EAGLE ACADEMY NEWARK ACADEMIC OVERVIEW
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Eagle Academy for Young Men of Newark takes a holistic approach to educating and nurturing young men of color. Our goal is to ensure that each Eagle Academy Newark Scholar is successful in the classroom and in life. Additionally, we provide the resources so that our young men can achieve their promise as productive citizens, family members and engaged citizens of the city of Newark.
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CREDIT ACCUMULATIONIn order to be promoted to the next grade level you MUST accumulate a minimum amount of total credits at the
end of each year:
**Note: Even if you have 130 or more credits at the end of your Senior year, you MUST meet ALL of the District Graduation Requirements in order to receive a High School Diploma |
Satisfying Assessment Graduation Requirement
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HIGH SCHOOL ELECTIVE CRITERIA
"Eagle Academy for Young Men of Newark is committed to challenging our scholars to succeed academically."
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S C I E N C E : F O S S K I T S
FOSS is a research-based science curriculum for grades K-8 developed at the Lawrence Hall of Science, University of California, Berkeley. FOSS is also an ongoing research project dedicated to improving the learning and teaching of science. The FOSS project began over 25 years ago during a time of growing concern that our nation was not providing young students with an adequate science education. The FOSS program materials are designed to meet the challenge of providing meaningful science education for all students in diverse American classrooms and to prepare them for life in the 21st century. Development of the FOSS program was, and continues to be, guided by advances in the understanding of how people think and learn. |
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Humanities: Reading Like a Historian
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues. They learn to make historical claims backed by documentary evidence. PE/HEALTH |
The state requires that all students participate in a comprehensive, sequential, Health and Physical Education program that emphasizes the natural interdisciplinary connection between wellness, Health and Physical Education. The standards provide a blueprint for curriculum development, instruction, and assessment for effective Health and Physical Education programs. The primary focus of the standards is on the development of knowledge and skills that influence life-long healthy behaviors within the context of self, family, school, and the local and global community. The 2014 revised standards incorporate the current thinking and best practices found in Health and Physical Education documents published by national content-specific organizations.
TPR Storytelling is a method for teaching foreign languages that was invented by Blaine Ray, a Spanish teacher in Bakersfield, California, in 1990. Concerned that his students were disinterested in the unexciting process of learning a language from a textbook, he began to use James Asher's Total Physical Response to teach Spanish. Asher says that students acquire their second languages as they acquired their first languages. Our students learn as babies learn. Therefore, we should not expect them to produce the language before they have had an ample amount of time to listen to it. Blaine experienced great success, and the students began to be excited about his class. Although TPR has been the most effective method for acquiring a second language since it was invented in the 1960s, Blaine found that after hitting the "TPR wall," he was unsure of what to do to move from the imperative to the narrative and descriptive modes of speech. He found that changing from commands to the third person singular allowed him to tell stories, a long-term memory technique. He found that asking the students to act out the parts of the characters in the stories preserved the highly effective physical element that had been so powerful in Classical TPR. As the technique was developed over the years, it became an all-encompassing method and methodology. The method combines Dr. James Asher's Total Physical Response (TPR) with Dr. Stephen Krashen's language acquisition strategies, allowing us to teach grammar, reading and writing along with vocabulary.
