Curriculum Guide Newark Boys Chorus School

Curriculum Guide Newark Boys Chorus School

TABLE OF CONTENTS INTRODUCTION 3 ACADEMIC PHILOSOPHY, POLICIES, AND PROCEDURES Mission Statement, Philosophy 5 Portrait of a Graduate 7 Diversity and Inclusion 8 Grading 8 Academic Resources 9 COURSE DESCRIPTIONS MUSIC PROGRAM 11 Chorus 12 Music Theory 13 Music Enrichment 14 ACADEMIC PROGRAM 15 Language Arts 16 Math 20 Science 23 STEM 25 Social Studies 27 Academic Enrichment (Flex Periods) 31 2

INTRODUCTION The Newark Boys Chorus School (NBCS) is a unique independent day school located in Newark, NJ. Founded in 1969, the school provides a rigorous academic and musical education to young men from the greater Newark area in grades five through eight. Our students graduate with the maturity, discipline and self- confidence to succeed in life. Our alumni leave the NBCS high school-ready, college-ready and job-ready; they become leaders in their careers and communities. The Newark Boys Chorus School provides a complete academic program, which is fully accredited by the Middle States Association of Colleges and Schools. Our curriculum is designed to challenge, inform, inspire and nurture growing minds while also fostering critical thinking skills. In addition to core academic classes in Math, Language Arts, Science, Social Studies, Music and Technology are infused at all grade levels to enhance the educational experience. Small class sizes ensure that each student receives the one- on-one attention they need. The hands-on relationship between teachers and parents provide a strong foundation for student success. More than 40% of the school’s instructional time is dedicated to music education and performance. Our music program is divided into two levels, the Apprentice Chorus, which is a training level, and the Concert Chorus, the performance level for our experienced students. The experience of participating in a chorus, along with the skills developed in Music Theory, Piano and Voice classes, foster the discipline, perseverance and poise critical to becoming successful men. As their musical sophistication grows, the students apply these skills to rehearsal and the end result is a high-quality artistic performance. This curriculum guide explains to our enrolled students and families the content and goals of all the courses in a particular grade. Prospective students and families will gain an understanding of the academic and music requirements for 3

each grade level. Please refer to the website for more information www.nbcs.us *This Curriculum Guide is for informational purposes only. By listing a course, Newark Boys Chorus School does not guarantee that the course will be offered each year. No agent of the school is authorized to guarantee admission to a particular course, guarantee that a student will have a particular teacher or guarantee that a student will take a course in a particular term. 4

ACADEMIC PHILOSOPHY, POLICIES, and PROCEDURES Through a carefully planned curriculum, students develop the academic skills and independent study habits essential for an appropriate college preparatory high school MISSION STATEMENT The mission of the Newark Boys Chorus School is to develop our students into successful young men of sound character through rigorous academic and musical training. VISION The vision of the School is to be a world class academic and music institution while providing an exemplary student experience. PHILOSOPHY The Newark Boys Chorus School is dedicated to students’ pursuit of excellence and to the joy of learning and self-discovery in a caring and supportive community. We believe that the success of young men is achieved by integrating academic learning with rigorous musical training in small, single-gendered classes. Our traditional academic curriculum infused with high-achieving and multi-faceted musical training encourages students to develop the critical thinking skills to be successful learners. The range of performance experiences from a September 11 Memorial to Carnegie Hall to nationally broadcast television prepare our students with the social skills to be successful in any setting. By sixth grade students develop the discipline and focus to balance the demands of more than 40 performances annually with a regular academic course load. When they graduate from NBCS, our students are positioned with the skills to be high school-ready, college-ready and job-ready. 5

Young men from diverse backgrounds travel and learn together in a community built on a foundation of excellence, respect, integrity and creative spirit. Students take on increasingly profound leadership opportunities that foster cooperation, initiative and self-awareness, while also cultivating compassion and caring. The Newark Boys Chorus School experience prepares young men to lead principled lives of scholarship, creative expression and civic involvement. 6

