Diversifying course options in an urban high school curriculum proposal

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DIVERSIFYING COURSE OPTIONS IN AN URBAN HIGH SCHOOL
Curriculum Proposal
Presented to
Dr. Timothy Glaude
In Partial Fulfillment
of the requirements for
EDCI 5380 (Secondary School Curriculum)
by
LaKeisha Weber Davis
Fall 2012

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TABLE OF CONTENTS
Diversifying Courses Options in an Urban High School Setting 1
Historical Development and Practical Implications 3
Demographics and School’s Mission 7
The Curriculum (9th-12th Grades) 8
Truths about Human Anatomy & Sexuality 16
Public Speaking 19
Forensic Science 22
Consumer Math: Personal Finances 25
Appendix 28
List of References 29

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The implementation of science into secondary school curriculum has been shaped by our
ever-changing society and the technological demands of consumers. During the early 20th
century, science instruction was offered to individuals whose area of interest or career aspirations
required the knowledge of scientific concepts. In the late 1950’s through the mid 1970’s, gains in
science and technology across the world brought scientific knowledge and instruction to the
forefront of education, allowing for content area growth. As time continues to progress, science
education is being redefined into a technology rich discipline with more emphasis being placed
on inquiry-based teaching strategies. In-depth teaching of the disciplines and sub-disciplines of
science are vital for the advancement of medicine, technology and the prominence of our nation.
When examining science as a content area it is apparent that the culture of the nation is the
driving force behind its past and current directions. The beginning of the 20th century brought an
increase in nation-wide school attendance which called for prompt educational revamping. The
lack of pre-professional training was the cause for the National Educational Association (NEA)
Commission to create a committee to determine how science should be taught in a secondary
school setting. 20th century professionals collectively determined that science education was not
a structured educational discipline. According to Kean University
(www.kean.edu/~fosborne/E3230/E3230-03History.htm), early 20th century science curricula
underwent reorganization that included specifying which science content is taught at each grade
level. Educators were to place emphasis on teaching science as well as the seven cardinal rules
put in place by the NEA. The education of individuals with an interest in technology became the
focal point of teaching. America’s partaking in World War II (WWII) during the 1920s
influenced the creation of nuclear weaponry, war aircraft and communication devices. Educators
were hired to push the knowledge needed to create beneficial wartime devices for the military

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and its support systems. The end of WWII revealed that America had a general lack of
knowledge in science and mathematics (Dede, C., & Hardin, J., 2006) resulting in major
scientific reforms.
According to Sharlin, H., Brush, S., Burstyn, H., Herbert, S., Mahoney, M., & Sivin, N.
(1975), science is a young field that became popular after World War II. Rapid growth of
science-related jobs and education can be attributed to the aftermath of WWII and another great
moment in history; Russia’s launch of the Sputnik 1 satellite. The first satellite to orbit the Earth,
Sputnik 1’s debut weakened America’s reputation as a super-power in the science and
technology fields. Soviet space missions initiated large U.S. science education overhauls (Yager,
R., 2000) and also formation of the National Science Foundation (NSF). Technology was
subtracted from the general curriculum and taught in specialized schools/programs. Educators
aimed to give every student an in-depth view of science. It also reared the beginning of teaching
science as inquiry; a more hands-on lab based instructional method guided by textbooks.
Memorizing information was the dominate way of acquiring knowledge during this era. These
ideologies continued for almost two decades before America’s interest in the advancement of
science dwindled. Development of the nation’s academic practices began to stagnate to nearly a
halt. Science courses were considered too rigorous for the average pupil and were based on
abstract theories and not concrete scientific findings. The 1980’s revealed Japan and Germany’s
dominance in science and technology education (Yager, R., 2000). Therefore, the NSF competed
an immense restructuring of the nation’s science curricula. A report entitled “A Nation at Risk”
was released by President Ronald Reagan and his education commission. The document exposed
American citizens to the vulnerability of the nation’s educational system, questioned the rigor of
classroom instruction, and a plan of action for lessening the achievement gap between the U.S.

