Dear Hoboken Public School District Families,

Hoboken Public Schools prides itself on being a premier educational choice for the Hoboken community. Our Curriculum Team, led by the vision of Dr. Christine Johnson and the tireless efforts of Assistant Superintendent Sandra Rodriguez-Gomez, has developed a quarterly newsletter providing an overview of core curriculum, learning intentions, and direct links to home-school connection resources.

Please note that all of our curricular documents can be found on the district's website simply by hovering over the Curriculum tab. We will continue to update the Hoboken School Community each marking period with the amazing work of our staff and students, while informing you of what to expect in the coming months. We hope you enjoy our Curriculum Corner.

For those celebrating Rosh Hashanah, have a happy, sweet and healthy new year!

Sincerely,

Stephen Dickerson

Director of Diversity, Equity, and Inclusion, Supervising K-12 Social Studies

Donna D'Acunto

K-12 Supervisor of Math and Science

Christy Gaudio

K-12 Supervisor of English Language Arts

The mission of our Curriculum Department is to provide clear, relevant and rigorous academic road maps that guide the teaching and learning process. The Hoboken Public School District’s curricula is guided by academic standards and outcomes that describe what it is that students should know, understand, and be able to do by the end of each grade level in all subject areas and courses. Learning outcomes and common benchmark assessments help teachers design and implement differentiated lessons that meet the needs of all students.

Throughout the course of the school year in English Language Arts (ELA), grades K-12 students will be actively engaged in the processes of reading and writing to develop a strong understanding of the concepts outlined in the New Jersey State Student Learning Standards. A variety of instructional strategies grounded in the science of teaching reading and writing will be woven throughout the literacy block to scaffold student learning in a gradual release model. A gradual release model empowers students to gain an increased level of independence in grade level skills while moving toward mastery of the standards. Essential components of gradual release include direct instruction with teacher modeling, guided practice, collaborative learning, independent application, and reflection.

Kindergarten through Second Grades

In Grades K-2, students are explicitly learning to read and range from emerging to transitional readers. Therefore, the beginning portion of the 90-minute ELA block will offer a thorough foundation in developing critical beginning reading skills, including phonological and phonemic awareness, phonics, spelling, structural analysis, high-frequency words and fluency. Explicit, systematic instruction is built from research-based routines grounded in the Orton-Gillingham approach and features a variety of multimodal learning opportunities:

• Phonological/Phonemic Awareness - This component of the literacy block will be devoted to strengthening students’ awareness of the sounds in spoken words, as well as the ability to manipulate those sounds. Phonological awareness facilitates later mastery of the alphabetic writing system and orthographic mapping (Ehri & Roberts, 2013) and is necessary for learning and using the alphabetic code. Therefore, grades K - 2 teachers will follow the grade level appropriate Wonders’ scope and sequence of teaching phonological/phonemic awareness skills utilizing activities from both Reading Wonders and the Institute for Multi-Sensory Education.

• Phonics and Word Analysis - This component of the literacy block will be devoted to strengthening students' knowledge of letter sounds and the ability to apply that knowledge in decoding. Well-designed phonics instruction is a necessary component of effective reading programs (NICHD, 2000; Slavin et al., 2011). Therefore, grades K-2 teachers will follow the grade level appropriate Wonders’ scope and sequence of teaching phonics skills utilizing the Orton-Gillingham approach via the Institute for Multi-Sensory Education’s Three-Part Drill routine. Orton-Gillingham is a highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds, and then building on these skills over time. Its direct, sequential, systematic, multi-sensory instruction is not only effective for all students but essential for teaching students with dyslexia. In grade 2, students will be introduced to more advanced phonics instruction, including structural analysis and morphology in order to support decoding and spelling of multisyllable words.

• High-Frequency Words - This component of the literacy block will be devoted to strengthening students’ orthographic mapping skills. Orthographic mapping is the mental process we use to store words for immediate retrieval and can be used for words with both regular and irregular sound-spellings. Words are anchored into permanent memory when the string of phonemes in word pronunciations is associated with the letter order in the written word (Ehri & Roberts, 2013). Therefore, grades K-2 teachers will follow the grade level appropriate Wonders’ scope of sequence of teaching high-frequency words utilizing the Orton-Gillingham approach via the Institute for Multi-Sensory Education’s Red Word Drill routine.

The later portion of the 90-minute ELA block engages grades K-2 students in writing about their lives and the world around them. In the 21st century, it is not enough to be able to read, understand, and learn from the writing of others. Being able to communicate one’s own ideas logically and effectively is necessary, too. As with reading, writing includes foundational skills (like spelling and handwriting), as well as higher-order abilities (composition and communication) and the executive processes required to manage the accomplishment of successful writing. Research shows that reading and writing strengthen one another.