PORTRAIT OF A GRADUATE At the Newark Boys Chorus School our staff and faculty understand that learning experiences must be intentional both inside and outside of the class. To that end we’ve outlined a few key qualities/ characteristics and skills all NBCS graduates with have/ embody once they leave our school. 1. He will have the breadth and depth in a range of musical areas, including vocal, chorus, and piano, with that ability to proficiently read music. 2. He will have a deep understanding of music as a performing art, a field of study and as a craft. 3. He will be to articulate himself well and speak effectively and efficiently. 4. He will know the importance of presentation and know how to present himself well in all scenarios. 5. He will develop his higher order thinking skills in all disciplines, including math, science, technology and the humanities. 6. He will have a deeper understanding of the growing world around him and understand his role/ place in the world. 7. He will develop a sense of personal accountability and responsibility as it concerns his actions. 8. He will create for himself a personal code of morals and ethics and understand how that code empowers him to make decisions. 9. He will have a sharpened skill set to approach mathematical and scientific problems, through a comprehensive S.T.E.M curriculum. 10. He will understand the importance of young manhood and brotherhood and understand his role in his ‘brothers’’ development and success. 11. He will have learned the importance of traveling to the learning process, specifically as it concerns developing interpersonal skills. 12. He will have sharpened his leadership style and skills. 7

DIVERSITY AND INCLUSION Newark Boys Chorus School embraces and accepts the challenge to recognize, learn about and understand our similarities and differences. We are consciously creating a community where everyone feels welcomed, empowered, responsible and safe to be themselves. We understand that creating a safe, diverse learning community is an ongoing process, requiring that we embrace conflict, and learn from our mistakes. All members of our community are taught and expected to use inclusive language, challenge stereotypes, stand up to discrimination and promote equity. We strive to create a community that is diverse in many ways, including race, ethnicity, sexual orientation, age, ability, socioeconomic status, nationality, religion, belief systems, language, learning styles and more. We believe diversity in the classroom increases opportunities for learning and provides a richer environment for all students. Grading System The system of academic grading is as follows: A+ 97-100 Outstanding A 93-96 Excellent A- 90-92 B+ 87-89 B 83-86 Very Good B- 80-82 C+ 77-79 C 73-76 Proficient C- 70-72 D 65-69 Minimum Pass F Below 65 Enrichment Courses Academic Enrichment courses supplement the curriculum by providing students with an introduction to disciplines not covered in the core academic curriculum. All enrichment courses are graded on a high pass, pass, or fail basis: High Pass (HP) – Exceeds course requirements Pass (P) – Meets course requirements Fail (F) – Does not meet course requirements 8

ACADEMIC RESOURCES Newark Boys Chorus School provides numerous academic resources to assist students throughout their educational experience at the school. While our program is rigorous and expectations are high, students are supported in every aspect of school life as they adjust academically, personally, and socially. The following resources are available to all NBCS students: Advisor Program Every student at NBCS has a faculty advisor. Advisors meet with their advisees weekly during an advisory period to monitor progress, lead advisor group discussions on important topics of the day or year, and generally serve as mentors. In addition, advisors serve as a strong liaison to parents, communicating regularly so that parents are informed about how their child is progressing. Alumni Tutoring Many of our most successful alumni volunteer to be tutors for students who find they are struggling in a given subject. Study sessions can be scheduled on an as need basis. READING LAB Students will receive explicit, intensive instruction in order to improve reading vocabulary, fluency, comprehension, and the ability to read a variety of text types. Students will study, develop, and apply a variety of specific reading strategies they can employ when reading fiction and non-fiction texts. Writing Specialist The Writing Specialist offers students a variety of opportunities to develop the skills of academic writing across all disciplines. Students can learn about key aspects of the writing process (e.g. crafting thesis statements, using evidence, 9

editing and revising). Individual help on specific assignments is also available students through the Writing Center; by working with the Writing Specialist at any stage in the writing process, students learn valuable skills and strategies they can apply to future assignments as well. Extra Help At NBCS, time is built into the end of each day for students to meet as needed with their teachers to gain further understanding of subject matter. Students and teachers can also meet during mutual free periods or through phone or e-mail contact. Additionally, our faculty utilizes the school’s academic portal to assign homework, provide updates on the syllabus, post important points from class discussions, and even conduct after- school class discussion. Newark Boys Chorus School offers a wide range of courses designed to give the student a comprehensive and in-depth background in the liberal arts in preparation for his high school years. Most courses are required; some electives are offered as academic enrichment courses. 10

