English Language Arts
Close encounters, vindictive smart homes and living on Venus! 9th graders in Ms. Malenda's class have been studying the fascinating genre of science-fiction. For generations science fiction has predicted the future - from computers, to space travel to something as simple as earbuds (as first mentioned in Fahrenheit 451 ). By reading various short stories by Ray Bradbury, Phillip K. Dick, and Terry Bisson, students have been exposed to the ideas of time travel, smart homes, virtual reality, intelligent animals and aliens. Students analyze stories for the basic elements of the genre and then dive deeper to answer the important questions these authors are posing: Just because we can, does it mean we should? Who or what is responsible for the upbringing of society's children? What happens when we want to change the past?
Grade 10:
The sophomore English classes studied the novel The Haunting of Hill House by Shirley Jackson during the second quarter. Students tracked the development of characters throughout the novel, finding quotes to demonstrate internal and external characterization. They also tracked the “odd” occurrences in the house, working to determine if they were supernatural or just the overactive imagination of the characters. This led to a deeper understanding of character and the themes of the novel. Students also used the text to analyze stylistic devices of diction and detail, commenting on how Jackson built up suspense for the reader.
The pre-AP English II class worked on a unit titled Persuasion in Literature: Reading Fiction Through an Alternate Lens. The pre-AP curriculum led them through a study of excerpts from texts such as The Adventures of Tom Sawyer, “Marriage is a Private Affair,” A Raisin in the Sun, and Macbeth. With each text, students were challenged to look carefully at the text in a scene to determine not only what was being said, but what persuasive moves the text utilized to enable the character to persuade another to see their point of view or take action. Students extended this analysis in an essay on Achebe’s “Marriage is a Private Affair,” commenting on the success or failure of a particular move and how that conveyed the theme.
Grade 11:
Juniors in English III continued to make progress on their memoir writing throughout the 2nd quarter. First drafts underwent peer editing and led to second drafts. Students used the IXL platform to enhance their skills with commas and dialogue, and then went back to revise those grammatical points in their own writing. Students read the play “Trifles” by Susan Glaspell and had much to say about the surprise ending. They tracked the symbols, connected them to themes, and then evaluated whether “justice is the same as the rule of law.” They continued the practice of tracking symbolism and connecting it to themes in “The Story of an Hour” by Kate Chopin, where we found that identifying irony can entirely change your understanding of the theme.
Grade12:
The seniors have completed reading the play A Streetcar Named Desire, by Tenessee Williams, and have concluded their exploration into how each character interacts with the truth throughout the novel. Students examined the text to identify exemplary quotations supporting the viewpoint that Stanley seeks the truth and prefers to live in realism, Blanche disregards the truth, preferring illusion and magic in romance and in life, and that Stella attempts to hide from crushing truths, which ultimately leads Stella to profound regret. The students utilized these quotations as evidence to support their claims in a literary analysis. In this in-depth analysis of the play, students scrutinized the main characters and displayed a deep understanding of how the acceptance and denial of truths and lies leads to rich and complex lives. As one student noticed, “It’s been said, ‘The truth is rarely pure, and never simple.’” He elaborated that regardless of how each character handled the truth, they “were all in the wrong.” The best part of this unit may have been the intense competitions in preparation for the final test. We had to extend the class competitions to serve as tie breakers in a few of the classes. Overall, students loved the book, even though they despised the ending.
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Seniors at work | | |
Seniors at work
History
World History
The students of Hoboken High School's 9th grade have been working hard to sharpen their critical thinking skills. Using historical research and a wealth of primary documents, they considered such topics as early modern African kingdoms, European interactions with Native Americans in the New World, and the Transatlantic Slave Trade's connections to racial discrimination in our contemporary society. The Advanced Placement students have been working overtime to prepare for May's College Board exam, as they sit for a practice session of 55 multiple choice questions in 55 minutes (see picture above). Overall, the 9th Grade is learning what it takes to become a successful high school student, as they utilize student-centered learning, peer support, and develop social, emotional, and academic strategies in their quest for excellence. Keep up the amazing work 9th graders!
US History I
Do you have a clue what happens now?
Oceans rise, empires fall
It's much harder when it's all your call
All alone across the sea
When your people say they hate you
Don't come crawling back to me.
Those are the imagined words of King George III, from Lin-Manuel Miranda’s hit musical, Hamilton. Here, the defeated monarch ponders what might be the fate of the newly independent America. Through recent studies examining historical documents and in-class debate, US History I students wondered the same.
