University Heights Secondary School

Curriculum Outlines:

Service & Health
1999-2000

Family Group | Project Adventure | Passages | Mentoring

 Art 1 - 2 | Theater | Senior Citizens | Fitness | Yoga | Psychology


Service and Health
Tier 1, Tier 2, Tier 3, Tier 4 Family Group Brief description: Family group establishes a relationship between a single staff member and a group of students. The family group teacher assists students in coping with the broader school and assists the school in making meaningful progress with the student. The teacher assists students in locating specialists when needed, but he does so based on his knowledge of the total student. The family group teacher is the student's dean, grade advisor, mentor, problem-sharer, interpreter, and source of guidance. He follows the progress of the student academically, socially, and personally. Students set specific goals, bond as a group, are held accountable, solve problems and provide support. Target population: Tier 1, 2, 3, 4 (Grades 7-12) Goals and objectives: Establishing and maintaining a positive school culture. Students, both individually and as a group, set goals, solve problems and provide support. Also a formal vehicle for addressing school wide problems and concerns. If there is a problem between members of the school community, the information is shared in family group as part of formal and informal student governance groups. Students learn about change. They learn about resolving conflict and taking responsibility for their community. Students read about and discuss current social/political issues. Major topics/theme: Journal writing and sharing, artwork, portfolio management, good standing, problem solving, discussion of school-wide issues, school leadership groups, AIDS education, conflict resolution skills and teambuilding. Alignment to standards: (Social Studies) Standard 5: Civics, citizenship and government.

(English Language Arts) Standard 1: Language for information and understanding

(English Language Arts) Standard 3: Language for critical analysis and evaluation

(English Language Arts) Standard 4: Language for social interaction

(Career Development and Occupational Studies) Standard 3A: Universal Foundation skills

 Resources and materials to be used: Tribes: A Process for Social Development and Cooperative Learning by Jeanne Gibbs

Schools (Educators for Social Responsibility).

Islands of Healing: A Guide to Adventure Based Counseling by Jim Schoel, Dick Prouty and Paul Radcliffe (Project Adventure, Inc.)

100 Ways to Enhance Self-Concept in the Classroom by Jack Canfield and Harold Wells

Adventures in Peacemaking: A Conflict Resolution Activity Guide by William J. Kreidler and Lisa Furlong

 Assessment measures:

Roundtable portfolios

Service and Health
Tier 2, 3 & 4: Project Adventure Physical Education Brief Description of the course: Initiatives, ice breakers, games, trust activities, debriefs and use of the ropes course. Students will meet once a week for two hours. Participants will be in the gym and outside. Students will write reflections after each class. Target population: All new students are required to take one semester of Project Adventure.

Tiers 2, 3 and 4 (9th, 10th, 11th, and 12th graders)

 Major Topics/Themes and goals and objectives: To increase the participant�s sense of personal confidence

To increase mutual support within a group

To develop and increased level of agility and physical coordination

To develop an increased joy in one�s physical self and in being with others

To develop and increased ability to work together with others and communicate effectively with others.

 Alignment to standards: (Phys Ed) Standard 1: Personal Health and Fitness

(Phys Ed) Standard 2: A safe and healthy environment

(Phys Ed) Standard 3: Resource management

 Resource and Materials to be used: Quicksilver by Karl Rohnke and Steve Butler (Project Adventure, Inc._

Silver Bullets (Project Adventure, Inc.)

Cowstails and Cobras I and II by Karl Rohnke (P.A, Inc.)

Fun Stuff Volume 1,2 &3 by Karl Rohnke (P.A Inc.)

Youth Leadership in Action (P.A, Inc.)

The Cooperative Sports and Games Book by Terry Orlick

Service and Health
Tier 2, 1st Semester: Passages Brief description: The Passages program is a human development curriculum for students ages twelve through eighteen. A required course, Passages meets once a week for an hour and a half with teachers trained in adolescent development, active listening, group building, visualization, self-esteem methods, and the use of a variety of art, movement and play modalities for personal expression and growth. Goals and objectives:

Students learn to tolerate and enjoy human diversity

Develop compassion and a sense of responsibility and empowerment

To make an easy, supported transition from childhood to adolescence

Major topics/themes:

Health (mind, body, spirit, and heart)

Ability to play (to express joy and love)

Ability to feel connected to community on many levels

Alignment to standards:

(English Language Arts) Standard 1: Language for Information and Understanding (Health and Physical Education) Standard 1: Personal Health and Fitness

(Arts) Standard 2: Knowing and Using Arts Materials and Resources

(Career Development and Occupational Studies) Standard 1: Career Development

Resources and materials to be used:

Tribes, Changing Bodies, Changing Lives, assorted art supplies

Assessment measures:

Journals, portfolios



Service and Health
Tier 3: Mentoring at the Lab School Elementary School Brief Description of the Course:
  For Cycle 1, students will prepare for their experience as mentors by reading and writing about child development. They will also write about their own experiences in elementary school. Students will learn the communication skills associated with mentoring young children (active listening, conflict resolution, positive reinforcement) and effective reading of children�s stories. At the elementary school, students will do activities focused on literacy and developing a bond with their partners. Students will de-brief and write reflections after each visit.