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MUSIC PROGRAM Our music program is comprised of vocal performance and music literacy. The program is divided into two levels, the Apprentice Chorus, a training level for first year students, and the Concert Chorus, the performance level for our experienced students. In addition to rehearsal, students have instruction in Voice, Piano and Music Theory. As their musical sophistication grows, the students apply these skills to rehearsal and the end result is a high-quality artistic performance. 40% of the school's instructional time is dedicated to music preparation. Newark Boys Chorus School is committed to providing students with the intellectual and creative tools necessary to foster a lifelong passion for and knowledge of musical arts. APPRENTICE CHORUS The Apprentice Chorus for grade 4 and grade 5 students is an introduction to vocal performance and preparation for the rigors of the Concert Chorus. Students learn good tone quality, breath control, phrasing, blend and balance, expansion of range, good intonation, ear training, and sight-reading. They develop the stage skills, including focus, concentration, posture, attention to detail and teamwork, to excel as performers. The students participate in nearly 20 performances throughout the school year beginning in December. The performances range from the Menorah lighting at Newark City Hall to NJIT graduation ceremony to other local civic and community events and ceremonies which include workshops with other elementary schools throughout New Jersey and the school sponsored holiday and spring concerts. CONCERT CHORUS This course is offered only to Grade 6, Grade 7, and Grade 8 students in the Concert Chorus enhance their understanding of music theory and refine the performance skills developed during their Apprentice Chorus year. Members of the Concert Chorus master proper vocal production, blend and balance, sight-reading 12

proficiency, ear training, expansion of range, technical facility, a cappella singing, dynamic nuances, and 3 & 4 part music. A wide variety of the finest and most difficult choral literature from all style periods will be performed and include traditional classical music, spirituals, folk music, and jazz. Various languages will be incorporated in the repertoire, designed to challenge and perfect the musicianship of every member. A significant component of the Concert Chorus is social skills development resulting from performance participation. Students demonstrate good judgment, poise, maturity and discipline as they successfully balance their hectic performance schedule and academic class load Participation in formal concerts throughout the year and other public performances is a requirement of this class. The concert chorus schedule includes more than 40 performances locally and regionally. Students in the Concert Chorus are expected to travel to participate in festivals, conferences, and extended tours. These off-campus /away from home trips include an early semester 3-day music camp, winter and spring tours to participate in boychoir festivals, and an international tour every three years, which will take them away for up to and over two weeks. These latter tours have taken the young men to China, Japan, Australia, South Africa, the Caribbean, the Czech Republic, Finland, Latvia, Russia, England, Wales, Spain, Portugal, and Canada. MUSIC THEORY The study of music theory directly supports our Apprentice and Concert Choruses. Music theory is, essentially, the “science” of music. Boys develop skills in several areas that include training in the ear, singing music at sight, understanding relationships between sounds, melodic and rhythmic notation, analytical approaches to music study, listening, and developing creativity. As their musical sophistication grows students learn to apply these skills to the performances. Music theory is a required course for all students. 13

We seek to develop and promote the following in our students:  Understanding of the methods, techniques, and styles that are fundamental to the performance (and knowledge) of choral music  The ability to analyze the theoretical components of music to help develop their understanding of music as a universal expression of the human creative spirit  The development of theoretical skills in order to expand their ability as singers and choral performers  Ability to use theoretical knowledge to enhance their own creative expression (composition and performance) MUSIC ENRICHMENT VOICE Voice class supports students in developing individual artistic sensibility and hones their vocal performance skills. Students will learn various vocal techniques and styles. Students will sing in parts and work in music reading and notation. Emphasis is placed on achieving a balanced, blended vocal sound through a variety of challenging music from the solo repertoire of many cultures, styles and historical periods. Lessons are centered on numerous concepts, particularly proper vocal technique, rehearsal and practice routines, music reading writing skills, personal expression and teamwork. Examinations are both written and oral. PIANO (A) Piano class reinforces and integrates musical concepts with hands-on application and deepens the students' understanding of the music they perform. This course is designed to teach functional piano, basic keyboard techniques, and the performance of keyboard compositions at a very elementary level. PIANO (B) This course is a continuation of developing students' functional piano skills, basic keyboard techniques and the performance of keyboard compositions to support their overall mastery of music performance. 14