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and other progressive countries (U.S. Department of Education., 2008). Many critics will argue
whether or not the report helped or hurt the American educational system. It is clear that its
formation is continuing to take form in present day educational practices.
Current science educational reform urges educators to teach scientific inquiry with less
emphasis on traditional, direct teaching. Structured scientific debates provide opportunities for
students to relate the content to their everyday lives while learning to respect the viewpoints of
their peers. For the United States to remain competitive in a global economy, it must produce
more graduates in the fields of science, technology, engineering and mathematics (STEM)
(Ejiwale, J., 2012). Employment opportunities in STEM fields are abundant in this country.
Unfortunately our school systems are not graduating students in the STEM fields fast enough to
fill the need. There is also a shortage of STEM field educators. Individuals are hesitant to invest
into a career filled with uncertainty and constant impactful transformations. The mistake was
made forty years ago when a line was drawn between science and technology (Yager, R., 2000).
American students’ math and science achievements are below that of most countries (Kulm, K.,
2007), and may result in the long-term, negative consequences for our nation. No nation can
afford to ruin their future through poor education; as a result, STEM programs in school
curricula should be taken seriously (Ejiwale, J., 2012).
Science is a relatively new content area that has seen rapid growth over the past 100 years.
This growth can be attributed to the United States involvement in foreign matters and its battle to
remain a world super-power. Over the past two decades there has been a complete makeover of
science education as well as education in general. People in positions of power recognize the
power of STEM education and its direct correlation to global economic growth. Based on history
it is inevitable that there will be a change in the footprint of science education. No matter what

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event that comes along to alter the current systems, it is imperative an emphasis be placed on
tracking student achievement in STEM classrooms. This will ensure that prospective scientists,
doctors or science teachers never go unnoticed.

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School: Sarah T Reed Senior High School
5316 Michoud Blvd, New Orleans LA 70129
(504) 373-6217
Principal: Michael McKenzie
School Mission: The mission of Sarah T Reed Senior High School is to nurture and develop
skillful, resilient, socially-conscious, and optimistic students who will contribute to humanity in
the field of their choice.
Grade levels Served: 10-12th & 9th grade repeaters
School Demographics:
Total Enrollment: 263
238
1
18
0
6
African American
Caucasian
Asian/Pacific Islander
Native American
Hispanic/Latino
Ethnicity
Ethnicity
146
117
Male
Female
0 20 40 60 80 100 120 140 160
Gender
Gender

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9th
Grade Curriculum Content
Course Overall Objectives Targeted Audience
Physical Science -Students develop the skills necessary to succeed in future
science courses.
-Students will develop an understanding of the basic concepts of
chemistry and physics through laboratory experiments.
Diploma Track
General Education
English I -Students will work towards enhancing reading, writing,
listening, and speaking skills through the critical interpretation
of literature.
-Students read and analyze literature, gain and refine a more
sophisticated voice in their essay writing, and develop the
speaking and listening skills needed in discussion.
-Students write at least four full process essays.
Diploma Track
General Education
Remediation Math The course will focus on teaching strategies that enhance a
student’s ability to find success within a high school
mathematics class.
Students who made
unsatisfactory on 8th grade LEAP
Remediation English The course will focus on teaching strategies that enhance a
student’s ability to find success within a high schoolEnglish
class.
Students who made
Reading
Teaches strategies that enhance the student’s skills in
comprehension, vocabulary and fluency.
Students who made
Bridge to Algebra -Students will learn basic, key skills needed to progress into
Algebra I.
-Students will master concepts such as inequalities, polynomials
and functions.
Designed for students who
struggle with proficiency in
requisite skills needed for
successfully completing Algebra
I
Civics -Students will learn how scarce resources are distributed among
the various peoples and groups in society.
-Students will recognize the economic principles upon which
the free enterprise systemis based.
-Students will study the role government
plays in this systemand compare the American
Economic systemto othertypes of economic systems.
Students who made
Jr. ROTC I -Students will learn theoretical and applied aspects of
leadership, training, and evaluation of performance.
-Students will become aware of the techniques used to create
motivation, develop goals and activities for a work group,and
the proper ways to set a leadership example.
Diploma Track
General Education
Band I Students will prepare and perform wind, brass and
percussion music
Freshman students who have had
prior band experience
Diploma Track
General Education

