CURRICULUM GUIDE 2023-2024
Bridges Academy Online Core Curriculum
ENGLISH
ENGLISH 9/10
In this course we’ll read three groundbreaking novels: Frankenstein, Dracula, and The Hound of the Baskervilles. Respectively, these books established science fiction, horror, and mystery as literary and artistic genres. We’ll combine historicist and formalist approaches as we read and interpret them, and we’ll talk a lot about the ways that they established familiar tropes and expectations, as well as the ways that contemporary art reacts to and reimagines the traditions they established.
In the course of our reading and discussions, we’ll learn about the fundamentals of reason (logic), rhetoric, and the law as an organizing structure for modern society. If it seems weird to you that logic and the law are part of what we’ll learn when reading stories about imaginary monsters, you’re already understanding one of the weird but fascinating things about gothic and mystery stories! Each novel is fairly short, so expect to also watch tv/film treatments, snippets of video playthroughs, and perhaps even play game versions of each story over the course of the year.
ENGLISH 11
In this course we’ll read fiction, memoir, essays, and historic documents; we’ll look at visual art, listen to music, and watch videos. Each copernimester we’ll read one long-form work and one or more shorter pieces (essays, short stories, poems). Since this is a course in American literature, we’ll be focusing on the role and experiences of African Americans. There are a number of important reasons for this:
• The Black experience is foundational to American history and identity - but this fact is seldom acknowledged or, at best, mentioned only in passing.
• In my opinion, Black American writers are doing some of the best contemporary American writing out there.
• Problems, questions, and arguments about the role of Black Americans within American politics, culture, and law are among the most controversial issues in 21st-century. America despite the fact that slavery was declared illegal in this country over 150 years ago.
You may have noticed that each of these statements is highly debatable! Thinking and talking about why that’s the case is part of what we’ll be doing in this course.
ENGLISH 12
This course will prepare you for college: college-level writing, college-level research, and college-level bureaucracy. We’ll write a 7-10 page research paper, read Shakespeare (Macbeth), learn about college communication norms and accommodations management, and prepare personalized reference materials for our colleges of choice. “But I’m not going to college, I’m going to work instead!” No worries! The skills we’ll learn in this course are useful in a lot of “real world” scenarios. Research skills, including documenting your research, are invaluable. Being able to read and analyze Shakespeare is important cultural literacy and great training in reading challenging writing and analyzing narrative. Knowing how to communicate professionally, manage accommodations, and keep track of important information in complicated institutions are all important adult skills.
WORLD HISTORY
World History 9 is organized by themes and addresses the ways leadership, trade, innovation, religion and philosophy impacted ancient and medieval societies. There will be a clear and consistent inclusion of non-western cultures so that the cultural pluralism of our present world can be better appreciated.
US HISTORY
Welcome to BAO US History, a course where we’ll be examining the story of the United States from a number of perspectives. Starting with foundational documents to utilize as a lens, students will trace the history of this great and complex nation, and observe the shifting social, economic, and political frameworks implemented. What are the promises of this nation, what are the lessons learned, and how can our students, as future actors on the world stage, learn from our history to shape our shared future?
ECONOMICS + GOVERNMENT
Politics can be defined as a moment when a group of people comes together to transform an aspect of their society. In Ancient Greece, the philosophers Plato and Aristotle describe humans as essentially political animals. Through living in association with one another and taking concern with the common good, humans gain the attributes of speech, law, action, moral judgment, and ethics. Economics can be defined as the study of how limited (or scarce) resources are distributed throughout a society. In this examination, the economist asks what goods and services and how much of each to produce (how to produce, for whom to produce, and who owns and controls the factors of production). Through the lenses of Economics and Politics, students will aim to discover and articulate their unique perspectives concerning large and sometimes overwhelming structures that dictate their lives and the organization of our society.
ART OF WAR
Welcome to The Art of War, a course where we’ll be looking at the utilization of media through Western History. This class will be focusing on hierarchies of power and systems of information, and how said powers have used information in order to influence the behaviors of populations. Through media such as government propaganda, religious doctrines, and fine arts, all the way to commercial advertisements, a war of information is being waged as an undercurrent to human history. Understanding this battlefield, and the influence it has had on our society, is key in navigating our contemporary, information driven world.
MATH (students place into any of the following courses):
ALGEBRA 1
Algebra is often called a gatekeeper course because it opens the door to all other areas of study in mathematics. This course provides a comprehensive teaching of the fundamental aspects of problem solving. Major topics of study include evaluation of algebraic equations, exponent rules and manipulation, polynomials, solving and graphing linear equations, solving and graphing two variable inequalities, solving systems of equations, radicals, word problems, solving and graphing quadratic equations, and factoring.