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ACADEMIC PROGRAM Newark Boys Chorus School is committed to promoting intellectual development, aesthetic appreciation and cultural awareness. Students have the opportunity to develop analytical, creative and ethical thinking; scientific and quantitative reasoning; technological competencies; historical consciousness; cultural awareness, and sensitivity to the world around them. To that end, academic courses include a general education component. All of the courses focus on reading analytically, communicating ideas clearly and solving essential mathematical problems. It is designed to ensure that students develop a broad base of knowledge and become proficient in the application of skills. LANGUAGE ARTS In Language Arts, students further develop their language skills to better understand themselves and the world. Students read and analyze a wide variety of texts, including novels, short stories, plays, essays, and poems from a variety of cultures. Reading instruction centers not on mere comprehension, but focuses on building higher level thinking skills to evaluate the literary techniques of the author and interpret the themes of the work. Students learn literary forms and terms associated with selections being read and apply these in analysis. Teachers model writing strategies for a variety of forms of composition that students apply in their work, centering on the development and mastery of focus and coherence, voice, conventions, depth of thought, and conventions. Students find the tools to express their ideas through vertically aligned vocabulary development stressing mastery of Greek and Latin roots. Students learn to view art and other visual representations as a compliment to the written word and determine an image’s connection with the themes of the text. Students develop speaking skills to express their ideas clearly and effectively. Students refine their listening skills to better participate in lecture, classroom discussion, and cooperative group activities. 16

GRADE 4/5 The Grade 5 curriculum will incorporate four courses of study: reading, language arts, spelling, and writing. These courses focus upon thinking and integrate the language process to help students to \"think with language\" as they listen, speak, read and write. Students will identify literary elements and literary techniques in a variety of literary works. Students will understand literary elements such as theme, character, setting, plot, tone, conflict and will be able to identify features of literary forms such as realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, etc. Through the various reading of different stories and hands on activities, students will make inferences, draw conclusions, compare and contrast, summarize stories, use context clues and establish purposes for reading. Students will form and refine questions and predictions and will make connections to each story though comparing it to their own experience, prior knowledge and other texts. GRADE 6 The Grade 6 focuses on students as they begin to develop high school level skills in the use and interpretation of language to better understand themselves and their world. Students read and analyze a wide variety of World Literature, including novels, short stories, plays, essays, and poems. Reading instruction centers not on mere comprehension, but focuses on building higher level thinking skills to evaluate the literary techniques of the author and interpret the themes of the work. Students learn literary forms and terms associated with selections being read and apply these in analysis. Teachers model writing strategies that students apply in their work, centering on the development and mastery of focus and coherence, voice, conventions, depth of thought, and conventions. Students compose college level analytical papers using appropriate formatting and documentation. Students find the tools to express their ideas through vertically aligned vocabulary development stressing mastery of Greek and Latin roots. Students learn to view art and other visual representations as a compliment to the written word and determine an image’s connection with the themes of the text. Students develop 17

speaking skills to express their ideas clearly and effectively. Students refine their listening skills to better participate in lecture, classroom discussion, and cooperative group activities. GRADE 7 In Students will learn techniques for close reading, writing, textual citation, formal and informal speaking, and analysis of text using a variety of selections, both literary and informational, classic and contemporary, representing diverse cultures and viewpoints. Their textual analyses will include, but are not limited to, theme, central idea, summary, plot, vocabulary, point of view, author’s purpose, text structure, syntax, comparison & contrast, information integration, and tracing claims and arguments. Students will write routinely using standard English conventions over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) to produce clear, coherent narrative stories, literary analysis essays, research papers, informational/ explanatory pieces, creative texts, and arguments for a range of tasks, purposes, and audiences using technology and demonstrating sufficient keyboarding skills. They will concentrate on developing and sharpening their own reading, writing, speaking, listening, digital media, grammar, mechanics, usage, spelling, capitalization, punctuation, vocabulary, and thinking skills. GRADE 8 Students will learn techniques for close reading, writing, textual citation, formal and informal speaking, and analysis of text using a variety of selections, both literary and informational, classic and contemporary, representing diverse cultures and viewpoints. Their textual analyses will include, but are not limited to, theme, central idea, summary, literary elements, vocabulary, rhetorical elements, point of view, author’s purpose, text structure, evaluation of artistic and medium choices, intertextuality, syntax, comparison & contrast, information integration and synthesis, and delineating/evaluating claims and arguments. Students will write routinely using standard English conventions over extended time frames (time for 18

research, reflection, and revision) and shorter time frames (a single sitting or a day or two) to produce clear, coherent narrative stories, literary analysis essays, research papers, informational/explanatory pieces, creative texts, and arguments for a range of tasks, purposes, and audiences using technology, MLA formatting, and coauthoring. They will concentrate on developing and sharpening their own reading, writing, speaking, listening, digital media, grammar, mechanics, usage, spelling, capitalization, punctuation, vocabulary, and thinking skills. 19