Students will begin the year with a repertoire of known words and experience in drawing and writing to express their ideas and a foundation in the functions of print. As the year progresses, they will be supported to add more text to their writing and elaborate on their ideas. Students will develop arguments (opinion) to support claims, narratives in which they recount appropriately sequenced events, and informational pieces such as how-to books and research projects while applying the conventions of standard English grammar, punctuation, and phonetic spelling. To meet these goals, students will devote significant time and effort to writing, producing numerous pieces over short and extended time frames. Additionally, students will have ample opportunities to take part in a variety of rich, structured conversations - as part of a whole class, in small groups, and with a partner. After each unit, teachers will send home your child’s Wonders’ Reading and Writing Companion so that you may see the incredible growth your child will make as a writer throughout the academic school year.

In addition to the 90-minute ELA block, grades K-2 students will have more opportunities to further strengthen critical, foundational reading skills during both the Individualized Learning Pathways period and the after school Passport to Learning Reading Academy. The structure of both have been modified this academic school year to mirror the key components and research-based routines of the 90-minute ELA block.

Third through Eighth Grade

In Grades 3 - 8, students are reading to learn by developing, practicing, and strengthening their independent use of reading comprehension strategies in both literary and informational texts. In an effort to continue raising the level of academic rigor in our classrooms we implement a core novel program of study. Using a core novel as the main text of each unit, students will engage in the purposeful reading, discussions, and detailed analyses of the novel. Students will have multiple opportunities to respond to what they read through strategies such as talking with peers in discussion groups, conferencing individually with the teacher, and using written expression. Through thoughtfully paired literature and informational texts from the 2023 Reading Wonders (grades 3 - 5) and StudySync (grades 6 - 8) Reading Companions, students will engage in close reading of texts to build background knowledge, increase and improve their writing and academic vocabulary, and formulate critical understandings of the world around them.

As growing writers, our grades 3 - 8 students also learn how to express rich ideas clearly and powerfully while also upholding high standards of organization and grammar. Throughout the year, students strive for vibrant self-expression by writing pieces in a variety of genres. Through the 2023 Reading Wonders (grades 3 - 5) and StudySync (grades 6 - 8) Writing Companions, students will engage with opportunities to write and receive intentional instruction on the aspects of writing. Students will write frequently and fluently using a growing repertoire of skills regarding the conventions of language and will increase the complexity of their writing as they develop skills to inform or explain critical analyses, persuade others with opinions and evidence, and convey experiences using narrative. At Hoboken Public Schools, we celebrate writing as a joyous activity by showcasing what students’ have learned, celebrating their growth, and providing ongoing opportunities to develop their passion for writing.

Furthermore, through nightly writing assignments referred to as Night Writes, grades 3 - 12 students will build stamina to write routinely over an extended period of time. Each Night Write includes a prompt and corresponding stimuli texts, most frequently a section or a passage of the core novel and/or related texts. The prompts address components of the New Jersey Student Learning Standards, related skills and content associated within, and the task of constructing original written responses.

Ninth through Twelfth Grades

In Grades 9 - 12, Hoboken High School's ELA program offers a diverse range of courses designed to foster an appreciation for the English language and explore the universal themes found in literature. Students will not only grasp the conventions of academic English but also excel in both written and spoken communication. Through independent analysis of diverse texts from various genres, students will cultivate empathy and discernment, encouraging them to challenge assumptions and hone their skills in interpretation and research.

The curriculum is designed to prepare students for the complex challenges of the 21st-century global community by integrating interdisciplinary connections and emphasizing 21st-century themes and skills. This holistic approach ensures that all students acquire the technical and reasoning abilities necessary for success both in and out of school.

English I - V: These courses will expose students to a wide array of literary concepts, themes, and genres while exploring a variety of short stories, poetry, drama, novels, and historical speeches/essays. They will have ample opportunities to respond to literature through both written and oral presentations, employing informative, argumentative, expository, and narrative formats. Writing instruction emphasizes content quality and enhances students' proficiency in grammar, mechanics, and usage. Through active engagement in listening, speaking, critical thinking, and writing, students draw connections between literature and various academic disciplines, as well as their own life experiences.

Pre-AP English I and II: These courses serve as stepping stones for students, preparing them for college-level reading, writing, and discussion. Pre-AP English I focuses on developing fundamental skills such as close observation, critical analysis, and appreciation of authors' craft. In Pre-AP English II, students will build upon these skills by applying them to a new range of nonfiction and literary texts. As readers, students will develop a keen awareness of how poets, playwrights, novelists, and nonfiction authors masterfully manipulate language to achieve their unique objectives. As writers, students will begin with crafting complex sentences, gradually progressing to producing well-organized paragraphs and sophisticated, longer-form analyses. This progression equips them to compose nuanced analytical essays without sacrificing the importance of well-crafted sentences and cohesion. Each unit in Pre-AP English II culminates in a writing task that mirrors the rigor of standardized writing exams, AP English courses, and college-level classes.

