Changes

:Our program reinforces the ideas addressed in a given academic program that a student experiences during the course of a regular day with its emphasis on facts and concepts clearly outlined in the NJ CCCS. It is thereby complementary within the truth that it addresses and assists in the instruction regarding what is already contained within the district's prevailing instructional program. Some illustrations thereof are as follows:

:Our program reinforces the ideas addressed in a given academic program that a student experiences during the course of a regular day with its emphasis on facts and concepts clearly outlined in the NJ CCCS. It is thereby complementary within the truth that it addresses and assists in the instruction regarding what is already contained within the district's prevailing instructional program. Some illustrations thereof are as follows:

:In the context of World History, topics such as the Scientific Revolution to European society are demanded by the NJ CCCS to be addressed in the appropriate social studies course. Whereas the framework implemented by means of the standard concentrates on the related education, our program helps realize a more thorough understanding of said information via idea-oriented lectures and homework. By operating in compliance with the model set forth by the NJ CCCS, our program tackles similar curriculum complementing existing courses with a perspective that is not only involved in detail but in concept. The result is that a student will not only be able to know who Galileo was, but be capable of dissecting the issues concerned with him and of analyzing the relevance of the discussion. The student will be better equipped to continue his or her education in World History.  

:In the context of World History, topics such as the Scientific Revolution to European society are demanded by the NJ CCCS to be addressed in the appropriate social studies course. Whereas the framework implemented by means of the standard concentrates on the related education, our program helps realize a more thorough understanding of said information via idea-oriented lectures and homework. By operating in compliance with the model set forth by the NJ CCCS, our program tackles similar curricula complementing existing courses with a perspective that is not only involved in detail but in concept. The result is that a student will not only be able to know, for example, who Galileo was, but be capable of dissecting the issues concerned with him and of analyzing the relevance of the discussion. The student will be better equipped to continue his or her education in World History.  

:Another example of this link is in American History. The NJ CCCS clearly stipulates that students should be educated on the origin and development of the political parties, the Federalists, and the Democratic Republicans. Our program not only goes into detail about this development, but discusses the potential need for parties and encourages students to grow in understanding through inquiry and discussion in reference to that development. Additionally, the homework continues this trend by not only asking for information related to these events but by asking students to analyze and inquire regarding the perceived and real need for these parties. The students will find it easier to discuss the topic of these political parties by identifying historical persons and positions with them, and by being required to think on these topics the students will find themselves more competent in addressing them in the everyday educational format.  

:Another example of this link is in American History. The NJ CCCS clearly stipulates that students should be educated on the origin and development of the political parties, the Federalists, and the Democratic Republicans. Our program not only goes into detail about this development, but discusses the potential need for parties and encourages students to grow in understanding through inquiry and discussion in reference to that development. Additionally, the homework continues this trend by not only asking for information related to these events but by asking students to analyze and inquire regarding the perceived and real need for these parties. The students will find it easier to discuss the topic of these political parties by identifying historical persons and positions with them, and by being required to think on these topics the students will find themselves more competent in addressing them in the everyday educational format.  

(Should more detail and perhaps more length be added to this?

(Should more detail and perhaps more length be added to this?)

=== 15 points ===

=== 15 points ===