The document outlines a curriculum for an empowering charter school that incorporates STEAM education, an entrepreneurial framework including BizWorld and teaching kids business, the Big History Project combining history and science, the Engage New York language arts curriculum, and Khan Academy. It describes the mission of the school to reimagine education and integrate entrepreneurial spirit by taking best practices from hands-on, project-based learning. Various components of the curriculum are summarized, including STEAM, entrepreneurship programs, and online resources.

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Curriculum Guidelines for “Empowering” Charter
School
Table of contents
Mission Statement and School’s overview Page 2
STEM to STEAM Pages 3-5
Entrepreneurial Framework (BizWorld & Teaching Kids Business) Page 6-9
Big History Project (combining History and Science) Pages 10
Engage New York (Language Arts Curriculum) Pages 11-14
Khan Academy Pages 15-16
Our Mission:

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The mission of our Charter school reimagines education and
integrates the entrepreneurial spirit, making the connection between
innovation and leadership. By taking the best practices from hands-
on, project-based experiential learning incorporating STEAM, 21st
Century learning, and a rigorous curriculum we strive to meet
students’ needs in a flexible,environment that breaks the traditional
walls between school and the community outside the classroom. We
offera broad-spectrum learning environment designed to encourage
creative capacity, tenacity, leadership, and citizenship. Applying
practices to allow for deeply engaged learning, children develop the
ability to find wonder and delight in the exploration of any topic, to
practice working together to turn ideas into reality, and to learn how
to communicate what they have done and why – all in the context of a
diverse community of collaborators, families,volunteers,and
supporters.
Steven Covey’s 7 Habits of Success
“Leadership is communicating to people their worth and potential so clearly that they come to
see it in themselves.”
Adopting Steven Covey’s 7 habits of success that students and stakeholders take an active role
in assuring that the school adheres and internalize the 7 habits.
STEM to STEAM Education Why integrate the arts?
With the integration of STEAM our students will experience worthwhile and empowering
experiences exposing them to the areas of Science, Technology, Engineering, Arts, and Math.
Within each curricular area there are vast real experiences which will catapult them into
immersing them within the components of STEAM.

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What is STEAM?
CREATIVITY ENABLES INNOVATION
"It is the tension betw een creativity and skepticism that has produced the stunning unexpected findings of science." - Carl
Sagan
CREATIVITY IS ECONOMICALLY VIABLE
"The game is changing. It isn't just about math and science anymore. It's about creativity imagination and, above all,
innovation." - Business Week
Our mission is to have business leaders,arts professionals,educators and others work together to educate
governments,the public and the media to the need for return- ing Arts to the national curricula.China and others
have determined,as we must,that STEAM education is a national priority issue.
Together we can demonstrate thatArts is a necessaryadjunctto STEM "by connecting the dots"for all constituents -
● Arts education is a key to creativity, and
● Creativity is an essential componentof,and spurs innovation,and
● Innovation is,agreed to be necessaryto create new industries in the future, and
● New industries,with their jobs,are the basis of our future economic wellbeing.
A win-win situation – low cost– job growth and insuring the future
If we do not connect these dots Arts education will continue to be virtually extinct in our schools - and the US's
economic future will be damaged.
In this climate of economic uncertainty, America is once again turning to innovation as the way
to ensure a prosperous future.
Yet innovation remains tightly coupled with Science, Technology, Engineering and Math – the
STEM subjects. Art + Design are poised to transform our economy in the 21st century just as
science and technology did in the last century.
We need to add Art + Design to the equation — to transform STEM into STEAM.
STEM + Art = STEAM
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STEAM is a movement championed by Rhode Island School of Design (RISD) and widely
adopted by institutions, corporations and individuals.
The objectives of the STEAM movement are to:
● transform research policy to place Art + Design at the center of STEM
● encourage integration of Art + Design in K–20 education
● influence employers to hire artists and designers to drive innovation
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Within the STEAM framework
• STEM TOSAs (Secondary)
• STEM Specialists (additional assignment sponsored
by Kids@Science)
• Secondary Task Force/Teacher trainers
• STEM Conference
• Project-based learning training/ Leadership
Training
• Project Lead the Way
• NGSS Transition activities
Establishing Pathways to
Engineering
• Robotics electives and clubs
• NASCAR STEM club
• FSEA clubs
• Camp Invention
• Engineering is Elementary/PLTW
• CTE Engineering Pathway
expansion – CVHS and other sites

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Entrepreneurial Framework: The purpose of including an entrepreneurial motivation within the
school is to encourage and inspire kids to be leaders and innovators.
http://www.teachingkidsbusiness.com/entrepreneurship-program.htm
Introduction to Entrepreneurship Program
The TeachingKidsBusiness.com entrepreneurship program has been developed to help kids
understand and prepare for entrepreneurship.