AP Literature and Composition: This course delves deep into major literary topics and themes in the history of the United States, from pre-colonial times to the present day. Students will focus on key literary forms of our nation's literary heritage, analyzing themes, trends, and literary works. They will undertake research projects and produce papers, speeches, and presentations, employing a variety of discourse forms.

AP Language and Composition: In this course, students will become adept readers of prose in various rhetorical contexts. They will develop an understanding of how a writer's intentions, audience expectations, and subjects interact. Additionally, they will explore the impact of genre conventions and language resources on effective writing.

Creative Writing: This course places a strong emphasis on discussion, revision, peer critique, and experimentation across multiple writing genres. Writing across many genres enriches life, serving as a means to clarify thoughts, heal emotional wounds, ignite passion, inspire others, and make the world a better place. Creative Writing is a foundational step for students aspiring to become poets, freelance writers, storytellers, scriptwriters, and non-fiction authors.

Family Resources to Support Your Child’s Success in ELA this Academic School Year:

• English Language Arts Curriculum Guides for Grades K - 12

• K-12 English Language Arts Learning Outcomes

• K-12 Literacy Guides and Activities to Support Learning

• Institute for Multi-Sensory Education’s Family Literacy Support

• Straight Talk on the Science of Reading by Dr. Timothy Shanahan

Welcome back! We are excited to share what our students are learning in Math in the first marking period of the 2023-2024 school year.

In Elementary Math, all students are introduced to the processes, structures, and materials that form the basis of math instruction throughout the year and establish a mathematical community through Classroom Routines (K-2) and Ten-Minute Math (3-5). These 10-15 minute activities provide daily practice and review that support and balance the in-depth work of each curriculum unit. These activities offer ongoing skill-building , practice, and review to support students’ understanding and retention of key mathematical ideas, reinforcing the work of previous units and helping students increase their repertoire of strategies for mental computation and problem solving.

In Math Grade K, classroom routines are introduced and developed to reinforce concepts and ideas of Numbers and Operations, Data and Geometry. In Counting People, Sorting Buttons, students focus on counting and representing quantities, sorting and classifying, and collecting, representing, and describing and interpreting data. Students are also introduced to math vocabulary where they will practice using math terms to develop their language. In Counting Quantities, Comparing Lengths, students will focus on connecting number names , numerals and quantities, counting and developing visual images of quantities up to 10; comparing and ordering two or more amounts; describing and measuring the length of objects by direct comparison.

In Math Grade 1, students will begin by building on the work from Kindergarten Number and Operations. In Building Numbers and Solving Story Problems, students will focus on counting and comparing quantities, connecting counting to the operations of addition and subtraction, and developing an understanding of and strategies for solving addition and subtraction story problems and games. In Comparing and Combining Shapes, students will observe, describe, and define attributes of 2-D shapes, using those attributes to build, compare, and sort 2-D shapes, and compose and decompose 2-D shapes. In How many of Each? How Many in All?, students will count on/back as a strategy; compose and decompose numbers into 2 or more parts and play games that involve an unknown change; add more than 2 numbers, expand students understanding of addition and subtraction notation (the equal sign); counting and comparing larger quantities, number composition and beginning place value.

In Math Grade 2, students will begin by building on the work from all of the Kindergarten and Grade 1 number units which focus on counting, composing, decomposing, fluency with single-digit computation within 10, and representing and solving a variety of types of addition and subtraction problems. In Coins, Number Strings, and Story Problems, students will focus on adding and subtracting single -digit numbers in any order, counting by groups of tens and ones, developing and refining strategies for solving a variety of addition and subtraction problems. Students will fluently add and subtract within 20 and also study how to tell and write time, and solve problems involving money. In Attributes of Shapes and Parts of a Whole, students will observe and describe defining attributes of 2-D and 3-D shapes, and use these attributes to sort, construct, draw, and compare shapes. This unit also develops ideas about equal parts of a whole, focusing on partitioning and describing halves, fourths and thirds of one whole, and recognizing that the same equal parts of a whole can be different shapes.

In Math Grade 3, students build on the work done in Grades K-2 as they learned about place value and the operations of addition and subtraction. In Travel Stories and Collections, students focus on understanding and extending knowledge of place value and the number system to 1,000, and adding and subtracting accurately and efficiently. In Understanding Equal Groups, students focus on understanding the meaning of multiplication, modeling multiplication using arrays, and understanding the inverse relationship between multiplication and division.

