Curriculum Corner
2023-2024 - MP #3 Updates From Our Supervisors
Message from the Office of Curriculum and Instruction
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.
Sincerely,
Stephen Dickerson
Director of Diversity, Equity, and Inclusion, Supervising K-12 Social Studies
Donna D'Acunto
K-12 Supervisor of Math, Science & STEM
Christy Gaudio
K-12 Supervisor of English Language Arts
Curriculum Department Mission and Guidance
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.
English Language Arts
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.
Our staff and students worked incredibly hard throughout the second marking period and there is truly so much to celebrate! Let's take a look at what our students will be learning in English Language Arts during marking period 3.
English Language Arts K-2
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 offers 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.
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.
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.
In Grade 1, students will engage in a rich anthology of connected literary and informational text sets to introduce students to how different environments make the world an interesting place and how humans can take action to make sure they are protected. Through literature including fantasy, folktale, and nonfiction, students will explain who is telling the story using context clues, identify an author’s opinion about the topic, and use text features including captions and headings to locate key facts or information.
In order to continue to support the critical development of foundational reading skills, students will participate in phonological awareness, phonics and spelling activities focusing on long vowel sounds.
In addition to developing their skills as readers, our young authors will engage in the writing process to craft their first expository pieces of the year. Establishing writing partnerships in the beginning of this unit will help to create strong habits of revision and reflection. Peer partnerships will support goal setting, provide feedback and celebrate successes throughout the writing process. It also sets the expectation that authors write with their audience in mind. With guidance and support from peers and adults, students will use the Wonders Reading and Writing Companion and student journals to develop and strengthen writing as needed by planning, revising and editing.
In Grade 2, students will read a rich anthology of connected literary and informational text sets to introduce students to how different environments make the world an interesting place and how humans can take action to make sure they are protected. Through literature, including realistic fiction, expository texts, and poetry, students will determine plot structure, describe main story elements in a literary text, understand and identify free verse in poems, and explain how maps, headings, and bold print contribute to the meaning of texts. They will also engage in collaborative discussions and incorporate their ideas in writing. In order to support the critical development of foundational reading skills, students will participate in phonics and spelling activities that focus on various sounds with silent letters and r-controlled vowels.
In addition to developing their reading skills, our young authors will engage in the writing process to craft their second realistic fiction pieces of the year. Students will develop fictional characters, settings, and events that contain elements that could happen in real life. Stories will include a natural sequence of events, key story elements, seamless transitions, and an ending. Students will also learn to craft free verse poems in order to express their thoughts or feelings about topics that are important to them. They will learn that free verse poems do not rhyme and include sensory words and figurative language. With guidance and support from peers and adults, students will use the Reading Wonders Writing Companion and student journals to develop and strengthen writing as needed by planning, revising, and editing.
English Language Arts 3-8
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.
In Grade 3, through close reading, interpretation, and analysis of a rich anthology of connected literary and informational text sets from the Reading Wonders Reading Companion, students will learn to explain different characters’ perspectives in a literary text, understand how one or more characters develop throughout the plot in a literary text, describe themes, and determine the text structure of chronology, comparison, and cause/effect. Additionally students will learn to deepen their comprehension of texts by rereading and asking and answering questions. Students will then have the opportunity to apply skills and strategies learned and explore themes such as friendship, love, death, sacrifice, growing up, and the natural world, while reading E. B. White's Newbery Honor novel, Charlotte’s Web. Critical thinking skills for reading and understanding fantasy fiction are refined as students develop a deeper understanding of structures and features associated with the genre.
In Grade 4, through close reading, interpretation, and analysis of a rich anthology of connected literature and informational text sets from the Reading Wonders Reading Companion, students will learn to explain the role of conflict and character development in the plot of a literary text, identify the chronological text structure of a text, and describe an author’s perspective on a topic in a text. Additionally students will learn to deepen their comprehension of texts by visualizing and summarizing. Students will then have the opportunity to apply skills and strategies learned while reading the novel, Wonder by R.J. Palacios. The novel will inspire readers to think about characters who undergo changes as a result of the world around them. In addition, students will learn the power of point of view when incorporated into a novel and how these varying points of view paint a very different picture of the seemingly “same” world. This will lead to meaningful discussions around social justice topics such as identity and diversity. Critical thinking skills for reading and understanding realistic fiction are refined as students develop a deeper understanding of structures and features associated with the genre.
