformation/Scientific Revolution (TEKS WH.5A; 5B)
● New World- Inca, Maya, Aztec, and Columbian Exchange (TEKS WH.6B; 7B)
Questions to ask your student about their learning?
River Valley Civilization (Neolithic Revolution)
Classical Era (500BC - 500AD)
Post-Classical Era/Middle Ages
Renaissance/Reformation/Scientific Revolution
New World - Inca, Maya, Aztec, and Columbian Exchange
Second semester
Core curriculum
- English I
- English II
- English III
- English IV
- Math - Algebra I
- Math - Geometry
- Math - MMA (Mathematical Models and Applications)
- Math - Algebra II
- Science - Biology I
- Science - Chemistry
- Science - Integrated Physics & Chemistry
- Science - Physics
- Social Studies - Economics
- Social Studies - U.S. Government
- Social Studies - U.S. History
- Social Studies - World Geography
- Social Studies - World History
English I
English II
English III
English IV
Math - Algebra I
Math - Geometry
Math - MMA (Mathematical Models and Applications)
Math - Algebra II
Science - Biology I
Science - Chemistry
Science - Integrated Physics & Chemistry
Science - Physics
Social Studies - Economics
Social Studies - U.S. Government
Social Studies - U.S. History
Social Studies - World Geography
Social Studies - World History
Resources
Each campus has access to different software that can be used at home. Contact your child’s teacher for the programs their campus utilizes and for their login information.