In Math Grade 4, students build on the work from Grade 3 where students developed an understanding of multiplication and division through work with equal-sized groups, arrays, and area models. In Arrays, Factors, and Multiplicative Comparison, students focus on understanding multiplication through arrays and multiplicative comparison problems, and gaining a familiarity with factors and multiples. In Multiple Towers and Cluster Problems, students focus on solving multiplication problems with 2-digit numbers, understanding the meaning and structure of, and relationship between multiplication and division, and using that understanding to solve multiplication and division problems. In Large Numbers and Landmarks, students focus on understanding the meaning of addition and subtraction, understanding the base-10 number system with numbers to 1,000,000 and adding and subtracting multi digit numbers fluently, including using U.S. standard algorithms.

In Math Grade 5, students build on the work from Grade 3 and 4 where they developed an understanding of the operations of multiplication and division and the relationship between the two operations. In Puzzles, Clusters and Towers, students focus on the operations of multiplication and division. Students refine their strategies for solving multiplication problems with 2-digit numbers, and use the relationship between multiplication and division to develop and practice strategies for solving division problems. In Prisms and Solids, students focus on the structure and volume of three-dimensional (3-D) shapes, specifically on the rectangular prisms. Students build models and patterns for boxes that hold quantities of cubes and calculate the volume of these boxes, using a cube as a unit of measure. They apply formulas for volume as they determine the volume of a variety of solids. In Rectangles, Clocks, and Tracks, students focus on deepening and extending their understanding of fractions and representing fractions using an area model (rectangle), a rotation model (clock), and a linear model (number line). These models will give students a variety of ways to add and subtract fractions and mixed numbers.

In Math Grade 6, students build on the work from Grade 5 where they learned to add, subtract, multiply and divide decimals through hundredths and multiply fractions and mixed numbers and divide unit fractions. In Use Positive Rational Numbers, students add, subtract, multiply and divide decimals through thousandths. Students multiply fractions and mixed numbers using area models, number lines and equations, and extend their understanding of dividing with unit fractions to include dividing a whole number by a fraction, a fraction by a whole number, and a fraction by a fraction. In Integers and Rational Numbers, students focus on plotting, comparing and ordering integers and rational numbers, followed by plotting points, graphing polygons, and finding distance between points in the coordinate plane. In Numeric and Algebraic Expressions, students focus on evaluating expressions with exponents, evaluating and simplifying an expression with a given value of a variable.

In Math Grade 7, students build on the work from Grade 6 where they graphed integers and their opposites on a number line to understand their equal distances from zero. Students also performed operations with decimals and fractions. In Rational Number Operations, students add, subtract, multiply and divide positive and negative numbers. Students also convert fractions to decimals and classify decimals as terminating or repeating. In Analyze and Use Proportional Relationships, students focus on ratios, rates, unit rates and proportional relationships.

In Math Grade 8, students build on the work from Grade 7 where they add, subtract, multiply and divide rational numbers and integers. In Real Numbers, students focus on rational and irrational numbers by writing repeating decimals as fractions, recognize and evaluate perfect squares, square roots, and cube roots, multiply and divide exponential expressions, and learn about scientific notation. In Analyze and Solve Linear Equations, students focus on solving equations with variables, begin understanding functions and graphing linear equations, finding the slope and y-intercept.

In Algebra 1, students build on the work from Grade 7 where they work with proportional relationships, including representing them in tables, graphs, and equations, and in Grade 8 where this work was extended and students connected tables, graphs, and the equations in the form y = mx + b. In Sequences, students focus on finding the function rule of arithmetic and geometric sequences, students plot the points of these sequences and recognize the differences in their graphs. In Linear and Exponential Functions, students broaden their understanding of sequences and relate them to linear and exponential functions with a focus on the domain, writing function rules, and noticing characteristics of these graphs. In Features of Functions, students are introduced to functions other than linear and exponential, becoming familiar with key features of different types of functions, and writing with function notation.

In Geometry, students build on the work from Grade 8 where they used lines, segments, rays, and angles for informal arguments in geometric reasoning (inductive and deductive), and in Algebra 1 where they identify patterns in sequences through inductive reasoning. In Foundations of Geometry, students focus on defining geometric terms in order to identify these components within diagrams. They move on to performing constructions of congruent segments and bisecting them. Students begin learning about proofs through inductive reasoning and providing evidence to support a statement. In Parallel and Perpendicular Lines, students focus on angle relationships in parallel lines cut by a transversal, angles in triangles and parallel lines, slopes on parallel and perpendicular lines. In Transformations, students focus on rigid motion, compositions of rigid motions, and symmetry.