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Algebra I Students will master Topics include the real number system;
first degree equations and inequalities, polynomials,
applications of factoring, statistics,probability and geometry,
functions,relations; graphs, quadratic equations and
inequalities.
Diploma Track
General Education
Health
-Students will study the major systems of the body as well as
mental health.
-Students will also study introductory concepts ofmedical
insurance, public health, medical terminology, and health
science careers.
Diploma Track
General Education
Physical Education I Students will develop and improve physical fitness knowledge
and ability, knowledge of rules and interest in physical activities
with individual and small group sports
Diploma Track
General Education
Social Skills -Students will learn the skills necessary for daily living such as;
eating, dressing,walking, catching the bus,grocery shopping
and communication.
Special Education
ESL I -Students will understand,interpret, and use oral English and
related cues in a variety of contexts.
-Students will communicate clearly in writing
-Student can read a variety of informational and literary texts for
different purposes in the English language.
Students whose first language is
not English
Intro to Geometry -Students will learn basic, key skills needed to progress into
geometry.
-Students will master concepts such as linear and quadratic
equation and right triangular trigonometry
Diploma Track
General Education

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10th
Biology I -Students will know a general overview of biology including the
survey of plants, animals, human beings,ecology and genetics.
-Students will perform laboratory experiments that include
microscopic work, technology applications,dissection and basic
laboratory skills.
Diploma Track
General Education
English II -Students will continue to work towards enhancing reading,
writing, listening, and speaking skills through the critical
interpretation of literature.
-Students read and analyze literature, gain and refine a more
sophisticated voice in their essay writing, and develop the
speaking and listening skills needed in discussion.
-Students write at least four full process essays.
Diploma Track
General Education
Physical
Education II
Students will be able to demonstrate the ability to use and
appreciate activity-specific skills, and identify physicalactivities
that contribute to the improvement of specific fitness components.
Diploma Track
General Education
Dance I Students will learn and perform marching fundamentals, several
types of dance techniques,music interpretation and choreography
skills.
Diploma Track
General Education
Band II -Intermediate band students will prepare and perform wind, brass
and percussion music
Non-freshman students who have
had prior band experience
Diploma Track
General Education
Spanish I -Students will develop basic skills in listening, speaking, reading,
and writing in the target language.
-Students study the culture of different Latino nations in each
course.
Diploma Track
General Education
Talented Arts I -Students will develop their technical skills and vocabulary as they
work with a variety of art tools
And materials. Foundational skills in drawing, painting,
illustration, sculpture, printmaking, and digital art will be covered.
- Students will exhibit work and participate in group critiques as
they develop a working portfolio of art
Students who were tested and
deemed gifted in visual arts.
eating, dressing,walking, catching the bus,grocery shopping and
communication.
Special Education
Geometry -Students will extend their knowledge in algebraic concepts
through the study of geometric relationships.
-Students are responsible for mastering transformations;
congruence; linear and quadratic equations; right triangular
trigonometry; the basic ideas of coordinate geometry; direct and
indirect proofs; and applications of formulas, ratio and
Proportion, statistics and probability.
Diploma Track
General Education