GEOMETRY
The foundational math+ course is an introduction to algebraic thinking and a review of fundamental operations. The course helps students develop mathematical study skills, practice new learning
strategies, and emphasizes the concepts necessary to be successful in Math throughout their academic careers. Students will practice solving problems with addition and subtraction, gaining foundations for multiplication, understanding place value, estimation, measurements of lengths in standard units, working with money, telling time from analog clocks, representing and interpreting data, geometric measurement regarding perimeter and area, and developing an understanding of fractions as numbers. As we move through the various topics, students will be provided with all the necessary scaffolding and differentiation needed to succeed in class.
ALGEBRA 2
This course is designed to build on algebraic and geometric concepts. It develops advanced algebra skills such as systems of equations, advanced polynomials, imaginary and complex numbers, quadratics, and concepts and includes the study of trigonometric functions. It also introduces matrices and their properties. The content of this course is important for students’ success on both the ACT and college mathematics entrance exams. Students who complete Algebra II should take Pre-Calculus next.
PRECALCULUS
In precalculus, students begin by reviewing algebra concepts such as radicals, solving equations, and inequalities. Then, they’ll move into functions, polynomial and rational functions, and exponential and logarithmic functions. Students will use the calculator more and more as an integral tool to learning and applying mathematics. Further, they’ll learn to express themselves in the language of mathematics and improve their problem-solving skills.
CALCULUS 1
A typical problem-solving technique involves formulating a problem, simulating it with a mathematical model, solving it in the context of the model, and then reinterpreting the solution in the original context. Mathematical models often take the form of functions or equations and solutions are often accessible by using the techniques of calculus. The fundamental tools of calculus are the derivative and the definite integral. Derivatives are used to solve problems involving rates of change, e.g., problems dealing with velocity, acceleration, or marginal cost. Definite integrals are used to solve problems involving entities that can be subdivided into infinitesimally small but tractable parts. In this course students are expected to develop a working knowledge of differential calculus, an understanding of the basic principles of integral calculus, and an appreciation of the significance of the surprising relationship that exists between these two segments of calculus.
CALCULUS 2
The great importance of calculus is quickly noticed by taking a look at the number of fields that use calculus to solve important problems. Calculus is used to solve everything from biology problems to economy problems. Problems monitoring the dynamic changes of biological samples, all kinds of optimization problems, and economic problems involving the interest rate need calculus to be solved. Besides the significant aspect that this part of mathematics helps in development of an analytical mathematical thinking, calculus proves its effectiveness by solving real, practical problems. Calculus II will introduce students to a variety of new techniques of integration, to some applications of integration, and to sequences and series. Students will be expected both to become proficient with basic skills and to demonstrate an understanding of the underlying principles of the subject. Students should expect to make appropriate use of technology in this course. Knowledge of Calculus I will be assumed, in particular knowledge of the rules and concepts behind differentiation and basic integration.
BIOLOGY
Students will cover a variety of Biology concepts including cell biology, organism taxonomy and physiology up to and including human biology, and interactions those organisms have with each other. This class also includes a physical lab portion where students learn lab procedures and how the scientific method applies to real life situations. The class will culminate with the presentation of a year-long project on a species of the student’s choice.
CONCEPTUAL PHYSICS
Physics is the most fundamental scientific discipline. It is the rigorous examination of cause and effect. It is the application of mathematical language and theoretical models to the physical world. To that end the explanation of the properties and behavior of all observable or measurable natural phenomena are deduced, induced, and produced. This course will serve as a deep-dive inquiry into the meaning, nature, and practice of physics. This class will be driven by a few simple questions: What is the language of physics, and how are rigorous physical principles and concepts developed, defined, and then used in their respective fields? We will approach this in a couple different ways. Students will read selections from Richard Feynman’s famous lectures on physics concerning the nature of science, and begin to learn what it means to think like a physicist. They will be exposed to the conventional practice of learning classical mechanics. Here, they will use and then apply the mechanical definitions of motion and of forces to describe the behavior of moving objects and the causes of their motion. On another front, students will perform investigations into the history of science, ancient and modern, and will examine through their research the process of how theories, laws, and ideas are and have been developed throughout the course of time. One area students will learn about is the history of the field of modern cosmology, and about why this field of research is a perfect case study for the way in which scientific theories and fields advance into from older to newer paradigms of knowledge and understanding. In addition, students will have the opportunity to learn the application of various physics concepts through an assortment of hands-on engineering projects.