In Algebra 2, students build on the work from Algebra 1 where they solved equations and inequalities algebraically, transform linear functions, solve systems of Linear Equations with various methods, and absolute value and piecewise-defined functions. In Linear functions & Systems, students focus on key features of graphs, sequences, and solutions to equations and inequalities. In Quadratic Functions and Equations, students build on prior knowledge of multiplying two binomials and finding the real solutions using the quadratic formula to focus on forms of and solving quadratic functions. In Polynomial Functions, students build on prior knowledge from Algebra 1 of transformation of functions, multiplication of exponents and simplifying polynomials. Students focus on operations with polynomials, polynomial identities, graphing polynomial functions, and factoring polynomials.

Math Curriculum Resources

New Jersey Student Learning Standards for Math

K-5 Savvas Investigations 3

6-12 Savvas enVisions, Project Lead the Way

Hoboken Public Schools K-5 Math Curriculum Documents

Hoboken Public Schools 6-8 Math Curriculum Documents

Hoboken Public Schools 9-12 Math Curriculum Documents

Welcome back! We are excited to share what our students are learning in Science in the first marking period of the 2023-2024 school year.

In Science Grade K-5, students begin the year with hands-on experiences where they dive right into the Engineering Design Process. They learn how to collaborate, communicate, explore, create and think critically.

• In Grades K-2, students learn the basis for the engineering design process through these three focus areas: 1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool; 2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem; 3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

• In Grades 3-5, students learn the basis for the engineering design process through these three focus areas: 1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost; 2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem; 3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

In Science Grade K, Engineering Design is followed by Forces & Motion and Pushes and Pulls, where students plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object; students analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Students continue building their engineering design process skills in this unit..

In Science Grade 1, Engineering Design is followed by Light & Sound, where students plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate, make observations to construct an evidence-based account that objects can be seen only when illuminated, plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light, use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

In Science Grade 2, Engineering Design is followed by Properties of Matter, where students plan and conduct an investigation to describe and classify different kinds of materials by their observable properties, analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose, make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object, construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. In Grids and Games, students build on their knowledge of using Scratch Jr. for computer programming and coding and dive deeper into the concepts of computing systems, networks and the internet, impacts of computing, data and analysis, and algorithms and programming.

In Science Grade 3, Engineering Design is followed by Forces & Interactions, then Science of Flight, where students plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object, make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion, ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other, define a simple design problem that can be solved by applying scientific ideas about magnets.

In Science Grade 4, Engineering Design is followed by Energy: Collision, where students use evidence to construct an explanation relating the speed of an object to the energy of that object, and ask questions and predict outcomes about the changes in energy that occur when objects collide. In Energy: Conversion, students make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents, and apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

In Science Grade 5, Engineering Design is followed by Matter, where students develop a model to describe that matter is made of particles too small to be seen, measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved, make observations and measurements to identify materials based on their properties, and conduct an investigation to determine whether the mixing of two or more substances results in new substances. In Energy and Matter in Organisms and Ecosystems, students support an argument that plants get the materials they need for growth chiefly from air and water, use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun, and develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. In Systems in Space, students support an argument that the gravitational force exerted by Earth on objects is directed down, support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth, and represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

In Science Grades 6-8, during the first quarter, all students will learn about Design Thinking, the Engineering Design Process, and Sustainability by participating in the STEAM Tank Challenge. Students learn how to 1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions; 2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem; 3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success; and 4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Students will also learn about the interaction of Technology and Humans, the Nature of Technology, The Effects of Technology on the Natural World, and Ethics and Culture.

In Science Grade 6, students begin the year learning about Basic Methods of Scientific Research & Density. Students develop models to describe the atomic composition of simple molecules and extended structures; analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred; gather and make sense of information to describe that synthetic materials come from natural resources and impact society; develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed; develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved; and undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical. processes. In Life Structures & Function, students conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells; develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells, and use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

In Science Grade 7, students begin the year learning about Optics Phenomena, Colors of Light and Propagation of Light. Students develop models to describe the atomic composition of simple molecules and extended structures; analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred; gather and make sense of information to describe that synthetic materials come from natural resources and impact society; develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed; develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved; and undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

In Science Grade 8, students begin the year learning about Electricity & Magnetism, Resistance, Current & Voltage. Students ask questions about data to determine the factors that affect the strength of electric and magnetic forces; construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects; conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact; develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system; and apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. In Change Over TimeI, students learn to construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history; develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism; analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past; apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships; analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy; construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment; gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms; and use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

In Principles of Biomedical Science, students engage in forensic science and medical examination investigations in order to: a.) explore biological and forensic science careers; b.) gain experience in experimental design and data analysis; c.) learn about biomolecules and their role in determining identity; d.) learn about human anatomy and physiology and causes of death; e.) practice synthesizing multiple forms of data to draw conclusions; and f.) work to develop professional communication skills. Students focus on constructing an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells; develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms; and ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