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Kid's Overview
This section will help you when you think about your own business dream or being in your own
business someday as an entrepreneur. This program will help you understand more of what an
entrepreneur is, show you what it takes to be one , take you through stories or cases of
entrepreneurs and help you become an entrepreneur. We have all dreamed about being a sports
star, singer or movie star, but once you know more about entrepreneurship, it will be the next real
cool thing to be - a career to consider..
An entrepreneur is;
● A person who organizes and manages a business undertaking, assuming the risk for the
sake of the profit.
●
● Someone who perceives an opportunity and creates an organization to pursue it or
simply someone who is looking to build/develop a company.
● An entrepreneur is someone who looks at thinks differently - challenges the status quo,
knows he or she can do it better or differently.
●
● It is important to understand that an entrepreneur is not necessarily someone that is self-
employed (works for themselves). As more and more people become self-employed we
need to understand what makes people entrepreneurs.
● -"Entrepreneurs are simply those who understand that there is little difference between
obstacle and opportunity and are able to turn both to their advantage.". Victor Kiam
We have created our "Entrepreneurship Program" to help kids develop entrepreneurial ideas and
to provide steps to take in the entrepreneurial journey. We believe that kids can learn to be
entrepreneurs and kids have many characteristics of an entrepreneur.
We believe in the potential of kids and the need to inspire entrepreneurship at an early age.
Having grown up in an entrepreneurial household and been fortunate to have worked with
entrepreneurs and become an entrepreneur, Irealize that, given the right influences, kids can
become entrepreneurs. We created our jobs for kids program to provide a real
entrepreneurialbusiness startup experience for kids of all ages. Please also appreciate that basic

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business skills are critical for a successful entrepreneur - having a business idea is not enough to
make it succeed.
There are many studies that suggest that the environment you grow up in effects who you
become. We would like to create an environment within our website and within this program that
encourages and nurtures entrepreneurship.As in all of our programs, kids are given
opportunities for valuable experiences to hopefully shape their futures. We also give you lots of
tools and encouragement, which are important parts for a good learning environment.
We have created this program with a number of steps for you to take. The approach is based on
actual entrepreneurial cases (examples) to help kids see and participate in an entrepreneurial
experience. We have chosen the case of TeachingKidsBusiness.com as an example that kids
will relate well to.
Please remember that you will make mistakes along the way, but don't let possible mistakes or
failure stop you from trying. It is a business fact that failure is only failure if you don't learn from it.
We have created opportunities for you, in which the risks are very minimal, to help you build your
confidence through a gradual approach. Build on your successes and learn from your failures!
I hope you have a great experience and that you do well in whatever you choose in your future.
Just remember - you get out what you put into things. If you work hard at something and
therefore put a lot into it, you will get a lot out of it - rewards, experience and satisfaction. This
approach really applies to business. Enjoy the program, invest some time in yourself and see
what great things you can do!
http://www.ted.com/talks/cameron_herold_let_s_raise_kids_to_be_entrepreneurs?language=en
Incorporating Bizworld within the entrepreneurial Curriculum

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The Vision
Children around the world will be prepared for bright futures that support global economic growth
and vibrancy. Engaging them in entrepreneurship education will inspire and set the stage for future
leaders.
Bizworld.org
Level
Grades 3-8
Timeline
Thirteen 50-minute sessions
Total: 10-15 hours
Curriculum