MATHEMATICS Newark Boys Chorus School’s math program is designed to develop students’ appreciation of problem solving through the exploration and application of mathematical concepts. Through a collaborative learning environment, students are encouraged to drive their own learning while reinforcing the skills and number sense developed in earlier grades. Math offerings introduce students to more symbolic and graphical representations of mathematics while developing critical thinking skills. Throughout the curriculum, students will be introduced to topics in prealgebra, algebra, geometry, probability and statistics. Grade 4 This course is designed to address the Common Core State Standards for Mathematics by developing students’ abilities to reason and communicate like mathematicians through the Standards for Mathematical Practice. Grade 4 focuses deeply on problem- solving in order to gain an understanding of mathematical content. Addition and subtraction of whole numbers are reviewed. Multiplication facts are mastered and used to solve problems with two-digit multipliers. Division with one-digit divisors is taught and computation with fractions is introduced. Other topics studied include decimal concepts and computation, geometry, probability and statistics, estimation, and measurement. Grade 5 This course is designed to engage students in learning mathematical concepts through collaboration and self-discovery. Topics to be covered include: integers, fractions, decimals, mixed numbers, percentages, and their related applications to real world problems. Equation solving, as a main thread, will be woven throughout the course to create connections to algebra. Ratios, rates, and proportions will be emphasized. Graphing, data analysis, and probability will be introduced. Geometry concepts will include angles, area, circumference, perimeter, volume, and surface area. 20

Grade 6 This course will build off of the framework of Grade 5 and add higher levels of mathematics in a collaborative learning environment focused on self-discovery and group sharing. Real world connections to functions and problem solving will be emphasized throughout the course. A large portion of the course will focus on early algebra including inequalities, equation solving, interpreting graphs, exponents, polynomials operations, factoring, systems of equations, and radicals. Geometry topics will cover volume and surface area of three-dimensional figures as well as early concepts with angles and similarity. Students will explore probability and expected value as well as work with bivariate data, sampling and inference between two populations. Grade 7 This course is designed to prepare students to enroll in an advanced high school math class. By individual investigation and group collaboration, students will delve into such topics as functions, rational expressions, rational equations, and quadratics. The concepts of factoring, systems of equations, and radicals will be further explored. Real world applications are presented within the course content. Geometry concepts will include an introduction to congruence and further analysis of similarity. The course will expand upon the previous study of volume and surface area of three-dimensional figures. Probability will be further developed, including probability models, conditional probability and an introduction to counting principles. Grade 8 This course is designed to prepare students for an advanced high school college preparatory program. By individual investigation and group collaboration, students will delve into such topics as quadratic, polynomial, rational, and exponential functions. Linear inequalities and systems of linear inequalities will be studied. 21

Right triangle relationships as well as coordinate geometry will be introduced, including an exploration of the concepts of similarity and congruence. The course will expand upon the previous study of volume and surface area of three- dimensional figures. Probability will be further developed, including probability models, conditional probability and an introduction to counting principles. 22

SCIENCE The goal of the science program is to foster an excitement for learning about the natural world in an atmosphere of scientific inquiry. Through discovery, research, demonstration, and labs (both hands-on and virtual), students learn to use the tools of a scientist to observe, record, analyze, and draw conclusions as they solve scientific questions. Fifth, Sixth, Seventh, and Eighth grade students receive a spiral curriculum, developed by Complete Curriculum and aligned to New Jersey Standards for Science Education, which includes Physical, Earth and Space, Chemical, Biological, and Ecological science topics each year. As students progress through grade levels, scientific concepts previously introduced increase in difficulty and complexity. By the completion of eighth grade, students will have learned both investigative laboratory skills and a body of scientific knowledge in a broad range of scientific disciplines. All grades are perform an in depth studies of the scientific method which culminates in a student-directed science fair project during the end of the year. Grade 5 Grade 5 students explore physical science topics including matter, light, electricity, and motion. During the Earth and Space science units, the material covered includes weather, rocks, minerals, and Earth’s changing structure. The Life and Ecological science unit reveals the basics of live at a cellular level, classification of living things, study of human body systems, and an introduction to ecosystems. Each unit the curriculum utilizes a STEM approach to stimulate curiosity of science. Students learn to think scientifically by investigating, experimenting, gathering data, organizing results, and drawing conclusions based on their actions and observations. Students are motivated to think critically as they connect their weekly experiments to other areas of scientific study. 23

