Curriculum
Program Requirements
The chart below shows the credit requirements for graduation from Don Bosco Cristo Rey High School.
A credit is defined as a completed unit of study. An hour of work is the equivalent of 47 minutes of class time (often called a “contact hour”). A minimum of 120 hours of work by each student is required for each unit of credit. Ordinarily, a course must cover a year-long period for every unit of credit given. An hour in the Corporate Work Study job will be considered an hour of work. Field trips will be counted hour-for-hour as laboratory meetings.
Credits per Level
The chart below shows the credits broken down by grade level and subject area.
*In the 10th, 11th, and 12th years we may be able to offer a few additional honors courses or APs in the listed subject areas. In those grades, two seasons of a sport may count as fulfilling one year of PE. Credit requirements for religion may be slightly adjusted for students who transfer to Don Bosco Cristo Rey.
9th Grade Program
The ninth grade academic program will focus on two main goals: 1) ensure students master the foundational habits of mind, academic skills, knowledge and behaviors and 2) ignite a sense of wonder and excitement for learning that will carry on throughout the high school experience and beyond. Listed below are the ninth grade course descriptions.
Theology I – Who Am I?
This course is an overview of Catholic Christianity focusing on the fundamentals of the faith within the context of Church history. Students reflect on the meaning of faith, God and the church in their lives and among the world-wide community. Students explore the leaders and movements in the Church, the mission of the Church within the context of history and what it means to be a member of the Church community.
English I – Who Am I?
This course will explore the theme of identity through a survey of different genres including fiction, non-fiction, poetry, drama, and short stories. Students refine critical and creative thinking skills as they practice a variety of reading and writing strategies. English I incorporates the study of literature, grammar, vocabulary and composition. Students practice writing effective sentences and paragraphs. Basic concepts such as parts of speech and sentence components provide an essential background to writing. The course pays close attention to vocabulary – to roots, prefixes, suffixes, and the discovery of meaning through context and other clues. Students analyze various literary works that may include poetry, non-fiction, short stories and novels such as There Are No Children Here, Kite Runner, Of Mice and Men, The Little Prince, The Alchemist, Lord of the Flies, The Odyssey, A Raisin in the Sun, Night, The House on Mango Street, I Know Why the Caged Bird Sings, The Call of the Wild, To Kill a Mockingbird, Animal Far, or Julius Caesar. The READ180 recovery program will be used to guide the course as needed.
Algebra 1 – Who Am I?
This course will provide students with a solid foundation in basic algebraic skills and concepts: properties of real numbers, linear and quadratic equations, polynomials, factoring, systems of linear equations, inequalities, rational and irrational numbers, the quadratic formula, and problem solving. It will include some integrated elements of geometry, statistics, functions and their graphs, and technology. Emphasis is based on the continuous review of concepts, upon which subsequent concepts and application problems will be based. An advanced course will cover the same material, but in more depth and at a quicker pace.
Physical Science – Who Am I?
This course will provide students with the foundation for further study in biology, chemistry, and physics and a better understanding of the scientific world that surrounds them today. Introduces the atomic model of matter and demonstrates how the model accounts for the various properties of matter. Matter carries energy, including heat, motion, electromagnetism and wave phenomena. Special attention is given throughout the course to train students in methods of scientific discovery. Demonstrations and labs involving quantitative and qualitative analysis will be an integral component of the course. There will be a strong emphasis on the practice of basic mathematical skills as they apply to the larger conceptual topics. Many concepts will be connected to both technology and physical education, for example, through studying the motion of the body in relation to machines.
World History – Who Am I?
Civilizations in the Middle East, Europe, Africa, and Asia are examined, tracing the development of human society. The course explores the influence of geography upon civilizations and the formation of cultural, economic, social, and political institutions with a focus on the more modern era. The course develops skills in critical thinking, clear writing, note taking, and analysis of maps, graphs and charts.
Spanish I – Who Am I?
This course involves reading, writing, and speaking Spanish. Students learn skills ranging from spelling to the proper use of sentence components. The course is a mixture of grammar, literature, and content-based units to improve the students’ reading, writing, listening, and speaking skills in Spanish. Connections to English grammar skills will be emphasized and reinforced. There will be additional components of Spanish I for Heritage Speakers.
Physical Education – Who Am I?
Activities are designed to develop and strengthen the body, teach basic sport skills, impart knowledge of rules and develop qualities of good sportsmanship through individual and team sports. An intramural program is provided for students interested in competing beyond class activity. There will be a strong health awareness component and integration with Conceptual Physics.
Technology I – Who Am I?
The courses within the Business Book Camp emphasize the basics of computers and keyboarding. Essential Microsoft Office programs are taught, emphasizing the basics of word processing, databases and spreadsheet software.
Corporate Work Study Program (CWSP) – Who Am I?
The Corporate Work Study Program integrates the essentials of the various academic areas and allows students to apply concepts learned in school to the job: technology, writing, oral communications, numeracy, and statistics. Students are then taught to apply the skills and habits learned on the job to school (e.g. organizational and interpersonal skills). The program demonstrates to students the importance of higher education in the various fields of work to which they are exposed.