In Grade 5, through close reading, interpretation, and analysis of a rich anthology of connected literature and informational text sets from the Reading Wonders Reading Companion, students will learn to explain how a chronological text structure contributes to the understanding, analyze how setting, events, conflict, and characterization also contribute to the understanding, and identify the structure of lyric and free verse poetry. Students will then have the opportunity to apply skills learned and explore themes and topics such as sportsmanship, baseball, , while reading the Newbery Medal and Coretta Scott King Award winner novel, The Watsons Go to Birmingham by Christopher Paul Curtis. The novel takes place against the backdrop of massive cultural upheaval of the civil rights movement, as Black activists pushed for racial equality and desegregation. Critical thinking skills and comprehension strategies for reading literary texts are refined as students identify the historical context of an event and the accomplishments of individuals and groups who have made contributions in the area of civil rights.
In Grade 6, through close reading, interpretation, and analysis of the novel Freedom Walkers and a rich anthology of connected literature and informational text sets from the StudySync Reading Companion, students will explore the following essential questions:
What qualities of character do people need in order to achieve their personal best?
Must one make sacrifices or face big challenges in order to reach it?
Once a personal best is attained, does that moment define a person for the rest of his or her life?
When people become known for their personal best, how does fame affect them and their character?
Students will read about real individuals and fictional characters who achieve their personal best through wrestling with familiar and realistic struggles. Real-life personal bests are recounted in the autobiography I Am Malala by Malala Yousafzai. Authors share their perspectives on the qualities of empathy, understanding, and righteousness in Freedom Walkers, and “Celebrities as Heroes.” In the stories “All Summer in a Day” and “Priscilla and the Wimps,” characters are forced by unusual circumstances to stand up for what’s right. After reading these stories and informational texts about individuals and characters that strive for their personal best, students will have the opportunity to write a literary analysis argumentative essay. In their essays, students will identify two unit texts that they think develop a main idea or theme that communicates the qualities of character that matter most.
In Grade 7, through close reading, interpretation, and analysis of the novel Barrio Boy and a rich anthology of connected literature and informational text sets from the StudySync Reading Companion, students will explore the following essential questions:
How can one event change everything?
Students will learn how a moment can activate a chain of events that result in dramatic change. For example, in The Boy Who Harnessed the Wind, William Kamkwamba recalls a moment in a Malawian library that would lead him to build a windmill out of scrap parts. In The Power of Student Peer Leaders, students will see how a conversation with a teacher leads Moises Urena on a path to leadership and college. Students will also have the chance to analyze the pivotal moments in the classic short stories “Harrison Bergeron” by Kurt Vonnegut and “The Three Questions” by Leo Tolstoy. They will read Ernest Thayer’s poem “Casey at the Bat” and an excerpt from Viola Canales’ award-winning novel The Tequila Worm. Finally, students will reflect on the events in these texts to produce an informative essay about the power of moments. Applying what they have learned about informational writing, the students will weave together evidence from three texts to explain how a single moment can change everything.
In Grade 8, through close reading, interpretation, and analysis of the novel Little Women and a rich anthology of connected literature and informational text sets from the StudySync Reading Companion, students will explore the following essential questions:
How do you know which words are the right words?
Intrigue. Uproar. Inspiration. Hilarity. Heartbreak. Choosing the right words can have a strong effect on an audience. But how do you know which words are the right words? With a genre focus on argumentative texts, students will explore questions about how authors choose the right words. Students will be exposed to some of history’s greatest wordsmiths. Iconic speeches by Abraham Lincoln and Sojourner Truth show students how the right words can inspire and challenge a diverse audience. In Irene Hunt’s Across Five Aprils, family members try to find the right words to express their feelings on the issue that was threatening to tear their country apart. Other selections help students understand that choosing the right words is still important today. The graphic fantasy story “HUG” offers a surprising take on the sharing of bad news. The point/counterpoint article on gaming challenges students to consider how online behavior affects communication skills. Tim Schafer’s “Cover Letter to Lucas Arts” is an example of how using the right words can showcase a writer’s unique skills and personality.
After reading about these ideas within and across genres, students will write an argumentative essay, applying what they have learned from the unit’s literature, speeches, and informational texts to an argumentative writing project.
English Language Arts 9 - 12
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:
Mathematics
Our Mathematics program is designed to provide a comprehensive and developmentally appropriate approach to mathematics education in each of the grade bands, K-5, 6-8, 9-12, while catering to the diverse needs and abilities of students at each stage of their academic journey. Our Elementary program focuses on building a strong foundation in basic math concepts and skills, and problem-solving strategies while fostering a positive attitude towards learning mathematics. As students enter middle school the programs are designed to build upon the foundational skills acquired in earlier grades while introducing more complex mathematical concepts. The programs focus on developing critical-thinking, problem-solving abilities, and a deeper understanding of mathematical principles. As students begin taking high school courses, our programs are designed to provide a comprehensive and rigorous education in mathematics, preparing students for higher education or entry into the workforce. Our program offers a variety of courses that cater to diverse interests and career goals, while ensuring that students meet or exceed national or state standards.