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Computer
Literature
-Students will learn to operate letter keys by touch and will be able
to identify and describe how to operate the various machine parts
of the computer.
-Student will learn to operate number keys by touch and will learn
to increase his/hertyping speed in preparing simple business
formats.
-Student will continue to build his/her typing speed and will learn
to properly format technical documents such as business letters,
formal reports, spreadsheets,flyers, brochures,and business cards.
Diploma Track
General Education
World History Students will examine major turning points that shaped the
modern world from the late eighteenth century to the present,
including the causes and course of the two world wars.
-Students will demonstrate an understanding of the roots of
current world issues by studying the expansion of the West and
the growing interdependence of people
and cultures throughout the world
Diploma Track
General Education
Web Design -Students learn the fundamentals of web design to create
functional and unique websites.
-Students create distinctive graphics and animations to be included
in their web projects.
-Students will work with basic HTML and then move to using
more advanced HTML editors.
Vocational Track
JROTC II -Students will learn theoretical and applied aspects ofleadership,
training, and evaluation of performance.
motivation, develop goals and activities for a work group,and the
proper ways to set a leadership example.
-Cadets (students)will also apply these principles
when dealing with youngercadets in the
areas of military drill and inspections,athletic events,and in other
schoolactivities
Diploma Track
General Education
ESL II -Students will understand,interpret, and use oral English and
Students whose first language is
not English

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11th
Chemistry -Learn measurements and problem solving with an emphasis on
applying these skills in the laboratory.
-Learn about atomic structure, acid/base chemistry, and the basic
structure of organic compounds.
-Describe chemical reactions
Diploma Track
General Education
English III -Students will develop higher level thinking skills and the ability to
analyze sophisticated pieces of literature.
-Students learn to write at least four full process essays.
Diploma Track
General Education
African
American
Studies
Students will know about Africa and the African diaspora, with
particular attention paid to the life and culture of the populations of
African descent in North America and the Caribbean.
Diploma Track
General Education
JROTC III -Students will learn theoretical and applied aspects ofleadership,
training, and evaluation of performance.
motivation, develop goals and activities for a work group,and the
proper ways to set a leadership example.
-Cadets (students)will also apply these principles
when dealing with youngercadets in the
areas of military drill and inspections,athletic events,and in other
schoolactivities
Diploma Track
General Education
Fine Arts Survey -Student will learn a diverse variety of art forms from a variety of
civilizations, and how to critique art through writing assignments.
-Students will be able to express their own creative ideas through
hands-on projects and to discover how art has been affected by
world historical and cultural events.
Diploma Track
General Education
Spanish II -Students develop intermediate skills in listening, speaking,
reading, and writing in the target language.
-Students study the culture of different Latino nations in each
course.
Diploma Track
General Education
Talented Arts II -Students will participate in this intermediate level course in
drawing, painting, design,printmaking and sculpture builds on the
skills learned in Art 1 and stresses rendering skills and completion
of finished works for presentation.
-Students continue to develop a portfolio
for assessment and career pathways.Students demonstrate an
understanding ofart theory and historical contexts through reading,
writing and oral assignments.
-Students will keep a portfolio of their work.
eating, dressing,walking, catching the bus,grocery shopping and
communication.
Special Education

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Algebra II -Students will develop a mastery of algebraic techniques and a
thorough knowledge of elementary functions and the graphs of
these functions.
Student will master topics that include properties
of the real number system, polynomial and exponential functions,
applications of geometry, probability and statistics and conic
sections.
Diploma Track
General Education
American
History
-Students will know the foundational themes in our nation’s
creation, i.e. creation of government, federalism, rule of law, etc.
-Students will focus on international affairs and the future of the
United States in an international/global community
Diploma Track
General Education
Education for
Careers
-The student will be able to research labor market
information, learn job-seeking skills and
create documents required for employment.
Vocational Track
Math Elective -Students will learn basic, key skills needed to progress
mathematics.
-Students will master concepts such as addition,multiplication,
percent, ratios and fractions.
Vocational Track
Intro to Business
Computer
-Students will learn the touch method of operating a keyboard to
produce simple business documents.
-Emphasis is placed on basic computer concepts both hardware
and software, word processing and spreadsheets.
-Students will take board test to receive certification in basic
information technology.
Vocational Tack
ESL III -Students will understand,interpret, and use oral English and
Students whose first language
is not English

