11th Grade Team

 

11th Grade Team Wiki

http://classicalteam11.wikispaces.com



Mr. Lou Lestini (lestl001@hartfordschools.org)

American Literature

While keeping in mind our literary forefathers, the crux of the American Literature course is to scrutinize selected contributions that Americans have had to the literary canon.  In doing so, we will examine what it means to be an American as well. The major pieces of literature are:  Macbeth by William Shakespeare, The Trojan Women by Euripides, Modernist Poetry Unit, The Harlem Renaissance Jigsaw Unit, The Great Gatsby by F. Scott Fitzgerald,The Woman Warrior by Maxine Hong Kingston, The Crucible by Arthur Miller, and Adventures of Huckleberry Finnby Mark Twain. Of additional importance is the continued honing of college-ready writing and critical thinking skills.  The essential questions for the American Literature course, as aligned with the English Department at Classical Magnet school, are:   What is a hero?; What is the American Dream?; and How do the experiences of women differ from those of men?

 

Emily Goetz (goete001@hartfordschools.org)

 The focus of each course is to improve your fluency in Latin. Fluency will be assessed based on accurate analysis of grammar and structure, accurate synthesis of translation and accurate reading comprehension.

 Latin II: Cambridge Latin Course: Unit 3, Stages 21 - 29 Students learn to read increasingly more complex Latin prose through expanded vocabulary and grammar study. Students continue with their study of the cultural, military, and social history of Roman Britain and the city of Rome itself.

 Latin III: Cambridge Latin Course: Unit 3, Stages 30 – 34; Unit 4, Stages 35 – 40 Students complete the study of Latin grammar and reading fluency. A significant part of the course is devoted to the study of the cultural and social history of the early Roman Empire.

 Advanced Latin - Republic:  In this course, students systematically review grammar covered in Latin I-III while reading selections from Latin prose and poetry of the Late Republic. For the first semester, the focus is on the art of Latin oratory, including the formal aspects of forensic orations and the application of rhetorical devices through the study of Cicero’s Pro Archia Poeta Oratio.  For the second semester students will continue to interpret figurative language and learn to analyze the metrical structures of Latin lyric poetry through the works of Catullus.

Mr. Mark Prelli (prelm001@hartfordschools.org)

Algebra II

Textbook Used: Advanced Algebra Tools for a Changing World : Prentice Hall

Additional Items: Graphing Calculator Ti 84 plus or Ti 84 plus silver edition - can also get the color edition, since it makes it easier to see the differences between graphs.

Students start the year by studying functions and relations. Students then begin their study of non-linear functions to include: quadratics, polynomials, exponential, logarithmic and rational functions. Students will be able to analyze data and describe the shape of the data points as they relate to any type of function that they have studied in the year.  A focus on real world applications will be brought to bear whenever possible.

Pre – Calculus

Textbook Used: Finney, Demana and Waits.

Additional Items: Graphing Calculator Ti 84 plus or Ti 84 plus silver edition - can also get the color edition, since it makes it easier to see the differences between graphs.

Students start the year with the study of polynomials and the various methods needed to find all the solutions to polynomials. They will also learn about Pe^(rt) and compounding interest, as well as exponential growth and decay.  Students then start their study of trigonometry from the basic functions sine, cosine, and tangent. They will study the inverse functions secant, cosecant, and cotangent. They end the year with the study of trigonometric identities which will get them ready for the concepts in calculus.  If we have any extra time, students will also learn the first chapter of the calculus textbook (see below).
AP Calculus

Solutions manual: http://www.aisd.net/aisd/LinkClick.aspx?fileticket=E3q2QYa0FoE%3D&tabid=4425&mid=10058

Additional Items

Graphing Calculator Ti 84 plus or Ti 84 plus silver edition.  If students are financially able and willing, I suggest a TI Nspire CAS.  CAS stands for computer algebra system, and the calculator can do most calculus functions for you, which saves time on the AP exam, should students decide to take that.  The color is even better, and you can get them with batteries that are rechargeable so you don't have to worry about having 4 aaa batteries.

Students start the year with the study of limits both finite an infinite. They will then study derivatives and anti-derivatives and apply these concepts to solve real world applications. They will then study definite integrals and the applications of integration to real world problems. They will finish the year with the study of improper integration


Mr. Tom Holloway (hollt001@hartfordschools.org)

11th Grade: Physics

Physics students will be studying of matter and energy.  Students will be studying such diverse topics as: kinematics and mechanics, the energy conservation laws, thermodynamics and the mechanical equivalent of heat, electricity and it’s relation to magnetism, power, waves and their relationship to sound and light, and planetary astronomy.  This course will integrate these and other topics into real world scenarios and problems.

This is a laboratory-based course, and as such, the majority of a student’s grade will be derived from lab reports written as result of discoveries made through experimentation.  Students will learn the critical thinking requirements of data analysis and be able to draw appropriate conclusions from that analysis.  Students will learn and be utilizing various forms of technology and the TI graphing calculator for data collection and analysis.

This course reinforces the concept of mutual student cooperation and teamwork through the use of small, diverse laboratory learning groups.  Physics is also college preparatory; students are expected to perform with the professionalism required at institutions of higher learning. 


Mr. Jeff Hoberman (hobej001@hartfordschools.org)

11th Grade Twentieth Century U.S. History

How do citizens interact and work for mutual benefit despite widespread economic, cultural, political and social differences? What is imperialism and how do nations develop into empires? How should citizens react in times of national crisis and need? How do subcultures within the population grow and change over time? How are citizens’ rights redefined over time? How – if at all – should citizens protest the national agenda? These questions frame the 11 th grade United States History course at Classical Magnet School. In this course, students examine the major social, political, cultural, scientific and economic events of the past one-hundred years of American history. Major events of the twentieth century are examined: immigration, industrialization and social reform, gilded age politics, the age of expansion and imperialism, the progressive era, American involvement in World War I, the Harlem Renaissance, the Great Depression, World War II, the Civil Rights Movement, The Cold War and the Vietnam War. Classic ideas are emphasized throughout; students examine justice, citizenship, greed, labor, capital, progress, empire, rebellion, renaissance, power, corruption, democracy, freedom, altruism, generosity, intervention. Throughout the course, students refine their research and analytical writing skills, working to create clear, well-articulated and intellectually rich essays and research papers