CHEMISTRY
With an emphasis on developing skills in reading, writing, research, and problem solving, students engage with chemistry-focused learning prompts, questions, readings, laboratories, and challenges. The majority of students’ written work is in the form of a reflection upon the learning process with an emphasis on applied chemistry. At least four laboratories are conducted per term in this course. The laboratories are held on Fridays.
ASU EARTH + SPACE SCIENCE
Habitable Worlds, teaches science concepts and scientific thinking by engaging students in the scientific search for an answer to the question “Are We Alone?” This is a cutting-edge question in modern science. It is at the heart of an emerging area of science called astrobiology which has become a major focus of space exploration. Using the “Drake Equation” as a lens, the course focuses in particular on the possibility that life may exist on worlds orbiting stars other than the Sun (“extrasolar planets” or “exoplanets”). It does so by walking through topics including the origin and properties of stars and planets, the history of life, and the sustainability of civilizations. Students explore techniques used by scientists and apply these concepts to their own simulated search for habitable worlds. The course is 4 credits and can be used to satisfy your general studies SQ requirement. As such, you should expect to invest some serious effort. You should also expect to encounter some math, and basic science concepts. The course is geared to the freshman level but assumes basic mastery of pre-college math and science in line with Arizona standards. Depending on your background, you may need to brush up a bit, and to budget your time accordingly. Habitable Worlds
is an innovative course with a format different from most online courses. It is built around interactive activities with rich adaptive feedback. These are not videos or simple readings and quizzes. Usually they are problem-solving activities through which you will be introduced to key concepts, and master them, in a question-driven “learn-by-doing” approach. Often they will be designed around game-like simulations that you can manipulate, or virtual field trips that you can explore. In some ways, these activities and the Project can feel like a serious game! That’s not an accident: That’s in fact how the pursuit of science feels to professional scientists. Just like real science, Habitable Worlds can be challenging fun, but just like real science - or like any serious game - you can’t just skip through and expect to succeed. We know from the thousands of students who have taken this course before you that students who start each lesson early and who do them in the recommended order do very well. Typically, 40 - 50% of the class earns some form of “A” or “B” grade! This is a class that really rewards you for the time you put into it. But you have to give yourself the time. Please plan to do so!
WORLD LANGUAGE
SPANISH 1
Spanish 1 is an introductory course for students with little or no background in the Spanish language. The goal of this course is to help students to develop the ability to communicate in Spanish and understand basic Spanish as well as fostering an understanding and appreciation of the diversity of the Spanish speaking cultures of the world. A strong emphasis is placed on using the language in a practical situation, while also helping students to grasp the basics of Spanish grammar, syntax, and morphology. Students will be exposed to basic grammar and vocabulary and cultural facets of Spanish/Latin cultures.
SPANISH 2
Spanish 2 is a class designed for students who are at an early intermediate level or students who have had one year of Spanish classes. The emphasis in this class is on speaking, reading, writing, and understanding Spanish through different hands-on projects and activities. Throughout the school year, students will gain comprehension and practice of basic vocabulary, cognates, sentence formation, and general grammar structure such as regular and irregular verb conjugation and different forms of past, present, and future tenses. In this project-based class, students will be using the Socratic method to share information, learn from each other, and discuss different aspects of the Spanish speaking culture.
SPANISH 3
Spanish 3 is an intermediate to advanced course for students with approximately 2 years background in the Spanish language. The goal of this course is to help students to strengthen the ability to communicate in Spanish, while at the same time continuing to experience the richness of the Hispanic culture. A strong emphasis is placed on using the language in any given practical situation, while also adding more complex grammatical structures to their oral and written speech. Subjunctive and indicative mode will be used interchangeably as well as present, past and future tenses.
SPANISH 4
Spanish 4 is an advanced course open to students who have obtained a B grade in Spanish 3. The course is in the form of literature survey and taught exclusively in Spanish. Students are expected to read fiction, poetry, and non-fiction works noted by Spanish and Latin American authors. It is assumed that they have already learned grammar and have acquired skills in speaking, writing, reading, and understanding Spanish. Therefore, the curriculum for this course is designed to refine, perfect, and enhance these skills as well as to instill in them a love of modern Hispanic literature while aiding them in their very real desire for self-expression.