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12th
Biology II Students will get an in-depth study offundamental concepts of
biology. Emphasis is placed on laboratory experiences and
problem solving.
Diploma Track
General Education
English IV -English IV students will develops higher level thinking skills
and the ability to analyze sophisticated pieces of literature.
-They will survey of English literature and write at least four
full process essays.
Diploma Track
General Education
AP American
Government
-Students will study political philosophies and process in the
modern world. Emphasis is placed on constitutionallaw, civil
rights, the legislative, executive and judicial processes,as well
as politician action.
-Students complete research analyzing contemporary political
issues.Students may choose to take the Advanced Placement
(AP) United States
Government and Politics Exam.
Advanced Placement
ACT Prep Students will learn strategies that can enable a student to
increase ACT test scores.
Diploma Track
General Education
(Graduating seniors)
Theater Students earn basic techniques with emphasis placed on acting,
developing roles and performing. Class activities include
pantomimes, interpretations, monologues,improvisations,
duets,scenes,and one act plays, as well as student directed
projects and audition techniques
Diploma Track
General Education
Journalism This course focuses on the fundamentals of journalism. Students
will learn basic terminology, lead writing, news writing, feature
writing, sports writing, opinion writing, ethics, graphic design,
desktop publishing, and broadcast.
Diploma Track
General Education
Talented Arts III -Students continue to refine the skills acquired in Art 2. Artistic
perception, creative expression, historical and cultural aspects,
criticism and connections are covered.
-Students demonstrate an understanding of art theory and
historical contexts through reading, writing, and oral
assignments.
-Students keep a portfolio of their work.
eating, dressing,walking, catching the bus,grocery shopping
and communication.
Special Education
Math Essentials -Students will master content such as measurement, geometry,
fractions, percent, probability and statistics,and functions.
Diploma Track
General Education

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World History II Students develop a greater understanding of global processes
and contracts among a variety of societies.Changes in
international frameworks and their causes and consequences
will be highlighted along with a comparison of major societies.
Diploma Track
General Education

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Due to the rising teen pregnancy rates in our area and school, I intend to create a course that
focuses on curbing teen pregnancy rates through sex education. Research shows that 15-17 year
old African American students have a teen pregnancy rate that is three times higher than
Hispanics and four times higher than Caucasians (Basch, C. 2011). Yet, many of the students
who are in greater need of sex education are lacking access to an effective sex-ed. course. This
class will be introduced in the ninth grade and would be entitled, “Truths about Human Anatomy
& Sexuality.” The course will be taught by a certified science teacher; it will grant students with
½ credit towards the four science credit hours needed to graduate with a high school diploma. In
many states, students are provided a class on sexual education but are given select information,
leaving out many important factors (Landry, D., Darroch, J., Singh, S., & Higgin, J., 2003).
These factors include information about birth control, how certain STDs are contracted and
contraceptive (types and how to use them properly). Teen pregnancy is an issue that plagues
schools across this nation. Adolescents are entering sexual relationships with no information,
limited information and/or misinformation about sex and their bodies. By implementing this
course, students will be exposed to information that will increase their knowledge of human
anatomy & sexuality, pregnancy, proper contraception usage, and STD contraction and
prevention. The course objectives are listed below in Table 1. Currently the National Content
Standards in science does not include information on sex education. An obstacle that would
potentially hinder the effectiveness of this course includes federal policies and legislation that
support the abstinence-only-until-marriage approach. Teachers will have to ensure that they are
aware and knowledgeable of all of the state laws that coincide with teaching sexual education. In
general, this information gained will easily segue into any life science course and will inform
students of the truths when initiating sexual intercourse.