What we all agreed upon was that ol’ King George was right about one thing - it is, indeed, easier to rebel than it is to govern. All the notions that made it "Common Sense" to "Join or Die," all those ideals and images that brought the disjointed snake together in a unified cry of, "Don’t Tread on Me!" - those were the same issues that made it nearly impossible to unite as a cohesive, functioning society in the aftermath of the revolution. Ideals were high; trading one flavor of tyranny for another was not acceptable. The age-old conundrum of all progressive societies was now in stark relief for American patriots as they asked themselves, "How can we balance freedom with security and stability?"
While the founding fathers were suffering from paralysis by analysis, the world kept turning. Without the protection of the monarchy, and the Union Jack flying overhead, American ships were incessantly harassed and unable to establish profitable trade relations. An economic crisis was quickly realized.
If things were a mess abroad, they were no better on the continent. Territorial hostilities with both Native Americans and European colonizers - the friends, enemies, and frenemies, alike - induced no small level of anxiety. Disgruntled Americans like Daniel Shays were none too happy with the bill of goods they’d been sold and had long since lost their British, stiff upper lip. The Continental Congress was faced with addressing these challenges, but was stymied by the Articles of the Confederation. Something had to give.
Did this failed nation ever seriously consider crawling back to the king? No, but it’s clear that a "more perfect union" was needed, and stat. As with any relationship, students quickly discovered that there was going to have to be some give-and-take to make it work. Big states, small states, slave states, free states, industrial states, agrarian states - all stakeholders had unique needs and different lines in the sand. In the end, the framers of the Constitution were wise enough to not let perfection get in the way of good, and compromises were made. A new republic, imperfect but equipped to deal with its imperfections, was born.
As we conclude the quarter and consider the legacy of George Washington, we would be oblivious not to notice that a lot of the issues that existed at our founding are still here with us today. As part of his farewell address, the great patriarch warned against divisions and extolled the virtues of seeking common ground. Americans, he said, “must always exalt the...pride of patriotism of the whole nation more than any feelings or concerns derived from local discriminations.” That is as true today as it was back then.
US History II
In US History II, students examined America's ability to confront the challenges of the Great Depression and WWII. Students examined key economic factors that led to the Depression as well as the changes that were put in place to help prevent such an event from happening again. Students debated the role of the government in the American economy. They analyzed how the New Deal created many programs that would transform America. However, they also saw evidence of the fact that its programs did not reach everyone and many groups were still left without assistance.
Students also debated America's struggle between isolationism and interventionism in WWII. They would see how the United States was finally forced to commit to the war effort to push back against the aggression of the Axis powers. Additionally, students would also discuss how World War II would really spur the US economy as America became the "arsenal of democracy." Through World War II, students analyzed how America was forced to change socially as it began steps to end segregation and discrimination in the defense industry. These themes will continue throughout the year, as they begin to examine the Cold War and the Civil Rights Movement of the 50s and 60s.
AP US Government and Politics
In this marking period, students were introduced to the units, Interactions Among Branches of Government and Civil Liberties and Civil Rights. Through the first unit, students learned about the structure of our government and how this structure influences the political activity of our society. It was by establishing this foundation that students were able to then more thoroughly engage with the concepts discussed in the second unit, Civil Liberties and Civil Rights. It was there students were able to analyze different Supreme Court cases, looking at the likes of Roe v. Wade, Schenck v. United States, Engel v. Vitale, Brown v. Board of Education, and much more. It has been through the analysis of these court cases, as well as the examination of our civil liberties and rights, that students have begun to better understand the impact our nation has on their day-to-day lives. Students are looking forward to engaging with the new unit, American Political Ideologies and Beliefs.
Holocaust, Genocide and Modern Humanity
Holocaust and Genocide Studies is a full year course that examines the history of genocides, The Jewish Holocaust, and the further examination of why genocide and mass violence occur in society. This month the students have examined the history of
resistance and how it can take many forms. Students studied Jewish resistance during the Holocaust and for African-American History Month, students researched how slaves resisted bondage. Students created poems, short stories and collages on how slaves fought back in various forms such as by running away, forming rebellions and in other more subtle ways such as through sabotage, spirituals, folk tales, kinship and through art/music. Students examined primary documents such as letters, songs, slave advertisements and other accounts. The objective was to learn not only about the horrors that took place but to also learn about the strength of the human spirit.