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● Learn basic business vocabulary
● Divide into groups and develop teamwork skills
● Apply for jobs (Chief Executive Officer and Vice Presidents of the company)
● Incorporate with the state
● Determine their company’s identity and create a business plan
● Present to “venture capitalists” and sell stock in exchange for initial funding
● Keep track of finances (cash in, cash out) and pay expenses throughout the program
● Design bracelets and create prototypes
● Manufacture bracelets
● Apply for a bank loan as needed
● Create a marketing campaign, including a unique logo, slogan, and advertisements
● Sell their product (bracelets) to customers, thereby creating revenue
● Calculate final finances to determine whether or not the company was profitable
● Reflect on the process to think about how decisions affected the company
HIstory/Science Curriculum:
Using Bill Gates program Big History to connect History and Science
WHAT IS BIG HISTORY?
13.8 billion years of history told through engaging videos,
animations, articles, and classroom activities targeting middle-
and high-school students
● Flexible and adaptable — the course can be delivered over a full year or just a
semester, depending on your school's needs.
● Everything is online — materials are up to date, always available, and easy to
download and print.
● Easy to customize — use teacher-generated lessons or explore and create your
own using a comprehensive library of custom designed content.
● Built to hit Common Core, C3 and state standards— built from the ground up
to align with the expectations of the CCSS, starting with the learning outcomes

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and including the assessment and lesson activities. The Big History Project
emphasizes inquiry, analysis, and argument over content knowledge.
● Comprehensive professional development — online instructional guides,
detailed lesson plans, training sessions, and videos—available online, anytime
anywhere. Plus monthly online sessions to go deeper on core topics.
TEACH THE COURSE
All of our courseware is free, online, and available to any teacher. The course content and
curriculum is updated and fresh. We also offer technical and curriculum assistance. If you
need it, just drop us a line!
LanguageArts
Adopting curriculum from Engage New York
About Engage New York:
Engage New York was designed to increase teacher effectiveness by engaging the students in
every area of the curriculum. Curriculum maps are in place to define the programs and ways to
implement best teaching practices within the classroom. Students are challenged to delve
deeper into a subject using 21st Century exercises and activities.
Within the framework of Engage New York’s Curriculum map for Language Arts
● All modules pair literature with rich informational text (including primary
source documents and literary nonfiction) on the topic.
● Informational text and supplemental literature in each module will meet the
expected range of quantitative complexity.
● All modules embed routines related to written argument; argumentation is a
particular focus of Module 4.
● All modules intentionally integrate resources from Odell Education.
ELA CURRICULUM: GRADES 6-8 CURRICULUM PLAN *

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This plan shows most full-length books all students read, and a few key articles. See
separate document “Trade Books and Other Resources” for a complete list of resources
needed in order to implement the modules. ** This plan shows the two main writing
tasks per module and the standards most central to each task.
For seventh grade specifically, two options for Module 4 will be available: 7M4A: (topic
TBD) and 7M4B: “Water Is Life”. Module 1: Close Reading and Writing to Learn Module
2A: Working with Evidence Module 3A: Understanding Perspectives Module 4: Research,
Decision Making, and Forming Positions
GRADE 6 Topic Myths: Not Just Long Ago Rules to Live By The Land of the Golden
Mountain Insecticides: Costs vs. Benefits Central Texts* RL—The Lightning Thief, Rick
Riordan RL—Bud, Not Buddy, Christopher Paul Curtis RI—“Stanford University
Commencement Address,” Steve Jobs RL—Dragonwings, Laurence Yep RI—
“Comprehending the Calamity,” Emma M. Burke RL—Frightful’s Mountain, Jean
Craighead George RI—“The Exterminator,” Kristen Weir Writing Tasks**
• Literary Analysis—Connecting Themes in Cronus and The Lightning Thief (RL.6.2,
W.6.2, 6.9) • My Hero’s Journey Narrative (RL.6.3, W.6.3)
• Argument: How Does Bud Use His Rules— to Survive or to Thrive? (RL.6.3, W.6.1,
6.9) • Research/Inform: “My Rule to Live By” (RL.6.3, W.6.2)
• Literary Analysis: How Do the Author’s Purposes Affect the Narrator’s Points of View?
(W.6.2, 6.9) • Newspaper Article: How the 1906 San Francisco Earthquake and Fire
Affected the People of San Francisco (W.6.2, 6.7)
• Research Simulation (W.6.7, 6.8, 6.9) • Position Paper: Do the Benefits of DDT
Outweigh Its Harmful Consequences? (W.6.1, 6.9)
GRADE 7 Topic Journeys and Survival Working Conditions Slavery: The People Could Fly
Screen Time and the Developing Brain Central Texts* RL—A Long Walk to Water, Linda
Sue Park RI—“Sudanese Tribes Confront Modern War,” Karl Vick RL—Lyddie, Katherine
Patterson RI—“Commonwealth Club Address,” César Chávez RI—Narrative of the Life of
Frederick Douglass (excerpts) No text purchase required; students will read articles
only about the adolescent brain and the effects of technology use, provided in lesson
supporting materials. Writing Tasks**