Our curriculum follows a logical and sequential progression of mathematical concepts, starting with foundational skills and gradually increasing in complexity; revisiting and reinforcing previously learned concepts while introducing new and more advanced topics. Our curriculum is in alignment with the New Jersey Student Learning Standards to ensure consistency and progression and rigor in content.
Let’s take a look at what our students will be learning in Math in the third marking period of the 2023-2024 school year.
In Elementary Math, all students continue practicing 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, students bring their informal experiences with geometry to the unit Build a Block, Build a Wall. Students will be able to further develop their ideas about the attributes of 2-D and 3-D shapes and how these attributes determine their classification. The focus of this unit is on identifying, describing, and comparing attributes of 3-D shapes (e.g. cube has 6 congruent faces), naming 3-D shapes, constructing 3-D shapes, and composing and decomposing 3-D shapes from and into smaller shapes. In How Many Now?, students are using what they learned in Unit 4 which was making sense of the operations of addition and subtraction by acting out stories and playing games that involved combining or separating small amounts. The focus of this unit is on counting sets of up to 20 objects; decomposing the numbers to 10 in a variety of ways (e.g., 7 can be seen as 5 and 2 or as 3 and 2 and 2); using notation to describe addition and subtraction situations; finding and exploring combinations of a number; and solving addition and subtraction story problems.
In Math Grade 1, in Number Games and Crayon Problems, students continue their work in composing and decomposing numbers to further develop fluency with addition and subtraction within 10, including 2-addend combinations of 10 (e.g. 3 + 5 = 8), understanding of the meaning of the equal sign as a symbol of equivalence (e.g. True or False: 3 + 4 = 7 + 2), and deepening students’ understanding of addition and subtraction through problems and games that involve finding an unknown addend or an unknown change (e.g. 9 = 2 + __ ). Number composition and foundational ideas of place value are also a focus. In Would You Rather Be an Eagle or a Whale?, students are reminded of activities from Kindergarten where they learned about collecting and representing data by counting (e.g. number of people in the classroom, favorite lunch foods) and carrying out simple surveys (e.g. Do You Like…?). In first grade, this unit focuses on representing, describing, and comparing data in two and three categories (e.g. Would you Rather Be an Eagle or a Whale?), and conducting data investigations. As students engage in their own surveys, they use data to model real-world problems with mathematics. Surveys and data are also used as a context for revisiting comparison problems with the difference unknown and for solving new types of comparison story problems.
In Math Grade 2, students focus on place value of 3-digit numbers and operating on numbers within 100 in How Many Tens? How Many Hundreds? Students come to see 100 as 10 tens and multiples of 100 as being made up of some number of hundreds. They solve a variety of types of story problems (e.g. put together/take apart with one or both addends unknown, add to and take from with result unknown, unknown change or an unknown start). They play games that involve combining amounts to get to 100 or $1. Work on fluency with addition and subtraction within 100 continues, with a focus on using known facts and knowledge of the operations. Fluency with addition within 100 is a benchmark in this unit. Students also identify, read, and write numbers to 1,000 and add and subtract 10 and 100 to numbers in that range. In How Far Can You Jump?, students will develop strategies for accurately measuring length with nonstandard and standard units (e.g. craft sticks, cubes, inches, feet, yards, centimeters, and meters) and tools (e.g. inch-brick measuring tools, rulers, yardsticks, and meter sticks), and for considering the relationship between different units and tools (e.g. the larger the tool, the lower the count will be). Students also solve story problems that involve adding and subtracting and comparing lengths.
In Math Grade 3, students continue their work in multiplication and division in Cube Patterns, Arrays, and Multiples of 10. Students have already developed an understanding of multiplication and division as equal groups and began using that understanding to solve multiplication and division problems with numbers less than 100. They also worked with an array model for multiplication. In this unit, it is expected that students have experience solving problems with multiplication and division notation, students are able to represent situations in a variety of ways (e.g. arrays, story contexts, pictures, models, groups) and are fluent with facts x1, x2, x5, x10. The unit focuses on the meaning and structure of multiplication and division and the relationship between them, solving multiplication and division problems, multiplying by multiples of 10, and learning the remaining multiplication facts to 10x10. In Fair Shares and Fractions on a Number Line, students build on what they know from Grade 2, which was developing an understanding of what fractions are and how they can be used to name quantities, learning the notation and words for fractions (e.g.23 is two-thirds), understanding that a fraction represents part of a whole, and that all parts must be of equal size. Students also created measurement data to the nearest 12 inch. In Grade 3, this unit focuses on understanding the meaning of fractions as numbers and as equal parts of a whole; reasoning about equivalent fractions; comparing fractions; and using notation to model fractions and fraction relationships.