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Table 1
Truths About Human
Anatomy & Sexuality
Students Will...
 Define abstinence and realize the benefits of postponing
sexual activity until marriage.
 Learn how to use protection correctly and consistently if
they currently are or will choose to become sexually
active
 summarize the process of human reproduction
 Identify sexually transmitted diseases as communicable
infections spread by sexual contact.
 Discuss and identify decision-making skills that will help
them make the best choices about their sexual behavior.
 Identify the consequences ofrisky sexual behavior.
 Identify the emotional risks of teen sex.
 List the facts associated with pregnancy.
 Identify the most common bacterial and viral STD’s.
 Identify causes,symptoms, treatment, prevention,and
transmission of sexually transmitted diseases.
 Analyze the issues related to teenage pregnancy.
 Evaluate the “safe or safer sex” message as it pertains to
the use of contraception.
 Determine how responsibility relates to the consequences
of sexual activity.
 Explain the major pressures to sex that teen’s experience.
 Examine the failure rates of birth control and their effects
on teen pregnancy.
 Identify the stages of HIV/AIDS.
Diploma Track
General Education
Special Education

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 Distinguish between myth and fact of HIV/AIDS.
 Describe the signs and symptoms of pregnancy.
 Analyze the factors associated with a healthy pregnancy.
 Explain the importance of supportive roles of the mother
and father through pregnancy and birth

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Being able to express one’s concerns, views and opinions coherently is very important in a post-
secondary setting. Developing a course that teaches students to organize and compose various
types of speeches, how to formally debate and properly deliver a speech and to actively listen to
their peers, will benefit them on the university level. The course, “Public Speaking” will serve as
a 10th grade elective course. The course will be taught by a certified English, social studies or
speech teacher; it will grant students with 1/2 credit towards the elective hours needed to
graduate with a high school diploma. Students will also learn how to conduct research on topics
related to their speech. Due to the rigorous amount of research and preparation needed to excel in
this class, it will only be offered to those in the top 10% of the school’s 9th grade English
students. Students enrolled in this course will also have the option to resurrect the school’s
debate team. The course objectives are listed below in Table 2. The class will be divided and
taught in 5 sessions; (a) preparing for public speaking, (b) impromptu speaking, (c) informative
speaking, (d) persuasive speech, and (e) formal debate. Upon the completion of the semester, the
students will hold a public debate session for the student body. Students will keep debate logs
and reflective journals. After completing a semester of public speaking, there should be
evidence of significant growth in the student’s writing and speaking abilities as well as their
abilities to formally debate.

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Table 2
Public Speaking
Students will know:
 The importance of public speaking in their lives
 Techniques to help them relax and focus before and during
their presentations
 Organizational strategies
 How to conduct interviews
 The proper use of tone
 Writing Forms, Audiences,and Purposes
 Oral Presentation
 Active Listening
Students will be able to:
 Read a variety of genres and types of text with fluency and
comprehension
 Produce written and oral work that demonstrates synthesis of
multiple informational and technical sources.
 Produce written and oral work that demonstrates drawing
conclusions based on evidence from informational and
mechanical text
 Identify, describe, evaluate, and synthesize the central ideas in
informational texts, distinguishing between essentialand
nonessentialinformation
Diploma Track
General Education
(Honor students)

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 Reflect on own writing and establish goals for growth and
improvement
 Define and narrow a problem or research topic
 Demonstrate personal style and voice effectively to support
the purpose and engage the audience of a piece of writing
 Speak for a variety of purposes (literary interpretation)
 Summarize, make judgments, and evaluate the content and
delivery of oral presentations