People Who Shaped the World
People Who Shaped the World is a semester-long course that is provided to our seniors as one of the final components of our Global Studies curriculum. In the course, students were able to develop their skills in gathering, examining, and utilizing information from an array of artifacts to build on their arguments and research. Throughout this marking period, students have been specifically examining artists and leaders that have shaped our contemporary world by having case studies on notable individuals. Some of these case studies were focused on individuals like Frida Kahlo, Pablo Picasso, Napoleon Bonaparte, Theodore Roosevelt, Martin Luther King Jr., and many others. These case studies provided students with great opportunities to build their knowledge on historical figures. The true value of this course came at the end of each unit as students were tasked with finding individuals in each category to examine and determine their influence in shaping the world. The course encourages the development of critical thinking, research analysis, and personal knowledge.
Latino American History and Culture
Students in Latino American History wrapped up the semester by jumping into today's news and analyzing the contemporary issues involving Latinos and people of color such as affirmative action and DACA. We also took a closer look at media and political bias in the news and how they can impact how people vote and act. We will continue this research and conversations in the spring semester in our African American History and Culture class. The pictures below represent our students preparing for and debating some of the issues we learned about.
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Physics
Physics students were learning Archimedes Principle, and buoyancy: They did a virtual lab on the ‘Labster’ simulation platform on Applications of Buoyancy: floatation.
Around 246 B.C., the Greek scientist Archimedes discovered that an object totally or partially immersed in a fluid experiences an upward buoyant force FB equal to the weight of the fluid it displaces. This makes sense because that same volume of fluid was in equilibrium with its surroundings before the object was placed in the fluid (see figure at right).
It is important to note that the only object property that affects the buoyant force is its volume - not what it is made of or its shape. For example, a solid metal ball and a hollow plastic ball, of the same volume, both held underwater, experience equal buoyant forces.
Of course, as long as there is gravity (g), the object in the fluid always has the weight force pulling down on it, and the buoyant force pushing up on it. How these two forces compare determines whether the object sinks or floats.
On the other hand, if the weight of our completely immersed object is less than the buoyant force on it, the object will experience a net force upwards, causing it to rise upwards to the surface. Once at the surface, the object will float with just a fraction of its volume submerged, such that the buoyant force and its weight are in equilibrium.
Another lab they really enjoyed this marking period was on Newton’s Third Law and Engineering Design. Students were thinking like champions with the Balloon Cars Challenge! In this project, each group constructed and tested an easy-to-assemble balloon-powered car prototype. Next, students used their knowledge of forces and Newton’s laws to identify variables that may affect the car’s performance. Modifications were then made to the basic design in order to investigate one or more variables. Finally, the redesigned cars are put to the test—who would win the challenge? This was a fun and memorable activity to engage students in science and engineering practice.
Chemistry
During quarter 2 the students in CP Chemistry have taken a deep look at how the electron configuration of an atom relates to its behavior. They discovered what periodicity is and how the periodic table is based on the patterns of behavior that emerges from the changing electron configuration of the elements. They have been exploring ionic compounds and how the electrons in the elements in an ionic compound behave to form the bond. They related the unique behavior of electrons in metals to the unique properties seen by metallic bonded solids. The Pre-AP students have continued their exploration of matter and how its separation depends on forces not only between the elements in a molecule but also the forces between the molecules. They are relating these forces to electron structure of the atoms and the properties associated with an element's electron configuration.
The AP Chemistry class also dove deeply into chemical transformations of matter by building on the study of physical transformations. They explored how chemical changes involve the making and breaking of chemical bonds and how the properties of a chemical system can be understood using the concepts of varying strengths of chemical bonds and weaker intermolecular interactions. Using data and analytical techniques the students were able to derive and predict measurements of products in the different types of chemical reactions the students have learned.
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By Deanna Villafane | Valeria G. at work | Artwork by Sara McKay |
By Deanna Villafane
Valeria G. at work
Artwork by Sara McKay
Media Production
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Music
In Global Beats class, students have been studying and producing the music of East and Southeast Asia. They generated original melodies using the Bhairav scale (India) and pentatonic scale (China and Japan). On the final leg of their trip around Asia, they focused on the ever-popular “K-Pop” genre (from South Korea). Mixing K-Pop loops with hip-hop, dance, and rock loops, students created their own brand of the growing musical style. Global Beats producers will look forward to Black History Month, in which students will create a composition using authentic vocal melodies and harmonies in the South African isicathamiya style, made popular by Ladysmith Black Mambazo. They will also be recreating classic West African rhythms on an authentic djembe drum.