In Chemistry, students begin the year in Matter, Atomic Structure, and the Periodic Table, where they will learn to define the atom, explain the structure of an atom, and identify the type of subatomic particles; explain what makes one element different from another, explain how isotopes of an element differ, and calculate the atomic mass of an element; to explore how sublevels of principal energy levels differ, explain electron arrangement in atoms; discover and list three rules for writing the electron configuration of elements; understand the organization of elements in periodic table, describe how Mendeleev organized his periodic table, identify three broad classes of elements; list the types of information that can be displayed in a periodic table, classify elements based on electron configuration; describe trends among elements for atomic size, ionic size, electronegativity, ionization energy, and first ionization energy. In Chemical Bonding and Chemical Formulas, students will determine the number of valence electrons, and explain how cations and anions are formed; explain the electrical charge of ionic compounds, and explain three properties of ionic compounds; describe the arrangement of atoms in metals and explain the importance of an alloy; identify the information a molecular formula provides, explain the result of electron sharing in covalent bonds, and describe how coordinate covalent bonds are formed; describe how electronegativity values determine the charge distribution in a polar molecule, and explain why the properties of covalent compounds are so diverse; explain how polyatomic ions differ from and are similar to monatomic ions, and apply the rules for naming and writing formulas for compounds with polyatomic ions; apply rules for naming and writing formulas for binary molecular compounds, acids and bases.

In Physics, students begin the year in Motion in One Dimension, where they will learn to define and calculate speed, distance and velocity and instantaneous speed of an object when given the change in position and time; identify an object's velocity by analyzing its motion; calculate the average and instantaneous velocity of an object, determine an object's acceleration by analyzing its motion and calculate average acceleration; calculate position, velocity, and acceleration using the kinematic equations; create and interpret graphs of motion over time; reference frames and relative motions; describe and compare the motion of a single object in multiple reference frames. In Motion in Two Dimensions, students resolve a two-dimensional vector into its components, and solve two-dimensional motion problems with and without constant acceleration, or projectile motion.

Science Curriculum Resources

New Jersey Student Learning Standards for Science

K-5 Science Dimensions (HMH), Project Lead the Way

6-8 Inspire Science (McGraw Hill Connect), Physics in a Box

9-12 Project Lead the Way, Savvas

Hoboken Public Schools K-5 Science Curriculum Documents

Hoboken Public Schools 6-8 Science Curriculum Documents

Hoboken Public Schools 9-12 Science Curriculum Documents

This year our Social Studies Curriculum and Instruction will be supervised by our Director of Diversity, Equity, and Inclusion, Stephen Dickerson. Through this lens we will combine culturally rich perspectives and inclusive engaging instruction to our already robust Social Studies Curriculum. The goal of our Social Studies curriculum, as described by the National Council for the Social Studies, is to help our students develop the ability to "make informed and reasoned decisions that impact the public good as citizens of a culturally diverse, democratic society in an interdependent world."

Our amazing teachers will follow the New Jersey Student Learning Standards for Social Studies along with textbooks and resources from Nystrom’s Young Citizens, We The People from the Center of Civic Education, and My World Geography from Pearson just to name a few. Our textbooks and online programs will be enhanced by primary and secondary sources to bring History and Geography to life. Along with the various resources provided by the District, students will engage in meaningful classroom conversations and Socratic Seminars where they will be challenged to think critically about the world around them. As students engage in conversations both academically and socially, they become less centric in their own perspectives, promoting a more empathetic view of the world. As they develop these skills, students will be able to contextualize the multiple perspectives learned through Social Studies content leading to an increase in their critical thinking skills.

Let’s take a look at what our students will be learning in Social Studies during their first marking period of the 2023-2024 school year.

Social Studies K-2

The focus of Social Studies in early elementary (Grades K-2) is to develop feelings of acceptance and inclusivity. By the age of 3, most children are aware of differences outside of their own social norms. By age 5, they have developed assumptions about these differences. Early elementary equity work is focused on age appropriate discussion on the recognition of differences for the positive impact they have on the overall classroom experience.

• In Kindergarten, students will begin by learning more about themselves. Learning opportunities will give students a chance to explore what they like, what they have in common with classmates, their families, etc. Additionally, students will engage with geography as they learn basic map skills, such as where they live in Hoboken.

• In Grade 1, students will study the five themes of geography: Location, place, human-environment interactions, movement, and region. Students will learn how to use these tools when reading and studying a map.

• In Grade 2, students will use the provided resources to explore their local community through the five themes of geography (location, place, human-environment interaction, movement and regions). Geography will continue to be studied through the usage of maps, globes and other materials in which students will be able to accurately locate places within Hoboken, understand how the environment within Hoboken has changed overtime, learn about the major modes of transportation used by people in Hoboken and discover the region in which Hoboken is located.