Grade 6 In grade 6 students explore concepts previously introduced at grade level appropriate difficulty and complexity. Areas of emphasis in physical science include working with matter, elements, magnetism, and understanding forces. The Earth and space science unit includes a study of the rock cycle, plate tectonics, exploration of Earth’s surface and the forces that change it, weather, oceans, and the solar system. In the Life Science and Ecology units, students explore various biomes, connections between living organisms, and issues in ecosystems. A STEM based lab approach accompanies each unit to challenge students to think critically and connect what they have learned to a scientific investigation. Grade 7 In the physical sciences, students explore the topics of simple machines, matter, energy and energy transfer, light, and a greater study of force and motion. In the Earth and Space sciences students explore concepts focusing inside and around Earth, mapping, and outer space. In the biological and ecological sciences, students explore populations, relationships among organisms in ecosystems, as well as issues in the environment. Seventh Grade students also utilize a STEM approach to exploring these topics while connecting them to real world issues. Grade 8 The eighth grade curriculum is heavily oriented toward the physical and chemical sciences. Students begin with an in-depth study of atoms, elements, and compounds, through developing a thorough understanding of the periodic table. Eighth Grade Science utilizes the inquiry process, analysis, and effective communication techniques to explore energy, properties of matter, living things and heredity along with Earth systems. During the biological science unit, students learn about reproduction, heredity and genetics, and the structure and function of life. Students will also use a STEM based approach to explore these concepts in real-world application. 24

Science, Technology, Engineering, (ART) and Math – STE(A)M The Integrated STEM Curriculum offers an advanced academic program focused on science, technology, engineering, (art) and mathematics. Students participate in an academically challenging curriculum with rigorous science and math instruction. Teachers use an innovative, hands-on inquiry approach for instruction in all content areas. Students observe and ask questions, create and conduct their own investigations, analyze their data to draw conclusions, and communicate their findings to others. This process cultivates intrinsic motivation for learning. The STEM program is an inclusive \"school within a school.\" STEM classes are taught in school during the school day twice a week. Activities are focused on content related to engineering and technology as a body of knowledge, using resources and actions to: (1) apply engineering design, (2) use processes to produce artifacts and systems, (3) use devices, tools, and systems safely and appropriately, and (4) assess impacts on society and the environment. The foundation of this course provides highly interactive group activities built around STEM concepts. Level Course Grade th Intro STEAM 5 grade throughout the year nd th Beginners STEM 1 6 Grade 2 Quarter th nd rd Intermediate I STEM 2 7 Grade 2 and 3 Quarters rd th nd th Intermediate II STEM 3 8 Grade 2 , 3 , and 4 Quarters STEM Elective th th Advance Computer Science/ 7 and 8 Grade Students Robotics STE(A)M education focuses on the introductory level STE(A)M courses, as well as awareness of the STE(A)M fields and occupations. This initial step provides standards- based structured inquiry-based and real world problem-based learning, connecting all four of the STE(A)M subjects. The goal is to pique students' interest into them wanting to pursue the courses, not because they have to. There is also 25

an emphasis placed on bridging in-school and out-of-school STE(A)M learning opportunities. Beginners/Intermediate I — At this stage, the courses become more rigorous and challenging. Student awareness of STEM fields and occupations is still pursued, as well as the academic requirements of such fields. Student exploration of STEM related careers begins at this level, particularly for underrepresented populations. Intermediate II — The program of study focuses on the application of the subjects in a challenging and rigorous manner. Courses and pathways are now available in STEM fields and occupations, as well as preparation for high school and employment. More emphasis is placed on bridging in-school and out-of-school STEM opportunities, such as competitions. 26