Performing Groups
The band and chorus were able to perform at their rescheduled winter concert at the end of January after several performances in town for the holidays. The chorus sang “Once Upon a December,” from the musical Anastasia and “Have Yourself a Merry Little Christmas.” The band offered a rousing rendition of “Sevivon” (aka “Hanukkah Dance”) and a Glee-inspired medley of Christmas songs called “A Gleeful Christmas.” The concert also featured the HHS String Ensemble, a new part of the high school music department led by Rockin’ Redwing alumnus and district music teacher Jason Oliveras. The band and chorus look forward to their upcoming performances at the New Jersey Amistad Commission event, “More Than a Month,” on February 16th. The band will be performing a New Orleans jazz-style version of the famous spiritual “The Battle of Jericho” and the chorus will be singing “Siyahamba,” a South African hymn of hope and peace.
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School library media center
We would like to remind all students that we have audiobooks and ebooks in addition to the print collection. You can download the Sora app and the Mackinvia app and borrow great titles on your phone. For more information, see Mrs. McGreivey.
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Student Center
Welcome to the Hoboken School Based Youth Services Student Center!
Our goal at the Student Center is to provide students with the skills and tools needed to overcome challenges, develop a healthy sense of self, and build strong positive relationships with peers, family, school, and community members. We strive to promote academic and social emotional wellness while helping students navigate their day to day.
During the month of November we partnered with Planned Parenthood Metropolitan of New Jersey (PPMNJ) and offered all HHS 11th grade Junior students a 2-day series health preventative workshop. Students have been actively engaged by asking many questions and participating in group discussions. Preventative Health Education is just one of the multifaceted services that are offered through the Student Center. We look forward to continuing to engage Junior students in this opportunity as we wrap up our series this month.
In December, The Student Center also collaborated with the National Honor Society, Student Government, African American Culture Club, Hispanic Culture Club, and GSA to promote Human Rights Day. Many students joined in the cause to sign the pledge that they will treat others equally and with the rights they are entitled to as a human being, regardless of differences.
In January, The Student Center also hosted Professional choreographer and motivational speaker Paul Herman of Press Play Motivation . Paul Herman introduced his program “Playbook Sessions” where he shares his life experience and “Playbook” for success. Students were able to learn from his journey how to stay motivated and pave their own path to success. Opportunities to participate in future conversations are still available! We encourage students interested in joining us to please see the Student Center staff in RM230.
Paul Herman also had the opportunity to connect with a group of Hoboken High School Dancers to help them prepare for our “More than a Month” Black History Month Celebration. Paul effortlessly guided students through the progression of a dance through his own choreography. Students matched his high energy, enthusiasm, and professional demeanor as they navigated the complex movements of this dance. Not only did our students gain experience through a professional choreographer, they were able to connect to life lessons on the way. Shout out to Mrs. Miller and Ms. Rotondi for their coordination and participation in the dance!
In addition to many events facilitated, The Student Center has added another engagement opportunity for students to connect and reflect through a new group, “Conversations and Motivations”. In this group, students will explore social and community issues, strategies for overcoming challenges, and creating current and future goals. We’ll kick-off our group conversations by discussing the 5 Steps To Success. Any students interested in engaging in these conversations are encouraged to meet with The Student Center staff.
February arrived and with a new marking period came new opportunities. The Student Center has been working diligently to meet with students and create academic plans to help navigate assignments and strengthen time management skills. Have you found yourself feeling stressed about your assignments? Are you having difficulty juggling your responsibilities? Schedule a time to meet with our Student Center staff or School Counselors and we can help you tackle your goals.
We have many upcoming events scheduled at the Student Center. Working in collaboration with Ms. McGrievey, we will be hosting our two part Resume building Workshop. Have you been thinking about or actively looking for a job but don’t have a resume? “Let’s Make This Bread” and join us! In this workshop, you will be provided with skills to help you gain employment. You will also learn how to use Naviance and Google Docs to create a resume. These tips and tricks will help you get that job you want! Pre-register for this event by stopping by the Student Center in room 228A. The workshop will be held on February 22nd and February 24th from 3:00pm-4:00pm.
If you find that you need some time to decompress and relax during your lunch period, remember to stop by the Student Center. Wanna play a game of pool with your friends? Want to challenge a friend to a ping pong match? We got you covered. Come relax in our meditation room if you're looking for some quiet time or catch up on some school work in our study lounge.
If you want to stay in the loop of Student Center happenings, take a look at our bulletin board on the first floor lobby. You may also stop by our Activities Room (RM 230) and Student Center office (RM228) for more information on how to participate in our program.
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Ice Hockey | Boys Basketball | Swim |
Ice Hockey
Boys Basketball
Swim
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Girls basketball | Wrestling | Indoor track |
Girls basketball
Wrestling
Indoor track