In Math Grade 4, students build on what they’ve learned in previous grades about the study of measurement and shapes. Students have already learned to measure the length of an object, find the perimeter and area of shapes, and identify some attributes of shapes such as number of sides, length of sides and number of angles. In Measuring and Classifying Shapes, students will measure with standard units, including perimeter, area, and angles; describe and classify 2-D shapes, and identify mirror symmetry. In How many Packages and Groups?, students continue to build on their ideas of multiplication and division, having used arrays and images of groups to help them understand the structure and relationship between multiplication and division. Students are expected to be able to solve 2-digit by 1-digit problems but are still able to refine their skills. This unit focuses on the operations of multiplication and division, including problems converting measurement. Students are introduced to multiplication and division of 4-digit by 1-digit problems.
In Math Grade 5, students build on their work from prior grades and units to deepen their understanding of fractions, mixed numbers, decimals and the base-ten number system. They have used equivalencies to solve problems about comparing, adding, and subtracting fractions and mixed numbers. Students worked with tenths and hundredths in decimal form in Grade 4 and related them to familiar fractions (e.g. 14= 0.25) and represented them as parts of a rectangle. In this unit, Between 0 and 1, students are expected to have a basic understanding of tenths and hundredths and the relationship between fractions and decimals. They are expected to know that strategies for adding and subtracting whole numbers can be applied to rational numbers. Students will represent decimals on grids and number lines and use their understanding of decimals to compare, add, and subtract decimals. In Races, Arrays, and Grids, students are expected to have a strong understanding of the meaning of fractions, decimals, place-value, and of computation with all operations using whole numbers. This unit focuses on multiplying and dividing rational numbers (fractions and decimals), by using contexts and representations (fraction bars, arrays, and grids) to solve problems. Students will also solve measurement conversion problems.
In Math Grade 6, students continue their work in Understand and Use Ratio and Rate, students build on prior learning from Grade 5 where they used equivalent fractions to add and subtract fractions and mixed numbers with unlike denominators, and to multiply with fractions. They also learned to divide two whole numbers and get a quotient expressed as either a fraction or a mixed number. Students also learned to convert measurements within a given measurement system by using multiplication and division. In Grade 6, students will learn to reason about ratios by using equivalent ratios, tables of equivalent ratios, bar diagrams, and double number line diagrams. Students learn about a special type of ratio called a rate and build on their experience using tables to create equivalent rates, to compare rates, and to solve unit rate problems. In Understand and Use Percent, students build on prior learning from Grade 5 where they used models, number sense, and properties to multiply decimals. Students will learn the concept of a percent - that percent is a special type of rate out of 100. Students will find the percent, the whole or a part by using the double number line diagrams. Problems will include finding percent of a number and writing and solving equations to find the percent of a number. In Solve Area, Surface Area, and Volume Problems, students build on prior learning from Grade 5 where they found the area of a rectangle that had fractional side lengths, and found volume using formulas. In grade 6, students will find the area of triangles, kites, trapezoids and other polygons. They will also find the surface area of prisms and pyramids.
In Math Grade 7, students continue their work with expressions in Solve Problems Using Equations and Inequalities. In grade 6, students learned to evaluate expressions, equations and inequalities; used properties of operations and the distributive property to identify equivalent expressions; and used graphs, tables, and number lines to analyze mathematical models related to expressions, equations and inequalities. Earlier this year, students learned to define and evaluate expressions and models. In this unit, students will write and solve two-step equations, explore the relationship between equations and inequalities, and solve inequalities using the 4 basic operations. Throughout the unit students will use tables, graphs, bar diagrams, and number lines which will demonstrate how these different models can be used to help solve equations and inequalities. Students will represent real-world situations with equations or inequalities. In Use Sampling to Draw Inferences about Populations, students will build on what they know about data from last year. In grade 6, students learned about data displays using histograms and box plots. Students learned new terminology to describe data sets in terms of symmetry, skew, outliers, clusters, peaks, and gaps in the data plus data distributions such as bell-shaped, bimodal, right and left tailed. In grade 7, students will study populations and random samples and make inferences about the data and determine if these inferences are valid. Students will also make inferences of other random samples from the same population to see how different the representation can be. Students will also study measures of center and variability (mean, median, and mode). In Probability, students will explore the likelihood of an event and compare the theoretical and experimental probabilities of the event. Students will also determine outcomes of compound events (probability of getting a red candy AND then a green candy, probability of getting a red candy OR a green candy).
In Math Grade 8, students build on what they know from prior grades about polygons, the coordinate plane, angle measure, area, surface area, and volume. In Congruence and Similarity, students will learn about transformations of figures such as translations (slide), reflections (mirror image), rotations (turn), dilations (make larger or smaller) and scale factor (how much bigger or smaller). Students will also work backwards and determine the transformations made upon a figure from its original location. Students practice identifying congruent (exact same) vs similar figures (same shape, different size). Students also study angle relationships through the study of parallel lines cut by a transversal as well as those in a triangle. In Understand and Apply the Pythagorean Theorem, students build on what they know about properties of triangles and the study of square roots. In this unit, students examine and use the Pythagorean Theorem to find unknown side lengths of a triangle. They will also use the converse of this theorem to determine if a triangle is a right triangle (this is used in construction to determine if a corner or wall is 90o ). Students extend the use of the Pythagorean Theorem in the coordinate plane to find the distance between two points and the perimeter of a shape. They also use the Pythagorean Theorem to solve problems seen in the real-world.
