|Social Studies (World and/or American History & Economics), English, Physics, Career Education (as needed). The Graduation Portfolio written and oral defense.
Senior Institute/Transformations is a year long
interdisciplinary cluster that includes English literature, Social Studies
(American History and/or World History), Physics and career education
internship if student did not yet fulfill this requirement. The Senior
Institute is the third and final level before graduation. Students will
follow a rigorous course of study culminating in a Graduation Portfolio
presentation. Seniors need to pass all the courses in the Senior Institute
and successfully defend their graduation portfolio before being allowed to
|The chronological framework
of the course corresponds to the years of the Industrial Revolution (1750
to approximately 1913), including the Gilded Age and the Progressive Era
in American history. Subsequently The New Deal and the McCarthy Era will
be examined in detail. A current events project based on student interest
is designed to hone research skills and make students aware of the
immediacy of historical events
Was the Industrial Revolution inevitable?
� How did the Industrial Revolution forge a new cultural, social and economic reality
for the world?
� Is the Industrial Revolution a perpetual phenomenon?
� What are the positive and negative impacts of industrialization?
� How has the Industrial Revolution change our societies and the world?
� Is there a price to be paid for so much development?
� What are the social consequences of rapid development?
|Units of Study
Analyses of quotes, primary sources and literature
� Outlining and intensive note taking of text on the Industrial Revolution
� Film analysis of �Metropolis�, introduction to the outcomes of the industrial age to
the present 20th century.
� Biographical study (Frick, Carnegie, Rockefeller, Jane Addams, Jacob Riis) as keys
to understanding the Gilded age.
interpreted in English, that parallel the historical themes include
Doctorow�s Ragtime, Fitzgerald�s The Great Gatsby, Gilman�s
The Yellow Wallpaper, Miller�s Death of a Salesman, Milton�s
Lord of the Flies, Sinclair�s The Jungle, and
Steinbeck�s Of Mice and Men, and Elie Weisel�s Night.
Students also choose works of literature and work in reading groups around themes related to choice, community, identify, family, maturation and tolerance. Works included are: The Breadgivers, Dragonwings, And Now Miguel, Farewell to Manzanar, The Joy Luck Club, The Color of Water, The Giver, The Color Purple, Brave New World, Catcher in the Rye, Angela�s Ashes, etc.
Class and gender issues are also explored through various genres. This permits students to explore literature, current events and historical events and relating them to their own lives and historical period. In addition, students also read poetry, short stories, plays and memoirs of the times. Students also experiment and utilize their best creative minds to write their own plays with the assistance of a professional teaching-artist and playwright
How can one express one�s voice in a credible way on issues
socio-political, economic and historical realities?
� Why is appreciation of literature important for one�s life?
� How do men and women of letters utilize the pen to convey their thoughts on the
human and historical condition?
� How do the diverse literary works read in this course portray issues of contemporary
and classical times?
� How can we develop a critical mind when interpreting or responding to the works of
the men and women of letters covered in this course?
� How can we spark our imagination and become better writers through our own
|Units of Study
Thematic essays, comparative essays, literary criticism essays
� Oral presentations to defend themes and quotes chosen from works read.
� Creative and original interpretations of literature and poetry studied.
� Outlining, note-taking, mechanics/structural emphasis to improve writing skills.
|Students in Senior
Institute will study the laws and phenomena that govern the natural world.
Students will begin the school year with a review of the scientific method
and also basic skills , i.e. using various
measuring instruments, collection of data, graph reading and
interpretation, writing of lab reports, review of basic algebra skills,
etc. They will then move on to a rigorous physics curriculum.
What are the different physical forces that we experience during
the course of a regular day?
|Units of Study
Newton�s Law of Motion