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• Literary Analysis: Writing about the Theme of Survival (RL.7.1, 7.2, W.7.2, 7.9) •
Research-based Two-Voice Poem (RL.7.6, W.7.3, 7.9) • Argument: Should Lyddie Sign
the Petition? (RL.7.3, W.7.1)
• Consumer’s Guide to Working Conditions in the Garment Industry (W.7.2, 7.6, 7.7) •
Literary Nonfiction Analysis: Analyzing Douglass’s Position in the Narrative (RI.7.2, 7.6,
W.7.2, 7.9)
• Children’s Book to Retell an Episode from the Narrative (W.7.3, 7.9) • Research
Simulation (W.7.7, 7.8, 7.9)
• Position Paper: Should the American Academy of Pediatrics raise its recommended
daily entertainment screen time from two hours to four hours? (RI.7.1, W.7.1, 7.4, and
7.5)
GRADE 8 Topic Finding Home: Refugees Working with Evidence: Taking a Stand
Japanese American Relations in WWII Sustainability of World’s Food Supply Central
Texts* RL – Inside Out & Back Again, Thanhha Lai* RI—“The Vietnam Wars,” Tod Olson
RL—To Kill a Mockingbird, Harper Lee RI—“Equal Rights for Women,” Chisholm RI—
“Ain’t I a Woman?” Sojourner Truth RI—Unbroken: A World War II Story of Survival,
Resilience, and Redemption, Laura Hillenbrand RI—The Omnivore’s Dilemma: The
Secrets Behind What You Eat, Michael Pollan (Young Readers’ Edition) Writing Tasks**
• Literary Analysis: Explain the Significance of the Novel’s Title (RL.8.1, 8.3, RI.8.1,
W.8.2, 8.9)
• Research-based Free Verse Narrative Poems: “Inside Out” and “Back Again” (RI.8.1,
8.2, W.8.3, 8.9) • Argument: Taking a Stand (RL.8.1, 8.2, 8.3, W.8.1) • Readers
Theater and Analytical Commentary: Taking a Stand in Maycomb (RL.8.11, W.8.3,
8.11) • Informational Essay: Invisibility of Captives during WWII (RI.8.1, W.8.2, 8.9) •
Research-based Narrative: Becoming Visible after Internment (RI.8.1, W.8.3) •
Research Simulation (W.8.7, 8.8, 8.9)
• Position Paper: Which of Michael Pollan’s Four Food Chains Would Best Feed the
United States? (W.8.1, 8.9) Created by Expeditionary Learning, on behalf of Public
Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license
granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA
Curriculum