In Algebra 1, students build on their work of factoring expressions, operations with integers and exponents, knowledge of polynomials, and multiplication properties of exponents. In Polynomials and Factoring, students learn how to apply the operations to polynomials, by combining like terms for adding and subtracting, and different methods for multiplying polynomials. Students identify patterns in the square of a binomial (a+b)2 or (a-b)2 and in the products of two binomials (a+b)(a-b). Students also learn to factor polynomials by finding the greatest common factor of the terms. In Quadratic Functions, students build on their understanding of analyzing graphs of functions, using functions to model relationships, and transformation of graphs. In this unit, students will analyze the effect of changing the values of the coefficients in quadratic functions. Students continue the study of quadratics by predicting the location and shape of the function (parabola). Students apply their understanding of quadratic functions to real -world scenarios such as modeling area and vertical motion problems. In Solving Quadratic Equations, students build on their understanding of solving linear equations, solving systems of linear equations, and graphing quadratic functions. In this unit, students will use different methods to solve quadratic equations, such as by using tables and graphs, factoring, and using the quadratic formula. Students will also solve linear-quadratic systems of equations by graphing, substitution, and elimination.
In Geometry, students build on their understanding of parallel lines and transversals, rigid motions and congruent triangles to study Similarity. In this unit, students will develop a concept of similarity as an extension of transformations. Students will learn the criteria to show that two triangles are similar, and with right triangles that are similar, they can apply the geometric mean. Students build on their understanding of similar triangles to use proportions in triangles. In Right Triangles and Trigonometry, students build on prior learning of ratios and proportions, triangle similarity, and right triangle similarity, to learn about right triangle similarity, trigonometric ratios in right triangles and ono right triangle and where they derive the laws of Sines and Cosines.
In Algebra 2, students build on their work from prior grades where they learned about properties of exponents, transformations of functions, inverse functions, and linear-quadratic systems to better understand the topics in Exponential and Logarithmic Functions. Students begin by studying key features of exponential functions, and understanding that logarithmic functions are inverse to exponential functions. Students will also learn the properties of logarithms and evaluate these. Throughout the unit, students model real-life situations with exponential and logarithmic functions. In Trigonometric Functions, students study trigonometric ratios defined as the relationships between the sides of a right triangle. Students also use the unit circle to extend the trigonometric functions to all real numbers. Students use the unit circle to define radian measure and learn to graph sine, cosine and tangent functions using the unit circle.
Math Curriculum Resources
New Jersey Student Learning Standards for Math
6-12 Savvas enVisions, Project Lead the Way
Hoboken Public Schools K-5 Math Curriculum Documents
Science
In our science programs, we aim to cultivate a sense of curiosity, critical-thinking, and a love for exploration. The highlight of our science program is an emphasis on hands-on learning. We believe that students learn best when they can touch, feel, and experience the principles they're studying. We want to bring science to life in our classrooms so we focus on a student -centered approach to teaching and learning and by incorporating 21st century skills such as exploration, discovery, problem-solving, communication, and making a real-world connection. Our resources are designed to spark curiosity in students and this serves as the context for the lesson and hands-on activities that follow. STEM is integrated into every unit, emphasizing engineering design as well as scientific literacy. Students also learn about careers in science and engineering and see and experience the real-world application of science.
Let’s take a look at what our students will be learning in Science in the third marking period of the 2023-2024 school year.
In Grade K-5, students continue their practice and understanding of the Engineering Design Process throughout the school year. 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, students continue to study Computer Science in Animals & Algorithms, where they use Scratch Jr. and dive deeper into the concepts of computing systems, networks and the internet, impacts of computing, data and analysis, and algorithms and programming. The Engineering Design Process is embedded within this unit of study. Through the use of Scratch Jr. students are learning about the relationship between the needs of different plants or animals (including humans) and the places they live. In Sun Warms Earth, students will make observations to determine the effect of sunlight on Earth’s surface and use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. In Plants & Animals, students will use observations to describe patterns of what plants and animals (including humans) need to survive; construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs; and use another model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
In Science Grade 1, students begin the study of Computer Science in Animated Storytelling. Students use Scratch Jr. and dive deeper into the concepts of computing systems, networks and the internet, impacts of computing, data and analysis, and algorithms and programming. The Engineering Design Process is embedded within this unit of study. Through the use of Scratch Jr. students are learning about how to tell a story and make it come alive. In Plant and Animal Structures, students will use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs; make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents; and plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. The Engineering Design Process is also embedded within this unit of study.