10th-12th Grades Overview
The following are working course descriptions for the major subject areas for the 10th-12th grade years. Courses will build upon the habits of mind and the academic skills and behaviors introduced in the ninth grade year. Additional honors, AP, or elective classes may be added. Most senior level courses will be taught in a seminar style and prepare students for courses they may be likely to take in college.
Religion
Theology II – How Do I Stay True To Who I Am?
This course is one in moral theology, exploring the major elements of Christian morality, ethics, social justice, and what it means to live a Christian life.
Theology III – How Do I Become the Best Me?
This course will focus on the Sacred Scriptures and how they came to be by exploring the concepts of inspiration, revelation, composition, and literary form in the context of early Judeo-Christian history. It will integrate a study of Judeo-Christian morality by looking at issues such as character, conscience, value-choice, decision-making, moral principles and moral growth. In the first semester, students analyze major stories of Hebrew Scriptures in order to gain a deeper knowledge of the roots of the Judeo-Christian tradition, creation, exodus, covenant, and revelation. In the second semester, students explore the writings of the Christian Scripture, applying the message to their own lives and studying the person of Jesus.
Theology IV – What Is My Place in the World?
This course, which will focus on the Church in the modern world, will be taught in a seminar style. Students may be able to select from courses such as Justice and Faith, World Religions, the Person of Jesus, Salesian Spirituality, and the Church: Past, Present, and Future.
English
English II – How Do I Stay True To Who I Am?
This course is a survey of American and America-inspired literature with a heavy emphasis on developing writing skills, grammar, and vocabulary. It covers the literature of modern America, exploring distinctive literary voices that have arisen throughout American history, including those of Twain, Dickinson, Douglas, O’Connor, Hughes, Fitzgerald, Melville, and Morrison. Students may read novels such as Huck Finn, Catcher in the Rye, The Great Gatsby, the Narrative of the Life of Frederick Douglas, As I Lay Dying, Native Son, The Things They Carried, The Scarlet Letter, Death of a Salesman, and Beloved. Poetry, various short stories, nonfiction pieces and a Shakespeare play, such as Macbeth or The Tempest, will also be explored.
English III – How Do I Become the Best Me?
This course is a survey of British literature with a heavy emphasis on developing writing skills, grammar, and vocabulary. SAT preparation, begun in the 9th and 10th grade years will continue in this course. Students will analyze literary pieces that may include works such as Canterbury Tales, Paradise Lost, Hamlet, Othello, Frankenstein, Pride and Prejudice, 1984, A Tale of Two Cities, and Jane Eyre. There will be a concentration on poetry and various short stories and nonfiction pieces will also be explored. This course will reflect themes of the Theology curriculum as well.
English IV – What Is My Place in the World?
This course, taught in a seminar style, is based on world literature, with a heavy emphasis on developing writing, grammar, and vocabulary. Different seminars may focus on specific themes in literature around the world whereas others may focus on a particular region. Students will analyze literary pieces that may include Things Fall Apart, The Plague, Crime and Punishment, Don Quixote, The Iliad, The Good Earth, How the García Girls Lost Their Accents, Antigone, and One Hundred Years of Solitude.
Mathematics
Geometry – How Do I Stay True To Who I Am?
Students study the properties, measurements, and relationships of points, lines, angles, surfaces, and solids. Students apply algebraic principals to the study of geometry. The course covers definitions, postulates and formal proofs, geometric principles needed in problem solving, and practice for geometry based problems that appear on the SAT.
Algebra II and Trigonometry – How Do I Become the Best Me?
This course is a comprehensive study of second level algebra and an introduction to trigonometry. Students work with sets, real number properties, linear and quadratic open sentences, and an analysis of polynomial, rational, exponential, logarithmic, trigonometric functions, verbal problems, the complex number system, matrices and determinants, data analysis, logarithms, analytic geometry, and trigonometry. Students practice analytic thinking and problem-solving while using graphic calculators. The course goes into greater depth with rational and irrational numbers, quadratic equations and systems, exponential logarithmic functions, and complex numbers.
Pre-Calculus – What Is My Place in the World?
This course is based on advanced math topics, preparing students for college Calculus courses. The course is a thorough review of algebra with more emphasis on the theory of functions, polynomial and rational functions, inequalities, exponential and logarithmic functions, complex numbers, systems of linear equations, matrices, and determinants. Students study topics including elementary functions and analytic geometry, the binomial theorem, mathematical induction, and parametric equations. Students engage in analytic thinking and problem solving. Some sections may be taught in a seminar format and may include additional topics such as statistics, personal finance, wealth management, financing, and Calculus.
Science
Biology – How Do I Stay True To Who I Am?
This course covers the characteristics of living organisms, bio-chemistry, the structure and function of cells, genetics and human heredity, evolution, the five kingdoms of life forms, selective anatomy and physiology of diverse organisms and the ecological relationships in biological communities. Contemporary issues of human reproduction, disease, health, and environmental integrity are investigated.
