MIHS-CLUSTERS(EVOLUTIONS AND REVOLUTIONS)

Global Studies
	FALL		SPRING
I.	Medieval Europe. Study of transition between Fall of the Roman Empire and the Renaissance. Native country research written in native language. Skits based on King Arthur stories. Computer research and presentation on aspects of medieval life. Practice with research and study skills. Field trip to Cloisters Museum	I.	World War I Map-making activities that explore the changes in Europe
II.	*Renaissance* Art history study Research paper on an influential Renaissance artist. Field trip to the Metropolitan Museum of Art	II.	*World War II* Unit based on Facing History and Ourselves curriculum.
III.	*French Revolution* Exploration of the causes and effects of the French Revolution Back to Top	III.	*Third World Revolutions: case studies, China and India* Study of the causes and effects of revolutions. Major research project of students� choice, focused on topics of study this semester. Comparison and contrast of two revolutions. Historical fiction accounts written by students to understand the individual�s experience of political revolution
Biology
	FALL		SPRING
I	Introduction to biology/themes in biology. Molecules (characteristics of living things.) LAB: What is living? Recognizing life. How Organisms interact (Food chains/producers/autotrophs/herbivores. Symbiosis projects. Energy requirements Field trip to Prospect Park Wildlife Center	I	Biochemistry/introduction to Organic principles in basic chemistry. Presentations on organic molecules. LAB: Biologically important compounds
II	Classification Learning microscope use LAB: How are things classified Classification of life/5 kingdoms LAB: Learning to use microscope LAB: how to determine size under the microscope Introduction to Monerans & Protists LAB: Study of Monerans & Protists	II	Cells/ Cell structure/body systems LAB: Prokaryotic and eukaryotic cells Cell structure project Origins of cells/origin of eurkaryotes. Cellular respiration (5.ld,e.) Cellular organization: Cells and organ systems Frog dissection
III	Scientific methods Minilab: Observation skills How to design an experiment How to write a lab report Graphing LAB: Investigating mold growth Introduction to the fungi	III	Portfolio Project (Inquiry 1,2,3) LAB: Investigation on the effects of antibiotics upon bacterial growth. Monerans and antibiotics
IV	Portfolio project How to conduct research Trip to Public science library LAB: investigating the effect of different materials on plan growth. Plant biology: photosynthesis - structure and function	IV	DNA/Genes/Chromosomes DNA Structure Translation of DNA into protein LAB: Extraction of DNA from cells Project: DNA Virus: Research paper
V	Evolution Science & Religion Darwin Project/Film: Voyage to the Galapagos. LAB: Natural Selection Project: Natural selection storybook Human evolution/research paper Trip: Museum of Natural History Evidence of evolution Minilab: Analogous and homologous structures	V	Reproduction: Mitosis/Meiosis/Cancer LAB: Time for the Cell cycle Asexual and sexual reproduction/fertilization LAB: how the parts of the flower are adapted for reproduction. Human reproduction. Film: The Miracle of Life
		VI	Genetics-Heredity: Mundeleian principle of genetics, using Punnet squares. Recombinant DNA technology LAB: Bacterial transformation
	Back to Top	VII	Ecology Symbiotic relationships Film: The Birds and the Bees Biodiversity/Endangered species Human impact on biosphere
English
Exploration on the effects of different types of evolutionary and revolutionary change. Student will become familiar with literary elements and techniques, such as plot, conflict, setting, characterization, metaphor, simile, allusion, irony, symbolism, stream of consciousness, etc. In accordance with the new English Language Arts standards, the interdisciplinary English component of this cluster will address the four skills: Reading, Writing, Listening and Speaking. Students will learn language for information and understanding, language for literary response and expression, language for critical analysis and evaluation and also language for social interaction.
	FALL		SPRING
I	*Poetry Workshop* Students listen to, read, and analyze a variety of poems written by a number of poets including: Frost, Hughes, Giovanni, Whitman, Dickinson and Shakespeare. Students will present their analyses to the class on a poster format and also write a literary essay comparing and contrasting two poems.	I	*Autobiography Project* Students produce their own autobiography, containing personal goals, past history and present and future plans. Each segment must establish a setting, point of view and conflict or plot.
II	*Personal Poetry Anthology* Students read and analyze for their anthology, including English and American poetry, native language poetry and original poetry	II	*Novel Book groups (World War I and World War II)* Students will be grouped by English proficiency levels and read their novel. The groups will then respond to the novel by researching the historical context of the novel also distinguishing between facts and fiction. Students will participate in group discussions and then present their interpretation to their peers. Students will need to draw on their personal experiences and prior knowledge to help them comprehend and interpret these readings related to major world conflicts. They will also research the social, historical and cultural background of the authors to better write a literary criticism of the author�s approach
III	Romeo&Juliet: Students read the play and learn about Shakespeare�s time and theater. They will write their own scenes and perform them before their classes.	III	*Diary of Anne Frank Project* Students will read the diary, keep journals and exchange part of it with peers. Students give a comprehensive group presentation of their research project related to this subject (Sources: Holocaust survivors, Resistance Movements, News watch on Human Rights, etc.) Students will also critique each other�s presentation and write their own literary essay.
IV	*New York Time Project* Students learn to make logical, fact based arguments to support their point of view on a variety of topics by reading the New York Times They will respond to articles by writing opinion pieces and letters to the editors.		Back to Top
V	*Digital Newsroom* Students create their own digital newsroom with a partner. Students will write feature articles for the Times and a native language newspaper. They will scan their paper onto Microsoft PowerPoint and present their newsroom articles via PowerPoint Back to Top
Music
	FALL		SPRING
I	*Listening critically to music* Students are exposed to a variety of styles of music, including religious music from many nations represented on our student body.	I	*Brooklyn Academy of Music Jazz program* A professional musician from BAM will lead a seven-week workshop on the history of Jazz--the unit will culminate with a performance by Vernon Reid, at BAM
II	*Music Theory &* Composition Using electronic keyboards, students will learn basic music theory and compose simple songs with words garnered from the poetry unit in this cluster�s English class	II	Students will study the history of western classical music and the evolution of the Baroque, Classical and Romantic genres.