BADGES/YOUNG EXPERT PROGRAM
The Young Experts Program (Badges) is a highly personalized learning model that invites students to explore a chosen topic as they develop skills in critical thinking, communication, collaboration, and creativity. The scope of all Badges work is interdisciplinary and asks students to: gain comprehensive knowledge of a topic; consider sources; replicate experiments, make logical connections, and verify results; synthesize points of data to create new theories or inventions; generate recommendations.
SEMINARS
JUNIOR + SENIOR SEMINAR
These classes are dedicated time for tasks such as gap year research and college admissions essay writing, ensuring students are well-equipped to identify and meet their post- secondary goals. Both seminars are designed to provide indispensable support and assistance, ensuring a smoother transition for our students, whether they’re headed to college or exploring other post-secondary opportunities. By the conclusion of the course, students will receive comprehensive instruction and guidance on how to effectively highlight their skills and experiences for college applications and potential employers. They will also gain valuable insights into the process of crafting compelling college essays and resumes, as well as understanding the crucial connection between executive functioning skills and career readiness.
SEL SEMINAR
In SEL Seminar, students explore essential questions like, how can we better understand ourselves through the lens of our strengths so that we can develop a strong sense of self? And, how can we leverage our strengths to improve areas of our lives? We’ll learn how to take other perspectives, problem solve in a group setting, set achievable goals, give helpful feedback, and understand how our character and beliefs shape our worldview.
ELECTIVES
DESIGN PRINCIPLES
The Design Elective, or Design Principles, focuses on a multi-faceted introduction to the types of ideas, processes and skills within a number of the main design disciplines. We will thus develop an understanding of, and skills within, the Graphic Design, Industrial Design and Architectural Design disciplines, respectively, spending approximately one half on 2D study and one half on 3D study. Students will learn how to think both analytically and creatively within each discipline, utilizing inventive problem solving to come up with unique ideas and unique methods for execution. Though students will build concrete and highly measurable technical skills, a great deal of open-ended design challenges will be posed to them that will require a high level of self-direction, resourcefulness, self-teaching, cognitive flexibility, self-regulation and perseverance. Developing these important social-emotional skills in tandem with the technical and creative ones will form the backbone of the program. The curriculum for the term is subject to adjustment and adaptation as the class progresses.*
DRAMA
Students will be given different tasks to help better their understanding of how tone and emphasis on words differentiate the meaning of what they are saying. We will also add elements to help them get into a different characterand sympathize with a character they may be playing. All of this will culminate at the end of our course in a performance of the students’ choosing.
ECOLOGY
This class will take students on a deep dive of the creation, maintenance, and development of ecosystems. Students will learn how various biotic and abiotic factors cause either change or stagnation in an ecosystem and how that affects others in the biosphere. They will also use this information to explore scientific resources and see how past ecosystem activity is used to predict future changes and discuss current ecological topics. Throughout this class, students will also be guided through finding and participating in a community science project where they can collaborate with others to make a difference on a local or global scale.
MUSIC + THE SELF
Music and the Self is a class exploring our personal experiences of music. We will look at the ways that different styles of music can resonate with us both as individuals and as a group. Over the course of the semester, we will focus on investigating and learning about specific genres, but the class will also follow the threads of interest unique to you (the students in the class). The class will be built around listening to music and exploring our experiences through self- reflection, sharing, research, and interactive creative activities. The semester will be split up into three main segments: 1. Music Foundations /The Self; 2. Survey of Music; 3. Final Project.
NARRATIVE DESIGN
Welcome to Narrative Design, where we’ll be doing a deep dive into the structure of stories. In this class students will gain aesthetic literacy skills, dissecting the stories they love, and then apply those new skills to the construction of making more stories, for others to love. We’ll be examining how stories connect to human psychology, influence culture, and help us grow as individuals, and working with intent to bring our own sentiments to life on the screen or page.
SUPPORT
ACADEMIC SUPPORT + ADVISORY
All students need support. Whether it is to promote growth in a specific area, to help navigate complex social interactions, or to cultivate strengths, interests, or gifts, our Academic and Advisory (ASA) program provides students with the support they need to reach their full potential. Students meet in ASA with their advisor regularly each week for guidance related to their workload, social and emotional development, and other critical aspects of their educational experience.
AFTER-SCHOOL MATH SUPPORT
After school math support offers personalized assistance and skill development in mathematics for all BAO students. Held Monday through Thursday, this ungraded class provides one-on-one support tailored to individual needs, including homework assistance, concept clarification, and reinforcement of fundamental skills. Students benefit from dedicated time to address math assignments, strengthen their understanding of key concepts, and enhance their problem-solving abilities.