In Science Grade 2, students begin the study of Changes to Earth's Surface and the Changing Earth, students will use information from several sources to provide evidence that Earth events can occur quickly or slowly; compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land; develop a model to represent the shapes and kinds of land and bodies of water in an area; and obtain information to identify where water is found on Earth and that it can be solid or liquid. The Engineering Design Process is embedded within this unit of study.
In Science Grade 3, students begin the study of Variation of Traits, students will analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms; use evidence to support the explanation that traits can be influenced by the environment; and use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. The Engineering Design Process is embedded within this unit of study. In Organisms and their Environment, students will construct an argument that some animals form groups that help members survive; use evidence to support the explanation that traits can be influenced by the environment; use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing; construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all; and make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
In Science Grade 4, students begin the study of Input/Output Human Brain, students will use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. The Engineering Design Process is embedded within this unit of study. In Plant Structure and Function, students will construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. In Changes to Earth’s Surface, students will make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation; and analyze and interpret data from maps to describe patterns of Earth’s features.
In Science Grade 5, students continue learning about Earth and Human Activities, where students obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources, environment, and address climate change issues. In Robotics and Automation, students begin the study of Computer Science.. Students use a program VEXcodeIQ (similar to Scratch) and dive deeper into the concepts of computing systems, networks and the internet, impacts of computing, data and analysis, and algorithms and programming. The Engineering Design Process is embedded within this unit of study. Through the use of Scratch Jr. students are learning how to build and code a robot!
In Science Grades 6-8, students continue developing their Design Thinking skills, and using the Engineering Design Practices to develop their STEAM Tank Challenge projects. Students will continue using these practices throughout the school year, as these are embedded within all units of study. 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 will study Mechanical Work and Energy & Equilibrium and Simple Machines. Students will demonstrate conceptual understanding of mechanical energy, equilibrium, and simple machines. Students will learn about kinetic and potential energy by studying gravity and various object free fall. Throughout this unit, students will determine power needed to lift an object as well as the force needed to pull an object. In addition to this, during the Equilibrium and Simple Machines component of the unit, students will investigate equilibrium conditions of a lever and levers as a simple machine. Students will apply these concepts to levers and pulleys they create in hands-on experiments to gain a better understanding of simple machines and their role in real life situations. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real data. Students are expected to demonstrate proficiency in analyzing and interpreting data and constructing explanations. They are also expected to use these practices to demonstrate an understanding of the core ideas. In Energy in the Atmosphere, students will study Energy and Matter, the Water Cycle, & Weather and Climate. Students are expected to investigate methods of thermal energy transfer, the factors that affect these transfers, and how matter is affected. This connection between the Physical and Life Science Units will assist students in designing, constructing and testing out various energy-based labs centered around Mechanics. Students will carry out investigations to determine relationships among varying energies such as kinetic. The Energy in the Atmosphere Unit discusses multiple modules that include concepts such as particles in motion, thermal energy transfers, water on Earth’s surface, solar energy, weather patterns, and a STEM module wrap-up activity. In cooperative learning groups, learners will participate in inquiry-based activities in order to determine real-world connections to Life Science topics.
In Science Grade 7, students will study Prisms, Dispersion of Light, Converging and Diverging Lenses, & Lenses in Depth. Students will participate in an experimental study of how prisms work in a variety of scenarios. This will be studied by first understanding the different types of prisms present. Students will build on their knowledge by creating a periscope to study angles and angles of light and how images can be projected. The learner will analyze converging and diverging lenses in order to understand how to magnify objects at a great distance. Throughout this unit, there will be a focus on lenses and how lenses can help build objects. Students will have an understanding of the importance of lenses and their optical power. Other concepts that will engage students in this unit include Bessel’s Method, Abbe’s Method, and Cylindrical lenses. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real data. Students are expected to demonstrate proficiency in analyzing and interpreting data and constructing explanations. They are also expected to use these practices to demonstrate an understanding of the core ideas. In Earth’s Resources, students will study the Distribution of Earth’s Resources & Materials Science. Along with the Optics Unit, students will further enhance their understanding of Earth Science by investigating geoscience concepts which include Earth’s physical landscape and how it changes over time. Students will learn how human use of resources impacts the availability and distribution of resources based on location and depletion of resources. Students will understand the importance of Earth’s resources and how humans utilize as well as deplete natural resources over time. Various resources such as fossil fuels, groundwater, minerals, and soil will be explored and learners will create alternative ideas on how mankind can survive with limited resource usage or inventing new and innovative ways to create energy. In cooperative learning groups, learners will participate in inquiry-based activities in order to determine real-world connections to Earth Science topics.