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• G6-8 Curriculum Plan • September 2014 ELA CURRICULUM: GRADES 6-8
CURRICULUM PLAN (FOR ALTERNATE MODULES) * This plan shows most full-length
books students read, and a few key articles. See separate document “Trade Books and
Other Resources” for a complete list of resources needed in order to implement the
modules. ** This plan shows the two main writing tasks per module and the standards
most central to each task. See Curriculum Map for the full list of standards assessed
(including the writing process and language standards) For seventh grade specifically,
two options for Module 4 will be available: 7M4A: (topic TBD) and 7M4B: “Water Is
Life”. Module 2B: Working with Evidence Module 3B: Understanding Perspectives
Module 4B: Research, Decision Making, and Forming Positions
GRADE 6 Topic Voices of Adversity Sustaining the Oceans N/A Central Texts* RL - Good
Masters! Sweet Ladies! Voices from a Medieval Village, Laura Amy Schlitz RL - Blue
Lipstick: Concrete Poems, John Grandits RL - Technically, It’s Not My Fault: Concrete
Poems, John Grandits RI - World Without Fish, Mark Kurlansky RL - Flush, Carl Hiassen
GRADE 7 ONLY Writing Tasks**
• Argument Essay: Do We Face the Same Adversities as the Voices of Good Masters,
Sweet Ladies? (W.6.1 and 6.9) • Narrative: Giving Voice to Adversity (W.6.3, 6.11c,
SL.6.4 and 6.6) • Research (W.6.7) • Informational Consumer Guide (W.6.2) GRADE 7
ONLY GRADE 7 Topic Identify and Transformation: Then and Now N/A Water is Life
Central Texts* RL - Pygmalion, George Bernard Shaw RI – Various informational articles
about identify Please note that, for 7th grade, alternate modules will be available for
Modules 2 and 4, rather than for Modules 2 and 3. RI— The Big Thirst, Charles Fishman
RI—“Water Is Life,” Barbara Kingsolver Writing Tasks** • Argument Essay: Eliza’s
Changes (RL.7.1, 7.3, and W.7.1) • Advertisement Analysis and “Counter-Ad” (W.7.2a,
b, c, d, e, f, 7.7, and 7.8) • Research Simulation (W.7.7, 7.8, 7.9) • Water Management
Position Paper:(RI.7.1, W.7.1, 7.4, 7.5, and L.7.6)
GRADE 8 Topic A Midsummer Night’s Dream and the Comedy of Control The Civil Rights
Movement and the Little Rock Nine N/A Central Texts* RL - A Midsummer Night’s
Dream, William Shakespeare RI – Various informational articles about Shakespeare and
the universal appeal of his works RI - A Mighty Long Way: My Journey to Justice at
Little Rock Central High School, Carlotta Walls LaNier and Lisa Frazier Page RI - Little

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Rock Girl 1957: How a Photograph Changed the Fight for Integration, Shelley Tougas
GRADE 7 ONLY Writing Tasks** • Argument Essay: Controlling Others in A Midsummer
Night’s Dream (W.8.1) • Character Confessional Narrative (RL.8.2, 8.3, W.8.3, 8.4,
8.9a, and 8.11b) • Informational Essay: The Role of the Media in the Story of the Little
Rock Nine (W.8.2) • Narrative Writing: “Snapshot in a Journey” (W.8.3) GRADE 7 ONLY
https://www.engageny.org/tle-library
Math Framework
Khan Academy: The philosophybehind Khan Academyis to allow kids to
be given opportunities and tools to grow and develop their skill sets through
hands-on experiences designed to motivate learners to achieve more
through the challenges of the curriculum found within Kahn Academy.
Most people are held back not by their innate ability, but by their
mindset. They think intelligence is fixed, but it isn’t. Your brain is
like a muscle. The more you use it and struggle, the more it
grows.
New research shows we can take control of our ability to learn.
We can all become better learners. We just need to build our
brains in the right way.
How Khan Academy Is Changing the Rules of Education
Students, or anyone interested enough to surf by, can watch some 2,400
videos in which the site’s founder, Salman Khan, chattily discusses principles
of math, science, and economics (with a smattering of social science topics
thrown in). The videos are decidedly lo-fi, even crude: Generally seven to 14

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minutes long, they consist of a voice-over by Khan describing a mathematical
concept or explaining how to solve a problem while his hand-scribbled
formulas and diagrams appear onscreen. Like the Wizard of Oz, Khan never
steps from behind the curtain to appear in a video himself; it’s just Khan’s
voice and some scrawly equations. In addition to these videos, the website
offers software that generates practice problems and rewards good
performance with videogame-like badges—for answering a “streak” of
questions correctly, say, or mastering a series of algebra levels. (Carpenter has
acquired 52 Earth badges in math, which require hours of toil to attain and at
which his classmates gaze with envy and awe.)
Initially, Thordarson thought Khan Academy would merely be a helpful
supplement to her normal instruction. But it quickly become far more than
that. She’s now on her way to “flipping” the way her class works. This involves
replacing some of herlectures with Khan’s videos, which students can watch at
home. Then, in class, they focus on working problem sets. The idea is to invert
the normal rhythms of school, so that lectures are viewed on the kids’ own
time and homework is done at school. It sounds weird, Thordarson admits,
but this flipping makes sense when you think about it. It’s when they’re doing
homework that students are really grappling with a subject and are most likely
to need someone to talk to. And now Thordarson can tell just when this
grappling occurs: Khan Academy provides teachers with a dashboard
application that lets her see the instant a student gets stuck.