HIGH SCHOOL AT PSC
Park Slope Collegiate's grade teacher teams are listed below. Check back here for more specific details about the academic courses offered in our High School.
Ninth Grade Sample Daily Schedule:
Global Studies; English Language Arts; Algebra or Geometry; Living Environment; Physical Education (Gym, Swimming, Volleyball or Health); Arts Elective (Either Guitar or Studio Arts); Spanish I
Weekly: Circles Meeting
Global History I & II, Mr. Kuranishi, Ms. Konrad, and Ms. Tiffany
History is the study of how human beings change the world over time. To understand today’s world, it is essential to understand what came before. Modern societies are rooted in past civilizations. In Global History I & II, students will explore human history from the beginning (prehistory) through the first global age. We will learn about ancient civilizations and empires, world religions, and the expansion of exchange between different societies and cultures. In this course, students will analyze evidence and use it to defend a position, both orally and in formal writing, as well as expand their knowledge of the world and consider how history has influenced our current society.
Tenth Grade Sample Daily Schedule:
Global Studies; English Language Arts; Geometry; Chemistry ; Physical Education; Either Guitar or Studio Arts; Spanish I or II
Weekly: Circles Meeting
10th Grade English, Ms. Croteau Vega and Ms. Stubenhaus
The curriculum for 10th grade ELA is diverse in both reading and in writing. We will read classic as well as contemporary literature. We will challenge ourselves and we will enjoy ourselves. There will be practice in formal writing and also opportunity for creative writing. Additionally, we will work on our listening and speaking skills through spoken-word poetry, class discussions and seminar. Our ongoing partnership with the Atlantic Theatre Company will continue this year as we build on to what students experienced in ATC in their 9th grade class. I truly hope that all students find parts of this class that excite them, and I am always interested in adjusting the curriculum in response to student interest and input as we all learn together! We will work to make the classroom as student centered as possible. While still making sure students learn all of the skills required by the Common Core Standards, I aim to reach every individual’s unique learning style and personal preferences. As much as possible, students will have choice in how to demonstrate their understanding of what they have learned. We will strive to see the world through an open-minded, holistic, and multicultural lens. We will use the language arts to help us come closer to answering our year-long essential question: How can we integrate reading, writing, speaking, and active listening into our lives in ways that will help us become more insightful and compassionate citizens of a global society?
GLOBAL HISTORY III & IV, Mr. Treece, Ms. Konrad, and Ms. Tiffany
This year in Social Studies students will be taking the second half of the two-year Global History Course. In this survey Regents course, we will cover a lot of historical content that students will be responsible for remembering. However, we will be guided by central themes to help us make sense of this history. First semester, we will study new schools of thought that transformed the world, revolutions (both political and economic/technological), the growth of imperialism, the emergence of the modern world and the conflicts that led to its First World War. Second semester, we will explore the changing globe through a Second World War, a Cold War, human rights abuses, fights for freedom, new technology and globalization. While to some extent, we will study the history of the world from the perspective of nations, states, and leaders, we will also look carefully at the viewpoints of the “people.” As historian Howard Zinn writes, “we must not accept the memory of states as our own.” We will examine the moments in history in which individuals and groups stood up and changed the world around them. Throughout our study, we will consider how history has influenced our current society, and we will look to the future to reflect upon what kind of world we want to live in and how to make that vision a reality. In this class, students will be required to think critically. They will ask high-level questions, make connections and applications. Furthermore, students will analyze evidence and use it to defend a position, both orally and in formal writing.
Eleventh Grade Sample Daily Schedule:
U.S. History; English Language Arts; Algebra II / Trigonometry or Pre-Calculus; Physics; Physical Education; Arts Elective (Either Guitar or Studio Art); Spanish II or III or Spanish Film
Weekly: Circles Meeting
11th Grade U.S. History & Government Course, Ms. Konrad & Ms. Vojtek
This year in U.S. History and Government, we will examine the social, economic, and political history of the United States. In this survey Regents course, we will cover a lot of historical content that you will be responsible for remembering. However, we will be guided by central themes to help us make sense of this history. First semester, we will study United States history chronologically from first encounter through the time period of Industrialization. Second semester, we will explore U.S. history thematically, studying reform and social movements, government role and responsibility, and American foreign policy. While to some extent, we will study the history of the United States from the perspective of nations, states, and leaders, we will also look carefully at the viewpoints of the people- the different individuals and communities that make up this place we call “America.” As Howard Zinn writes in A People’s History of the United States, “We must not accept the memory of states as our own.” As we study U.S. history we will consider how it has influenced our current society, and we will look to the future to reflect upon what kind of country we want to live in and how to make that vision a reality. In this class, you will be required to think critically. You will ask high-level questions, make connections and applications. You will analyze evidence and use it to defend a position, both orally and in formal writing.
Twelfth Grade Sample Daily Schedule:
Brooklyn Studies; English Language Arts; Pre-Calculus or Calculus; Computer Science; Physical Education; Arts Elective (Either Guitar or Studio Art); Spanish II or III or Spanish Film
Weekly: Circles Meeting
12th Grade English: Ms. Vora and Ms. Stubenhaus
The 12th grade English class is designed to both prepare students for the rigors of college reading and writing as well as to support students in writing their personal essay for their college applications. The Fall semester involves immersing students in in depth personal reflection and introspection in conjunction with critical deconstruction and analysis of personal essay as a genre. Students learn life-long literacy skills of analyzing complex texts, critical thinking and questioning, enhanced discussion techniques and revising and editing techniques, all of which will help students as they transition into college. In the Spring semester, students continue their work with the Atlantic Theater Company, both as theater interns and as participants in theater workshops and productions. Senior English literature focuses primarily on American Literature as suggested by the Common Core Standards. Students read, perform, analyze and discuss plays around the theme of the pursuit of the American Dream at high levels to prepare them for the rigors of college.
12th Grade Brooklyn History: Mr. Salak and Ms. Krucoff
In 12th grade, PSC teachers and students partner with Urban Memory Project, Inc. to explore the vital relationship between their personal history and their city’s history over the course of the Fall semester. Brooklyn History is organized into four modules. Module One asks students to consider their personal relationship to where they live through practice of various writing strategies and discussions. Students read memoirs of New York City writers and explore the ways New Yorkers define themselves; examine techniques professional writers use to craft narratives; consider their own relationship to New York City; and visit with a photographer and take photographs of their respective neighborhoods to capture the essence of the neighborhood’s character. At the end of Module One, students write a personal narrative illustrated by their photographs. Module Two asks students to research the history of one neighborhood in their borough through fieldwork, oral history, and traditional research practices. Students engage in a range of strategies for reading and discussing informational texts, new media, and primary sources about NYC’s history; define turning points, look for historical patterns, and create research questions about their community; and use photography and interviewing as research tools to study their neighborhood. At the end of Module Two students synthesize their findings into a research paper that examines their community’s history in the larger context of their city’s history. Module Three asks students to examine a contemporary issue facing their community through use of collaborative discussions and analysis of texts. Students use a variety of accountable talk techniques to deeply examine informational and argumentative texts portraying different perspectives; meet guest speakers representing different points of view; are taught to take a stance; and to gather and analyze evidence to support their claims. At the end of Module Three, students present their stance on the issue in a formal academic seminar, and through an in-depth argumentative essay supported by claims and evidence. Module Four wraps-up the entire semesters in a student-curated exhibition. Students take the lead in organizing and curating a public exhibition that synthesizes all of their learning and presents it to the school and local public.