For cycle 2, students will learn bookmaking skills. They will read children�s stories and study the structure of the stories. Students will make the books and teach their elementary school partners how to make the books. Each pair (elementary school and high school) will create a children�s book together. This book will be crafted and revised based on a rubric distributed to each student. Students will continue to read and write responses to the book How to Talk so Kids Learn by Faber and Mazlisch. Students will de-brief and write reflections after each visit.

For Cycle 3, students will read and write poetry. They will then read the same poems with their elementary school partners and coach them to write their own poetry. Students will also learn to make a book for their poems. For the final exhibition, students must perform one of their poems in front of peers and poets from the community.

For cycle 4, students will learn the skills associated with the descriptive review process (Prospect Institute). The will practice the process in class to improve their descriptive writing skills. The final paper is a description of their elementary school partner.

 Target population: 10th and 11th graders (ages 15 � 18) Goals and Objectives of the coarse: Students develop self-esteem by bonding with their elementary school partners. Students will help the community being positive role models for their partners. They will also learn skills to help them deal with children. Alignment to Standards: (English) Standard 4: Language for Social Interaction

(English) Standard 3: Language for Critical Analysis and Evaluation

(English) Standard 2: Language for Literary Response and Expression

(English )Standard 1: Language for Information and Understanding

(Arts) Standard 2: Knowing and Using the Arts Materials and Resources

Standard 2: Integrated Learning

 Resources and materials to be used: How to Talk so Kids Learn by Faber and Mazlisch

Prospect Institute

 Assessment Measures: Portfolio roundtables and exhibitions


Service and Health
Tier 3, 1st Semester: Service and Health Through Art Brief description: Students will explore their own identities and their perceptions of themselves and others around them. Target population:

10th and 11th grades (tier 3)

Goals and objectives:

Through the exploration of the elements and principles of design and color, students will recognize their own feelings about themselves and toward others and how they have defined their roles in their personal life, within their families, and in relation to the larger society. They will also look at how the role has been further defined for them by their families and society. Students will learn about elements and principles of design and color, and will explore how famous artists have used those elements to express their feelings about themselves. They will create works of art that explore those principles and feelings. Major topics/themes: Artists to be considered include: the Fauves and impressionist painters, Van Gough, Gaugin, other expressionist painters, Goya, Khalo, etc. Alignment to standards:

(Visual Arts) Standards 1,2,3 & 4

(English Language Arts) Standards 2,3,4 & 5

Resources and materials to be used:

paper, pencil, paint, markers, etc.

Assessment measures:

art portfolio, class discussion, portfolio roundtable
Service and Health
Tier 3, 2nd Semester: Service and Health Through Art Brief description: Students will recognize patterns and make connections by exploring how artists have made artistic statements about social injustices and social phenomena by seeking to highlight those injustices through their art. Target population:

Tier 3 (10th and 11th graders)

Goals and objectives:

Through the use of line drawing, lettering, poetry writing, poster making and three-dimensional design, students will begin to look at the world around them and begin to see patterns of behavior that may disturb them. Students will use the above art techniques to make some personal commentary on those aspects of their society. Students will be trained as docents at the Bronx Museum of the Arts. In this role, they can serve the larger school community by helping other students discover the messages that artists have included in their work. Major topics/themes:

Artists to be considered include: Picasso, Romare Bearden, Jacob Lawrence

Alignment to standards:

(Visual Arts) Standards 1,2,3 & 4

(English Language Arts) Standards 2,3,4 & 5

Resources and materials to be used:

paper, lettering pens, collage, paint, markers, pencils, etc.

Assessment measures:

art portfolio, class discussion, roundtable portfolio

 
Service and Health
Tier 3, Semester 1: Technical Theater and the Arts Brief Description:

We are using the study of different cultures as a way to look at the arts and technical theater. Starting with Ancient Greeks and continuing to Egypt, West Africa and the Americas. In this study, the students will learn about different aspects of the cultures and learn a different style of mask making from that culture. This will facilitate the learning of different art forms. With the knowledge of the cultures and the masks, the students will present their work in a dramatic context.