SOCIAL STUDIES Oftentimes social studies is taught from the top down. Traditionally the key players are the elite, those individuals with money or political positions of power. However, true history has a wide variety of ‘players’ from different walks of life. Behind every event ‘enacted’ by this elite group, are everyday individuals who take a stand or groups of individuals that band together and form a collective voice. The social studies curriculum at the Newark Boys Chorus School flips the ‘traditional’ approach to history and focuses on the people as change makers. This approach not only tells a more ‘truthful’ story but also empowers students to see their potential role as change makers. Throughout these courses, students will develop their reading, writing, speaking and critical thinking skills. They will learn how to extract main ideas from text and effective summary writing. Students will learn how to put together an effective, sharp, well- structured response with a central idea and supporting sentences. GRADE 4/5 Grade 4/5 social studies examine the ancient world from Pre-history up through the Middle Ages. Students will learn the very basics of human origins while examining some of the world’s greatest kingdoms and empires. This course examines the magnitude of the simple things we take for granted each day. We will break down each of the great empires and see what key components are needed for a society to thrive. The course then zooms out and draws connections between past empires and our modern day society. Students will see the many ways in which the advances of the ancient world have shaped our world today. Another important skill introduced in this course is historical empathy. Students will use the knowledge gained about a particular civilization and write regular journal entries from that perspective and within the context of the conditions of a young person living in those time. Geographical thinking will also be a driving force to understanding these different civilizations by posing the question ‘How 27

did location impact the peoples’ ability to survive and thrive?’ OVERVIEW OF US History While students will look at the traditional key players of US history (Christopher Columbus, George Washington etc.) heavy emphasis will be placed on efforts and movements of everyday people. These everyday people will be representative of a diverse range of voices and perspectives (indigenous peoples, women, African American, immigrant etc.). Far too often ordinary people and their impact and influences are overlooked. A heavy emphasis will be placed on primary source documents. While the course doesn’t have a centralized text, two ‘opposing’ textbooks will be used to guide students along. The course also attempts to look at history as a study of questions rather than a study of answers. GRADE 6 -- US History I Students in grade six are introduced to the basics of essay writing, with heavy emphasis on argumentative essays. Built into the course will be ‘history lab’ periods. During these lab days students will be given an ‘historical question’ and work in small groups to breakdown complex primary source documents responding to the question. An historical lab period culminates with an argumentative essay answering the original question. These labs sharpen reading, writing and thinking skills as well as foster effective teamwork. (An example of a historical question: ‘Were the actions of Christopher Columbus and his cohort heroic or villainous? Students will focus on two primary source documents and use them to answer the question. ) GRADE -- US History II Grade 7 social studies will be a continuation where grade 6 social studies leaves off thematically and chronologically. Students will continue to work through major events in US history through the lens of everyday people. 28

The course also builds upon the skills practiced in US History I. The Historical Writing Lab model of Grade 6 returns, but with an additional aspect; the incorporation of secondary sources to further strengthen the written argument. Students further develop their historical empathy by conducting role plays, and mock trials. In these activities students are posed with an issue or problem and must use the diverse perspectives assigned to them as the basis of their response. (For example the issue may be African American rights post civil war. Students will represent a variety of roles, President Andrew Johnson, a radical republican, a proponent of the women’s suffrage movement, a new freed African American, a former Confederate General etc. Students will then use their role to explore the complex thoughts each person would have on this topic). Additionally, students in grade 7 develop their speaking skills with the introduction of the improvised speech. Students will craft speeches on the spot, based on previously covered content. Throughout the course of the year students strengthen their public speaking skills. GRADE 8 This course builds upon the last three years of history study and help students navigate our complex modern day world. This civics course will use the roles, functions and structure of the US Government. However the driving question for this course is, ‘How is change most effectively realized; through the efforts of the government and law or through the efforts of the people?’ Student will begin by learning about various problems in history and examining the different ways in which different groups of people attempted to solve these issues. (An example of a unit looks at the issue of segregation in the U.S. A terrible side effect of reconstruction that ‘ended’ only about 50-60 years ago. What exactly led to the end of segregation in schools in the US? Changes in law? Or the efforts of the people?) This course will also examine many current issues we face in the United States, like homelessness, gun rights vs. gun control, veterans rights, poverty & class, 29

race, police brutality etc. Additionally a portion of the course will depend upon contributions from the students. They will have the opportunity to discuss issues that they think are important, whether it’s a seemingly small local issue or a larger scale community issue. Building upon the essay writing skills covered over the last 4 years students will begin the research paper process. 30