In Science Grade 8, students will study Inductances and Transformers, Reactance, & Impedance of Series. Students will observe inductance on current DC and AC circuits. These observations and hands-on labs will assist students in understanding phase relationships in electricity. The learner will study the use of transformers and how they play a role as electrical levers. This will be fully studied by having students create and build a basic transformer. The learner will work with RC time constants in order to gain a further understanding of AC circuits. Students while working in cooperative groups, will work to further understand capacitors in series, parallel, and as a voltage divider. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real data. Students are expected to demonstrate proficiency in analyzing and interpreting data and constructing explanations. They are also expected to use these practices to demonstrate an understanding of the core ideas. In Understanding Waves, students study Waves, Light, & Information Technologies. In tandem with the Physics study, students are expected to understand the purpose of varying waves in energy which include mechanical waves, electrical waves, and sound waves. Students will be exposed to the definition of each type of energy-based wave and will utilize mathematical skills to identify patterns and make predictions. The Understanding Waves Unit will also discuss light as a wave and enable students to develop models to describe how light is reflected and how light can travel. Students will further explore light properties creating hands-on labs to show prisms and colors. The final module of the Waves Unit will introduce learners to Information Technologies. This module will give students the ability to understand how data is stored and how they can create a digital footprint. In cooperative learning groups, learners will engage in inquiry-based activities in order to determine real-world connections to Physical Science topics.
In Principles of Biomedical Science, students will study Outbreaks & Emergencies. Working as public health officials and then as emergency responders, students are presented with a series of events they must address while exploring: a.) careers in public health, epidemiology, microbiology and emergency medicine; b.) professional communication and presentation; c.) data analysis; d.) processes by which critical medical decisions are made and acted upon; e.) processes by which patients are diagnosed with a contagious disease and by which a causative agent is identified.
In Chemistry, students continue studying Chemical Quantities, students will be able to convert between the count, mass, and volume of chemicals; explain how chemists count the number of atoms, molecules, or formula units in a substance; determine the molar mass of an element and compound; describe how to convert mass of a substance to the number of moles and moles to mass; convert the volume of a gas at STP to the number of moles of the gas; utilize critical thinking skills in order to calculate percent by mass of an element in a compound; calculate and distinguish between the empirical and molecular formula of a compound. In Stoichiometry, students will understand how mole ratios are used in chemical calculations. Students will be able to discover the general procedure for solving stoichiometric problems. Students will be able to explain how the amount of product in a reaction is affected by an insufficient quantity of any of the reactants. Students will be able to explain the percent yield measurement of a reaction.
In Physics, students continue the study of Momentum and Mechanical Energy, where they will understand when given an object's mass and velocity and they can calculate its momentum; apply trigonometry and vector analysis to solve momentum problems; apply the relationship between impulse and momentum in order to perform an analysis of changes in momentum; apply conservation of momentum to qualitative analysis of systems of objects; apply conservation of momentum in analyzing and calculating the momentum of objects in a system; describe and identify examples of energy, relate work to energy, and solve problems using the formula "work equals force times distance;" measure power and then solve power problems with the formula P=W/t; explore how to identify potential energy, as well as how to calculate the gravitational potential energy of an object near earth's surface using the formula PE=mgh; identify kinetic energy, calculate translational kinetic energy using the formula "kinetic energy equals one half the mass times velocity squared;" analyze a physical system to identify energy transfers from one form to another; demonstrate conservation of energy in an isolated system, and then compare isolated systems with systems that are not isolated; study machines in this lesson so that they can understand the amount of work, power, and total energy that is required by the machine in order for it to work; calculate the efficiency of simple machines and engines.
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
Social Studies
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 third 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 explore how people and things change throughout time. Like everything in nature, humans change and evolve over time. We mature and adapt to our environments. During this unit, students will look at the many ways they have grown throughout the year. They will assess their classroom rules and norms and will find ways to continue to improve. The unit will end with students creating a timeline with their families showing how much they have grown since birth.
In Grade 1, throughout this unit, students will study how things change over time. One way that our students can study change over time is through oral histories. Oral histories are stories that living individuals tell about their past, or about the past of other people. To better understand how the past has impacted the present, students will be studying depictions, or representations, of change over time. Using resources and family, students will select individuals to interview. During this interview students will ask them questions about their life and the changes they have experienced. After recording their responses, students will select at least one way to depict their changes, from childhood to adulthood.
In Grade 2, This unit focuses on the history of Hoboken. Students will analyze and articulate how the Hoboken community has progressed over time. By studying the progression from past to present, students will learn why Hoboken has changed in certain ways throughout the years, allowing them to feel a deeper connection to their community.