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Science as inquiry is a major part of today’s science education curriculum. Hand-on learning is
beneficial to those students deemed tactile learners and students with learning disabilities.
Implementing a course that mixes chemistry, biology, geology, biotechnology and physics will
surely spark the interest of students who find science to be challenging, boring and repetitive.
The course, “Forensic Science as Inquiry” will serve as an 11th grade science requirement. The
course will be taught by a certified science teacher; it will grant students with 1 full credit
towards the four science credit hours needed to graduate with a high school diploma. Forensic
science has been taught for the last ten years in secondary schools across the U.S. (Howlett, C.,
Lewis, S., & Upson, E., 2011). The subject has been made popular by crime shows like CSI,
First 48 and Law and Order. Residing in a city plagued with crime, students will learn the
process that law enforcement officers take while attempting to solve crime mysteries. By
implementing this course, students will learn about DNA fingerprinting and its role in solving
crimes, how to read case studies, handwriting analysis and experimental procedures taken to
gather and collect evidence. The course objectives are listed below in Table 3. A majority of this
course will be spent in the lab or in the “field.” They will encounter crimes and will use
information gained during lecture to solve the issues presented during lab. When initiating a
course of this caliber, it is essential that teachers are geared with the proper laboratory materials
needed for student success. They must write grants or become affiliated with organizations that
can help fund these laboratory activities. In general, this course will be a powerful alternative to
other core science subjects. Students will use a combination of science disciplines and
experimental techniques to gain knowledge versus simply memorizing science theories.
Biotechnology is a growing

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Table 3
Forensic Science As
Inquiry
Students Will...
 Demonstrate skills and work habits; such as work ethic,
dependability, promptness and getting along with others
 Develop critical thinking, decision-making, and problem-
solving skills
 Demonstrate self-management skills; such as the ability to
set short and long term goals,work cooperatively, use
time efficiently, and develop self-evaluation skills.
 Understand that Forensic science has developed over time
due to advances in science, technology and society
 Discuss the many different types of professionals that
participate in the forensics process
 Determine that the “Hollywood view” of forensic science
is not entirely reality-based
 Understand that Forensic science is based on the
advancement and integration of the core science
disciplines
 Demonstrate that a crime scene is a complex environment
that needs to be analyzed in a methodical and procedural
manner
 Understand and demonstrate that evidence is present at
any crime scene that can be used to determine whether a
crime has been committed
 Understand and demonstrate that evidence can classified
into many different categories and classifications.
 Understand and demonstrate that a fingerprint is an
individual characteristic that is not duplicated from person
to person
 Understand that a fingerprint remains unchanged during a
person’s lifetime
Diploma Track
General Education
Special Education

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 Understand that fingerprints have general ridge patterns
that permit them to be systematically classified
 Discuss that all objects have distinguishing physical
characteristics that can be identified in an impression;
 demonstrate that objects can be identified by their
impression through comparing key physical
characteristics
 Demonstrate that the morphology of hair varies from
person to person,allowing it to be examined as evidence
 Know that the characteristics of hair vary between
different species and can be used to identify them
 Identify fibers having characteristics that can be used to
identify their originating materials
 Identify that trace elements, metals, soil samples, paint
samples, glass fragments can all be used as evidence to
identify suspects in a crime
 Demonstrate that every method of document creation
leaves specific identifying characteristics that can be used
to determine the source of the document
 Understand that document analysis is used to determine
authenticity & ownership of documents as well as to
detect fakes and forgeries
 Demonstrate that inks and pigments are developed from a
specific mixture of chemicals that can be separated and
analyzed to determine their identity
 Know that each person has unique handwriting traits that
can be used to identify the authorof a document