Social Studies 3-5

As students transition into Upper Elementary, they bring along with them over 8 years of experience connected to their schema. For this reason, Social Studies in upper elementary is geared towards honoring their lived experience while providing context for the world around them. They will learn to challenge their own beliefs by exploring various perspectives. Students will be encouraged to explore our interconnected world and identify how they can leave a lasting positive impact.

• In Grade 3, students will continue to explore their state through the five themes of geography (location, place, human-environment interaction, movement and regions). Geographical knowledge enables us to understand the things that we do on a daily basis, and how everyday actions affect the world around us. Geography will continue to be studied through the usage of maps, globes and other materials in which students will be able to accurately locate New Jersey, understand how the environment within New Jersey has changed overtime and discover the region in which New Jersey is located. Furthermore, students will have a deeper understanding of New Jersey’s characteristics, symbols, climate, population and natural resources.

• In Grade 4, students will have the opportunity to engage with learning tasks focused on the Age of Exploration and European colonization of the Americas. Students will explore how the Indigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and their interactions with Europeans. This unit will also provide them with an opportunity to examine how exploration and colonization, from 1585-1763, impacted global economies, cultural exchanges, and the development of the Western Hemisphere.

• In Grade 5, students will explore the vast changes in the northern United States between 1820 and 1860. Students will analyze the major events of the industrial revolution and how new technologies in manufacturing and transportation led to new social changes and political and economic systems. This unit of study then contrasts the growth of the north with the Antebellum south.

Social Studies 6-8

Middle School is a time for self reflection and recognizing where we fit within our peer groups. Social Studies in Middle School provides opportunities for students to explore their power and responsibility as citizens. Students will gain contextual evidence that provides opportunities to gain a greater understanding of the events that have shaped our democracy. They will explore the structures and ideals that have been put in place to support a "more perfect union." They will also dive deeper into these areas to challenge the true impact these structures have had on marginalized groups.

• In Grade 6, the first unit of study focuses on understanding the foundation of beliefs, ideals, and philosophies that evolved into the American democracy we know today. Over the course of the unit, students will read and analyze primary sources to identify the overarching principles and concepts that shaped the development of the United States’ constitutional government. Students will be able to define and understand the origins of the five founding ideals: equality, rights, liberty, opportunity, and democracy. Students will be able to determine the influence of the five founding ideals on American society in 1776 and today. Lastly, students will consider the application of constitutional principles in modern society, specifically through the lens of current events.

• In Grade 7, students will examine the relationship between people and their environment through the eyes of a geographer. The students will understand the role of a geographer and all necessary key terms and maps to have a geographic perspective. Also, students will reflect upon and develop connections between language, literature, and the study of the world. Through analysis of a variety of texts, students will examine the tools we have at our disposal to make informed decisions and choices. In this unit students will learn about the foundational tools of geography that will be applied throughout the year. These tools will include map skills and understanding, as well as the five themes of geography. Students will gain a clear understanding of the Earth’s characteristics and attributes and the importance of assessing climate and ecosystems. Students will discover how individuality and conformity play an important role in our understanding of current conditions.

• In Grade 8, all students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. By understanding cultures, societies and their geographical locations, students will be able to understand how civilizations started and why they failed. In this unit, students will review and continue to learn about the foundational tools of geography that will be applied throughout the Social Studies Curriculum.

Social Studies 9-12

While Elementary Social Studies Education provides a foundational understanding and Middle School Social Studies Education provides opportunities for personal perspectives, High School Social Studies Education allows students to experience the past from a deeper, more robust vantage point. Through this experience, students are able to connect the past with the present in order to identify how they will shape the future. Students will study historical conflicts from multiple perspectives. Students will recognize the many contributions of the various identifiers throughout history. They will also honor the struggles many continue to face while taking an active approach to develop a culture of equity and inclusivity.

• World History - Students in World History & Cultures at Hoboken High School examine and assess the geographic, social, political, economic, technological, and cultural factors that have shaped human history. Western and non-Western civilizations and events are analyzed dating from the development of written law and democratic ideas to the era of the Scientific Revolution. Students track the development of their own cultural roots through comparisons with previous cultures and study significant historical events and persons through an approach that is structured both thematically and chronologically. Connections between historical events and 21st century life are stressed and include an examination of modern day instances of genocide. Units 1 & 2 focus on World Religions and Philosophies as well as the development of Islam and Muslim Civilizations.

• Advanced Placement World History - The AP World History course focuses on developing students’ understanding of the world history from approximately 8000 BCE to the present. This college-level course has students investigate the content of world history for significant events, individuals, developments, and processes in six historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past. The course also provides five themes (interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; development and transformation of social structures) that students explore throughout the course in order to make connections among historical developments in different times and places encompassing the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania.