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 focus on the history and connection of New Jersey and indigenous people (Lenni Lenape). Students will explore how New Jersey evolved from an agricultural society to the most densely populated, industrial, state in the U.S. Students will research and gather factual information based on The Lenni Lenape Indians pertaining to five different topics - General Information, Food and Clothing, Location, Housing and Tools, and Rituals and Customs. Their group performing task will have students research the information needed and work together to begin illustrating and recording detailed descriptions pertaining to each category. As a group, they will find and share information on the lives of The Lenni Lenape Indians during their early days in New Jersey.
In Grade 4, students will study the causes and results of the War of 1812, which lasted from June 18, 1812 to February 18, 1815. Learning opportunities and tasks will develop student understanding of the issues that continued to plague relations between the United States and Britain after the Revolutionary War, like impressment of American sailors and trade restrictions on American shipping. Students will explore the grievances, resolutions, and nationalism that developed during the course of the war. Additionally, instruction will focus on analyzing the multiple perspectives of diverse groups of people during the War of 1812. Social justice topics covered in this unit include; government, civics, identity, relationships, conflict, and culture.
In Grade 5, students will explore the causes of the civil war, major events and key leaders during the Civil War, and the effects of the war on the country. The Civil War has a complex history, and it is important to explore the era from multiple perspectives. Unit 3 includes meaningful ways for students to learn about the Civil War and the historical context in which the conflict transpired.
History, literature and drama courses are expected areas in which students study the Civil War. Social justice topics covered in this unit include; racial discrimination, economic injustice, gender stereotyping, symbols, rights, story telling, and activism.
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, students will have already learned that one of the most important ideals of our government is to protect the basic rights of the people. Students will be able to understand the dynamics surrounding the Founding Fathers, including the dilemmas they faced, the plans they put forth, and what compromises they made. Students will be able to understand the process involved in ratifying the Constitution, what divided the delegates, and how agreement was reached. Students will be able to analyze the principles underlying the Constitution (Popular Sovereignty, Rule of Law, Separation of Powers, Checks and Balances, Federalism, Limited government). Students will be able to understand why the Constitution is a living document, allowing for growth and change over time. Also, students will be introduced to the five fundamental rights and how they have been extended to many people who were denied them in the past. Students will also analyze the differences between civil liberties and civil rights. Learning experiences will emphasize the close analysis of primary sources to determine the significance of fundamental documents to basic human rights.
In Grade 7, Middle and South America and their regions and how it affected early civilizations. Students will be able to identify the key geographic features of Latin America, focusing in particular on the regions where the Maya, Aztec and Inca lived as well as Brazil and the Amazon rainforest, a huge forest that stretches from the Andes Mountains in the west to the Atlantic Ocean in the east and is crucial to the ecosystem. Other regions of study are the Caribbean Island nations, including Cuba, and Mexico. The Caribbean is composed of 3 archipelagos: Greater Antilles, Lesser Antilles, and the Bahamas; and these are of various island types. Due to its location, Middle America is prone to natural disasters such as hurricanes, earthquakes, and volcanic eruptions. South America has distinct regions including grasslands, high plains, and the Amazon Basin. As a result of this unit of study, students will examine the relationship between where people live in Middle and South America and how they live. They will make connections between and among the physical geography, history, politics and culture of Middle and South America, and how these contribute to an individual’s cultural identity. Students will understand that we can have both a cultural identity as well as our own identity, and that although these two identities can sometimes be in conflict, it is the resiliency of the human spirit that triumphs. A focus on how Ancient societies developed in the Americas, separate from Europe and Asian influence, became powerful innovative civilizations in their own right.
In Grade 8, Throughout this unit, students will analyze the geography, varying cultures, developments, groups of people, and growing civilizations in the Southwest Asia region. Due to its important location, a focus on cultures and geographical influence on the way people live will be studied in great depth. Students will continue to develop their understanding of how empires rise and fall while learning about the history of the Muslim Empire. While doing this, achievements and contributions of these societies during historical eras will be studied and students will determine whether or not these contributions continue to impact life today. Since the unit covers the history of Arabia, Iraq, Israel, and its neighbors from the start of powerful civilizations to today, students will have a deeper understanding of this region and its role in the world in modern times.
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 3 & 4 focus on the revival, decline and renaissance of Europe in the 1500’s. Students will also engage in European expansion from 1600 - 1650 with a focus on reformation and religious wars.
Advanced Placement World History
The AP World History course focuses on developing students’ understanding of 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 3 & 4 will focus on the Early National Period from 1789 - 1828. They will also focus on Jacksonian Democracy, Manifest Destiny, and Antebellum Reform from 1826 - 1860.
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 3 & 4 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. Unit 3 will focus on World War II between the years 1939 - 1945.
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 occuring. 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. Unit 3 will discuss the many ranges of response such as upstanders, bystanders, perpetrators, victims, and collaborators
Social Studies References and Resources