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With the ever-changing nature of our economy and the abundance of individuals taking out
student loans, it is imperative that graduating seniors become aware of how to manage their
finances. Interest in personal finances as a course became prevalent in the 1990s (Walstad, W.,
Rebeck, K., & MacDonald, R., 2010). The course, “Consumer Mathematics: Personal Finances”
will serve as a 12th grade elective course. The course will be taught by a certified math or
business teacher; it will grant students with 1/2 credit towards the elective hours needed to
graduate with a high school diploma. Students will learn get lessons in financial management
that include earning money, investing and paying taxes. The course objectives are listed in Table
4. Many high school students work full and/or part-time jobs. It is essential that they know how
to manage, save and invest their money for the maximum return. When entering college, many
students will take out student loans or apply for their first credit card. They will be taught how
student loans gain interest over time as well as credit cards. Students will also learn how to
develop personal budgets for themselves and for their families. One unit of the lesson will focus
solely on purchasing automotive and real estate property. They will learn how the pros and cons
of purchasing, renting and leasing of houses, cars and other personal property. There will be
rigorous use of business math in this course so it will be offered to those seniors who have
completed and passed their 9-10th grade math classes with a C or better. Teachers can tie current
financial events into the lessons and have students discuss their personal views. The course
objectives can be differentiated to accommodate any learner in the classroom.

26
Table 4
Consumer Math:
Personal Finance
Students will know:
 How to analyze the relationship between various careers and
personal earning goals.
 How to identify a career goal and develop a plan and timetable
for achieving it, including educational/training requirements,
costs,and possible debt.
 How to analyze how the economic, social, and political
conditions of a time period can affect starting a business and
can affect a plan for establishing such an enterprise.
 How to summarize the financial risks and benefits of
entrepreneurship as a career choice.
 How to evaluate current advances in technology that apply to
a selected occupationalcareer cluster.
 How to demonstrate how exemptions and deductions can
reduce taxable income.
 How to explain the relationship between government
programs and services and taxation.
 How to describe and calculate interest and fees that are
applied to various forms of spending,debt,and saving.
 How to develop a plan that uses the services
Diploma Track
General Education
Special Education

27
of various financial institutions to meet personaland family
financial goals.
 How to describe and calculate interest and fees that are
applied to various forms of spending,debt,and saving.
 How to develop a plan that uses the services of various
financial institutions to meet personaland family financial
goals.
 How to compare and contrast the financial benefits of different
products and services offered by a variety of financial
institutions.
 How the stockmarket functions.
 Some of the things to consider when making an investment.
 Make an informed decision about purchasing a stock.
 Track the value of multiple stocks.
 How to represent and describe mathematical relationships with
tables, rules, simple equations,and graphs.
 How to understand and describe the relationships among
various representations ofpatterns and functions.

29
REFERENCES
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Dede, C., & Hardin, J. (2006). Reforms, revisions, reexaminations; Secondary science education
since WWII. Science education, 57(4), 485-491.
Ejiwale, J. (2012). Facilitating teaching and learning across STEM fields. Journal of STEM
Education, 13(3), 87-94.
Howlett, C., Lewis, S., & Upson, E. 2011. ‘It’s a mystery!’ A case study of implementing
forensic science in preschool as scientific inquiry. Australasian Journal of Early
Childhood, 36 (3), 45-55.
Kulm, G. (2007). Learning from the history of mathematics and science education. SSM Journal,
107(1), 368.
Landry, D., Darroch, J., Singh, S., & Higgin, J., 2003. Factor associate with the content of sex
education in u.s. public secondary schools. Perspectives on Sexual and Reproductive
Health, 35 (6), 26-269.
Science Methods K-12 EMSE 3230-5230. Brief History of Science Education in America. Kean
University, Web. 28 Sept. 2012. <http://www.kean.edu/~fosborne/E3230/E3230-
03History.htm>.
Sharlin, H., Brush, S., Burstyn, H., Herbert, S., Mahoney, M., & Sivin, N. 1975. Teaching the
history of science and technology. Annals of Science, 32, 55-70.
U.S. Department of Education. (2008). A Nation Accountable: Twenty-five Years After A
Nation at Risk, Washington, D.C., 2008.
http://www.ed.gov/rschstat/research/pubs/accountable/
Walstad, W., Rebeck, K., & MacDonald, R. 2010. The effects of financial education on the
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Yager, R. (2000). The history and future of science education and reform. The Clearing House,
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