• US History I - United States History I at Hoboken High Schools is a full year course designed to engage students in assessing the significant political, social, economic, and geographic developments in American History from its colonial foundations in the seventeenth century to the Second Industrial Revolution of the late nineteenth century. Students will develop skills fundamental to inquiry and critical analysis. Problem solving, writing skills, and technology are all integrated into the classroom experience. Students will study American History by focusing on enduring understandings, essential questions, and connections to the present. Connections between historical events and 21st century life are stressed and include an examination of modern day instances of genocide. A variety of assessments are employed to track individual student progress. Career readiness standards, interdisciplinary connections, assessments, and integrated modifications and accommodations are included in each unit of study. Units 1 & 2 will focus on Colonization & Settlement as well as Revolution & Founding Era.

• Advanced Placement US History I - Students learn about the United States from the explorers to the late nineteenth century. The course includes, but is not limited to, early explorers, Columbus and the New World, the Thirteen Colonies, The French and Indian War, the Revolutionary War, The Constitution, U.S. Government, the War of 1812, Slavery, the Civil War, Reconstruction, and New Jersey history. The course is taught at an advanced level and includes supplemental reading materials.

• US History II - United States History II at Hoboken High School is a full year course designed to engage students in assessing the significant political, social, economic and geographic developments in American History from 1890 to the present. Students will develop skills fundamental to inquiry and critical analysis. Conducting research, problem solving, writing skills and technology are all integrated into the classroom experience. Students will study American History by focusing on enduring understandings, essential questions and connections to the present. Connections between historical events and 21st century life are stressed and include an examination of modern day instances of genocide. A variety of assessments are employed to track individual student progress. Career readiness standards, interdisciplinary connections, assessments, and integrated modifications and accommodations are included in each unit of study. Units 1 & 2 will focus on the Progressive Era, Imperialism and World War I as well as The Roaring Twenties, Great Depression and the New Deal.

• Advanced Placement US History II - What does it mean to be an American? Students will explore this question by approaching it from a variety of perspectives including analysis of government institutions and policies, societal change, and economics. Students will also focus on the nature of various conflicts, both foreign and domestic, in an attempt to better understand the complexities that surround the decisions made in American society while also recognizing how conflicts can be resolved. The movement of people to and within the borders of the United States will also provide a background that will allow students to recognize the diversities of the American people.

• Studies of Diversity, Equity, and Inclusion - Students engaged in this full year study of Diversity, Equity, and Inclusion will gain a deeper understanding of how race, culture, and ethnicity have developed over time through a historical, cultural, and contemporary lens. Students will focus on the evolution of the African-American diaspora from ancient civilizations, through the Colonial Era in North America, and their global impact on the culture of today. Students will delve into Latinx History and Culture, primarily addressing the historical, cultural, and contemporary experiences of six of the major Latinx groups in the United States: Mexicans, Cubans, Puerto Ricans, Dominicans, Central Americans, and South Americans. Students will trace the Native American, Spanish, and African roots of Latinos and follow their economic, political, and cultural development in the United States up to the present. The course will end with the study of the cultural and historical contributions of those who are of Asian, Pacific Island, and Native Hawaiian descent. Students will examine the histories and experiences, identities, social and community formations, politics and contemporary concerns of people of Asian ancestry in the U.S. This portion of the course is dedicated to the contributions Asian Americans, Native Hawaiians and Pacific Islanders have had on our culture and society in science, medicine, art, literature, sports, government and activism.

• Holocaust Genocide Studies - Students will learn the origin of the term “genocide” and be given a brief overview/introduction of 20th century genocides. Students will be challenged to contemplate how these events could take place and how genocides have happened again and again. After The Holocaust, the phrase “never again” had been widespread and yet, genocides, mass killings, and racism remain rampant in our world. Students will identify potential hot spots throughout the world where there is the posing threat of another genocide occurring. By examining current events issues through the “Early Warning Project,” different media sources and reflecting on the power of societal influences, students will learn to identify how certain patterns arise in society that can potentially allow for mass racism, bigotry and genocide to occur.

Social Studies References and Resources

• New Jersey Student Learning Standards for Social Studies

• Social Studies Curriculum Guides for Grades K - 12

• Holocaust and Anti-Prejudice Curriculum

• K-12 Amistad Curriculum

Mile Square Early Learning Center
Judy Barmak
Executive Director
T:201-659-0779
F: 201-659-7789
jbbarmak@mselc1979.org

HOPES CAP, Inc.
Joselyn Estevez-Vargas
Vice President of Early Childhood Programs
T: 201-656-3711 x1111
F: 201-795-0033
jestevez@hopes.org