Target Population:

Matriculated 10th and 11th graders

Goals and Objectives:

To create a awareness of different art forms from around the world

To inspire the students to use their artistic capabilities

To enrich student learning of the arts and drama

To boost confidence in public presentations

To increase student awareness of different cultures

Major Topics/ themes:

Greek Myths, drama and mask making

Egyptian Myths, drama and mask making

African Folktales and the use of masks in Africa

Myths of the Americas and use of masks

Alignment to Standards:

(Visual Arts) Standard 1: Creating, performing and participating in the arts

(Visual Arts) Standard 2: Knowing and using arts materials and resources

(Visual Arts) Standard 3: Responding to and analyzing works of art

(Visual Arts) Standard 4: Understanding the cultural dimensions and contributions of the arts. (Social Studies) Standard 2: World History

(Social Studies) Standard 3: Geography

(English Language Arts) Standard 1: Language for information and understanding. Resources and Materials to be used:

Various texts of mythology

Paper mache

Plaster

Paints

Various other arts supplies
 
 

Assessment measures:

In class assignments

Final presentation of a dramatic piece

Presenting work at a "teach-in" for the middle school where each student will be expected to teach another student the art and drama skills that they have learned
Service and Health
Tier 3, 1st Semester: Working with Senior Citizens Brief description: Students will visit a local nursing home once a week. At the home, they are each paired with a senior citizen for the entire school year. Emphasis will be on establishing a one on one relationship and bridging the gap between senior citizens and teens. Activities will include drama productions, talent shows, bookmaking, scrapbooks, music, storytelling and reading. After working with the senior citizens, students will write reflections and debrief with the teacher.

Students will spend their time (2 hours) in school preparing for their next visit. This will include orientations, art projects, issues of bereavement/grief, reading articles/books about senior citizens.

 Target population:

Tier 3 students (10th and 11th graders)

Goals and objectives:

Students will learn about issues facing the aged. Students will explore similarities/differences. Students will use art, music, writing, reading to establish relationships with the senior citizens. Alignment to standards: (Career Development and Occupational Studies) Standard 3a: Universal foundation skills (Career Development and Occupational Studies) Standard 3b: Career majors

(Arts) Standard 2: Knowing and using arts materials and resources

(English Language Arts) Standard 4: Language for social interaction

Resources and materials:

Multicultural Books to Make and Share, Susan Kapuscinski Gaylord

El Bronx Remembered, Nicolossa Mohr

Growing Old Through Grief, Donna O�Toole

Assessment measures:

portfolio roundtables

 
Service and Health
Tiers 3, 4: Physical Education/Fitness & Weight Training Brief Description: Students will learn basic skills for weight training and health maintenance. They will learn and utilize the principles of exercise and weight training. They will also perform cardiovascular, muscular and respiratory activities. Students will design personal fitness programs focusing on personal physical needs. Students will set a mid-semester goal and an end of semester goal. Assessments of growth will be made based on ability to prove that goal has been reached. Target population:

9th, 10th and 11th grade students

Goals and objectives:

Students will:

-understand the correlation between physical activity and decreased illnesses, diseases and early death. -learn about the metabolism. -develop and implement a personal fitness plan based on self-analysis and an understanding of realistic goal setting

-understand the health benefits of continuous and routine participation in physical activity

-develop problem solving, cooperation and team building skills through participation in fitness groups

 Alignment to Standards:

(Health and Physical Education) Standard 1: Personal health and fitness

Resources and materials to be used:

The universal weight machines, exercise bikes, the track

Assessment measures:

Personal goal setting, attendance, evidence of implementation of fitness plan in and out of class, level of effort and accomplishment of mid and end of semester goals.  
Service and Health
Tier 2&3 1st Semester: Yoga   Brief description: Students will understand the connection between the physical body and the mind through the practice of yoga. By partaking in the practice of the psycho-physicals (aerobic type exercises for warming up), a cold shower, guided meditation, discussion of different aspects of yoga and doing the yoga postures, students will recognize the importance of exercise and relaxation in coping with daily life in our society. Students will learn that yoga is not a competitive sport. They will recognize that each person has individual abilities and realize the importance of listening to their body�s signals to slow down. Target population: Tier 3 (10th & 11th graders)

Alignment to standards:

(Health and Physical Education) Standard 1: Personal health and fitness

(Health and Physical Education) Standard 2: A safe and healthy environment

Resources and materials to be used:

The Psycho-physical,

The Cold Shower,

The Yoga postures

Assessment measures:

Personal goals, attendance and participation.

 
Service and Health
Tier 4, 1st Semester: Introduction to Psychology Brief Description: Using CUNY�s Psychology 11 as a frame work, this course will explore the history, theories and fundamentals in field of psychology. We will also look at the many sub-fields of psychology such as developmental, clinical, social, abnormal, and health. Special attention will be placed on the development of good study skills. Target Population: 12th graders who have an interest in the fields of Psychology, Education and Health.

Students interested in college-level study.

 Goals and Objectives:

To boost confidence in college preparedness

To introduce students to the science and philosophy of psychology

To enhance student�s critical thinking skills

To give students a positive experience with college level work

Major Topics/Themes

The history of the science of psychology

The scientific method

Developmental psychology

Nature vs. nurture

Health

Psychopathology

Alignment to Standards

(Health and Physical Education) Standard 1: Personal health and fitness

(Career Development and Occupational Studies) Standard 3a: Universal Foundation Skills

(Career Development and Occupational Studies) Standard 3b: Career Majors - Health services, Human and public services

 Resources and Materials

Introduction to Psychology, Myers, David G. Third addition

Psychology Today, Monthly periodical

Scientific American, Monthly periodical

Assessment Measures:

in-class exams, quizzes and a final research paper