Chemistry –How Do I Become the Best Me?
This course develops a foundation of chemical principles with which students can begin to understand the processes that make up the world. To develop these principles students examine such diverse topics as dimensional analysis, quantum mechanics, stoichiometry, periodicity of electron configurations, and the mole concept.
Physics – What Is My Place in the World?
This course explores classical mechanics (motion, energy, and application of forces), wave phenomena (light and sound) and electricity and magnetism. Senior seminar courses may also be available that focus on topics such as human anatomy and physiology, environmental chemistry, geology, forensic science, or global economy.
Social Studies
US History – How Do I Stay True To Who I Am?
This course examines the social and political history of the American people. A heavier emphasis will be placed on the 20th century history because of its relevance and because most students have not had the opportunity to study the more contemporary periods, particularly post-World War II.
American Government/Economics – How Do I Become the Best Me?
This course focuses on the political and economic foundations of the American system of government. Students analyze documents such as the Declaration of Independence, the Constitution, and the Bill of Rights in relationship to issues our government faces. There is substantial integration with both the Math and CWSP programs.
Geography: Global Issues – What Is My Place in the World?
This course will take an issue-based approach to the study of geography. In each major region covered, students will focus on one country or smaller region and a problem to focus on or solve. These issues take the form of political, economic, environmental, moral, social, and religious questions on “current events” in these major regions of the world. The design of the course moves from political and economic issues in the western hemisphere in the first half of the course to more complex social and moral issues in the latter portion. This course will be taught in a seminar style. As we grow, we may offer an additional selection of 12th grade seminar-style courses that may include courses such as Economics, African-American History, Latin American Studies, Modern European History, American History and Film, Middle Eastern Studies, Asian Studies, AP US History, AP Comparative Politics.
Foreign Languages
Spanish II – How Do I Stay True To Who I Am?
This course involves reading, writing, and speaking Spanish. It is a mixture of grammar, literature, and content-based units to improve the students’ reading, writing, listening, and speaking skills in Spanish. Students delve more extensively into intense Spanish grammar in this course. There will be additional components of Spanish II for Heritage Speakers.
Spanish III – How Do I Become the Best Me?
This course involves reading, writing, and speaking Spanish. It is a mixture of grammar, literature, and content-based units to improve the students’ reading, writing, listening, and speaking skills in Spanish. A heavy emphasis is placed in this course on conversational Spanish. There will be additional components of Spanish III for Heritage Speakers.
Spanish IV – What Is My Place in the World?
This course involves reading, writing, and speaking Spanish. It is a mixture of grammar, literature, and content-based units to improve the students’ reading, writing, listening, and speaking skills in Spanish. Students delve more extensively into formal writing and reading in Spanish. There will be additional components of Spanish IV for Heritage Speakers. This course is taught in a seminar style with a focus on Latin American Literature.
Christian Service Program
By the end of the senior year, students will be expected to complete at least 60 hours of service. Service learning components may be integrated in certain courses and various opportunities that correspond with the yearly theme will be presented to the students during their four years.
Assessments
We are creating a learning environment in which students and teachers are constantly measuring their performance and progress against clear outcomes and standards. The standards that we will use are David Conley’s Knowledge and Skills for University Success (KSUS) standards. In an initial diagnostic evaluation, students will take Conley’s checklist assessment at the beginning of the ninth grade year. This is not meant to intimidate students by what skills and knowledge they do not yet have but is intended to set a tone and culture of constant growth and assessment. With faculty and students knowing, from the outset, where they need to be at the end of their four years, we will be able to grow at a pace that will allow them to meet each and everyone one of Conley’s standards. We will emphasize comprehensive assessments such as student portfolios, teach-led critiques of college-readiness, and rigorous assignments and programs of study that allow students to develop the habits of mind, academic skills and behaviors that will lead to post-secondary success.
Expectations will be clear and high and both students and teachers will be expected to work together to ensure that each student is college-ready. The school will have a standardized writing handbook and policy, standardized syllabi, and a cohesive grading system in order to help make expectations clear. Traditional forms of assessment (the Iowa Test of Education Development, the PSAT, and SAT) will also be used complementarily to assess progress and prepare students for a variety of testing challenges ahead.
We have begun by adopting exit standards (the KSUS standards) and we will develop a series of passage ceremonies and culminating activities that will demonstrate our progress toward meeting these standards. Twelfth grade classes will be conducted in a seminar style, in order to prepare students for the unique challenges of college level courses and to provide an effective forum for comprehensive assessment. Over the course of their four years, and with the culminating project for each seminar, students must demonstrate they have met each of the KSUS standards in order to complete our college preparatory curriculum. They must also demonstrate how they answer the challenge: Be who you are and be it well. Our student portfolio and advisory system will aid this process.
Student advisories will take place every Monday during the lunch hour. Each student will be assigned an advisor who will assist students with various tasks such as the high school transition, study skills, and college preparation. The advisor will be the main contact for the student portfolio and will aid the students in assessing progress, making goals, and developing as a whole person in order that they might be who they are and be it well.