ACADEMIC ENRICHMENT COURSES -- FLEX CLASSES ADVANCED STEM -- COMPUTER SCIENCE AND ROBOTICS Students trace the history, development and influence of computer science and robotics. They learn about mechanical systems, energy transfer, machine automation and computer control systems. Students acquire knowledge and skills in problem solving, teamwork collaboration and innovation. This course teaches the foundations of computer science and basic programming, with an emphasis on helping students develop logical thinking and problem solving skills. The students will be introduced to the foundational concepts of computer science and explores the impact computing and technology have on our society. Students will learn the fundamentals of computer programming as well as some advanced features of the Python, Java, Java Script, Karel, HTML & CSS languages. Students use what they learn in this course to build simple console-based games and conduct other STEM related activities. ART This course is designed to be an introduction to the seven elements of art as well as art history. The first 6 weeks of the 10-week program focus on the elements- shape, form, line, space, color, texture and value. The students practice converting two dimensional shapes into three dimensional forms and using shading techniques to represent light and shadows. The focus moves to lines and space as the students utilize the concepts to create one or two-point perspective pieces. We then transition into a study of art history and view, study, and recreate the work of some well known artists. AFRICAN DRUMMING Students develop technique, hand coordination, and traditional rhythms in an ensemble. Additionally, students investigate the cultural and historical significance of the djembe drum, the oral history of each rhythm and song, and the geography of regions specific to the tradition of the djembe as well as Africa in 31

general. CREATIVE WRITING Creative Writing will explore different genres of writing with the main goal of inspiring amazing ideas and constructing original pieces. This course will include student-selected writing topics and ideas and encourage experimentation with writing techniques. A deep understanding of different styles and modes of writing, along with the writing process will be emphasized in this fantastic elective. INTRODUCTION TO PUBLIC SPEAKING Students are introduced to public speaking as an important component of their academic, work, and social lives. They study public speaking occasions and develop skills as fair and critical listeners, or consumers, of spoken information and persuasion. Students study types of speeches (informative, persuasive, dramatic, and special occasion), read and listen to models of speeches, and prepare and present their own speeches to diverse audiences. Students learn to choose speaking topics and adapt them for specific audiences, to research and support their ideas, and to benefit from listener feedback. They study how to incorporate well-designed visual and multimedia aids in presentations and how to maintain a credible presence in the digital world. Students also learn about the ethics of public speaking and about techniques for managing communication anxiety. INTRO TO SPANISH This fun, interactive course for middle school students is filled with diverse, multimedia language activities. Students begin their introduction to Spanish by focusing on the four key areas of foreign language study: listening, speaking, reading, and writing. The course represents an ideal blend of language learning pedagogy and online learning. Each unit consists of a new vocabulary theme and grammar concept, reading and listening comprehension activities, speaking and 32

writing activities, multimedia cultural presentations, and interactive activities and practices which reinforce vocabulary and grammar. There is a strong emphasis on providing context and conversational examples for the language concepts presented in each unit. Students should expect to be actively engaged in their own language learning, become familiar with common vocabulary terms and phrases, comprehend a wide range of grammar patterns, participate in simple conversations and respond appropriately to basic conversational prompts, analyze and compare cultural practices, products, and perspectives of various Spanish- speaking countries, and take frequent assessments where their language progression can be monitored. INTRO TO THEATRE ARTS Students will be introduced to the basic concepts of theatre arts. Students will use various creative drama techniques to build confidence and trust, stimulate imagination, movement, and role-play. Through theatre games and activities students will learn to lose inhibitions and will gain trust in themselves as well as others in their groups. Students will learn and use drama and theatre vocabulary in class discussions and the activities will specifically address the promotion and reinforcement of students' literacy skills. A history of theatre timeline will be presented with a focus on the Greek Theatre to establish historical perspective and relevance. Students will exhibit and reinforce their skills through individual and group presentations, performances, and script and journal writing. SSAT PREP – MATHEMATICS Students will become familiar with the mathematics sections of the SSAT by studying the format of the test and strategies for test taking. Topics for this course will focus on the three areas of the test: computations, geometry/algebra, and mathematical concepts. 33

SSAT PREP – VERBAL Students will become acquainted with the verbal sections of the SSAT by studying the format of the test and strategies for test taking. Tips for sentence completion and critical reading will be practiced. Grammar skills will be taught to improve performance on the writing section of the tests. SSAT-identified vocabulary study is emphasized through creative activities and projects related to prefixes, suffixes, word history, and word roots. 34