Grades 9-12 (High School) Curriculum Experience

This resource provides information about the Grades 9-12 (High School) curriculum.

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Top Facts
  1. The courses are more content heavy in the 9-12 grade band, as students are most often completing independent learning at this point in their academic careers and need a mix of asynchronous instruction and online content.
  2. Many of the courses have an offline component where students are expected to apply what they have learned through hands-on activities and manipulatives.
  3. Courses are created for students to navigate easily through their course based on their daily progress. Each day, a student is given specific content that builds knowledge and comprehension throughout the course.
  4. The courses include a mix of instructional text, online interactive components and video assets, and tangible manipulatives.
  5. The courses take students down appropriate educational paths that allow them to obtain their credits for graduation and prepare them for post-secondary coursework, trade schools, or immediate employment. In addition to the core courses, there are electives that students can take to broaden their awareness, interests, and expertise.
General Details

Lesson Structure: Topic > Lesson > Learning Object 

Learning Object Design: Design is highly dependent on the standards, the discipline area, and the pedagogy surrounding online delivery with the content. For example, the math courses contain a Practice It with every subtopic, as students require frequent practice opportunities. World Language courses rely heavily on the integration of media elements, such as videos, pictures, and audio, so that students are able to enunciate words correctly and mimic the target language. English Language Arts courses have frequent opportunities for reading and writing in the learning objects with the integration of short and long literary excerpts. Science incorporates many project-based learning objects so that students can be hands-on with the content. This is similar to the Electives courses; most learning objects take students offline to apply the content through manipulatives. Social Studies incorporates many real-life examples and applications, along with imagery and primary documentation. 

Activity Time:  Per lesson is 60 minutes 

Pacing:  1 Lesson = 1 Day of Learning (1 Hour)

Credit Information

Core courses in grades 9-12 are offered as full credit courses with 180 lessons each or as Semester 1 and Semester 2 courses.

Elective courses in grades 9-12 are offered as half credit courses with 90 lessons each. 

Electives are also offered in a variety of content areas such as Business and Technology, Art and Music, World Languages, and Health and Wellness for students in grades 9-12. These courses range in credit value from quarter-credit to full credit courses with 45 to180 lessons each. For more information on elective offerings, click here.

In addition to traditional course offerings, credit recovery options are available. You can learn more about the credit recovery courses by clicking here.

You can access all course offerings here.

English Language Arts 

Content Specifics:

  • The 9-12 English Language Arts courses utilize literary excerpts to provide students with longer authentic literary pieces.
  • The core 9-12 courses contain literary text suggestions in the Course Resources section. This provides a list of suggested novels appropriate for each specific course. For more information on incorporating novels in your course, see the FAQ section of this article.

Assessment Structure:

  • Full credit courses contain approximately 36 total assessments (about one per week). There are approximately 12 to 15 teacher-graded assessments and 21 to 24 auto-graded assessments. Half credit courses generally have 6 to 9 teacher-graded assessments and 9 to 12 auto-graded assessments per course.
  • Auto-graded assessments are available with every subtopic, though they may be hidden from student view.

What is the percentage of teacher-graded vs. auto-graded assessments?

  • Approximately 65% of the assessments are auto-graded and 35% are teacher-graded.

Content Specifics:

  • Each subtopic contains a Practice It to allow ample practice problems for content mastery.
  • All of the courses aim to incorporate mathematical practice standards in collaboration with the content standards.
  • All of the courses aim to take a real-world approach through examples and questions.
  • Some of the courses incorporate writing opportunities to help students explain their understanding and further improve their writing skills.

Assessment Structure:

  • There is approximately one assessment per week. 
  • The teacher-graded assessments are evenly distributed throughout the courses.
  • Auto-graded assessments have been added to the courses at every subtopic, though they may be hidden from student view.

What is the percentage of teacher-graded vs. auto-graded assessments?

  • Approximately 33% of the assessments are teacher-graded and 67% are auto-graded.

    Content Specifics:

    • The 9-12 Science course offerings consist of a mixture of basic foundational sciences as well as additional specialty electives. These courses incorporate many opportunities for hands-on activities and labs so that students can apply learning offline using manipulatives. The science courses are written to the NGSS standard sets.  

    Assessment Structure:  

    • The Science courses offer a variety of opportunities for formative and summative assessments, including online simulations, embedded digital learning activities, videos, teacher-graded activities, and auto-graded assessments.
    • Auto-graded assessments are available with every subtopic, though they may be hidden from student view.

    What is the percentage of teacher-graded vs. auto-graded assessments?

    • On average, the Science courses have 37% teacher-graded and 63% auto-graded assessments.
    Social Studies 

    Content Specifics:

    • The 9-12 Social Studies courses educate students on analyzing and evaluating different sources of truth and historical accuracies.
    • The courses focus on preparing students for college and civic life through inquiry, communication, writing, researching, analyzing, and evaluation.
    • The courses allow students to explore events in history while encouraging them to identify similarities to events in the present day.

    Assessment Structure:  

    • The social studies courses include a healthy mix of teacher-graded, auto-graded, and summative assessments.
    • Auto-graded assessments are available with every subtopic, though they may be hidden from student view. 

    What is the percentage of teacher-graded vs. auto-graded assessments? 

    • On average, the Social Studies courses have 43% teacher-graded and 57% auto-graded assessments. The exact number of teacher-graded and auto-graded assessments varies per course.

    Q: How often are there assessments in the grades 9-12 courses?

    A: The number and frequency of Assess Its vary according to course and content area. However, the Assess Its in each course are based on the discipline area and pedagogy of the content area. In each course, the Assess Its provide a comprehensive understanding of the students’ learning and knowledge based on the standards and discipline area. Auto-graded and teacher-graded Assess Its are used throughout the courses to understand the development and growth of students as they learn. Assess Its are also based on coverage of content, with a mix of formative assessments, summative assessments, and project-based assessments.

    Q: Are there any score associations worth identifying for the grade 9-12 courses?

    A: The Assess Its are scored based on the content area and Assess It criteria. With teacher-graded Assess Its, the scores are based on the criteria presented in the rubric for the specific assessment. With auto-graded Assess Its, total scores range based on the number and type of questions in the Assess Its. However, auto-graded questions have specific point values.

    Q: What is the best way to incorporate a novel into Lincoln Empowered’s course content?

    A: Novels and other literary works can be utilized for any standard based on a desired learning outcome and skill. ELA courses have several objects for which the students are able to select a work of their choice. In our core ELA courses, we provide a suggested novels list. Additionally, any piece used in a Read It and Show It can easily be swapped out to utilize a section from a novel.

    Q: What would be the best way for a teacher to use Lincoln Empowered’s 9-12 courses in a brick-and-mortar setting?

    A: All teachers know it is difficult to provide diverse learning opportunities to multiple students in a single classroom. The curriculum provides diverse learning outcomes for students who are on different levels. A client is able to customize each student’s learning experience based on that student’s understanding of the content. Clients can easily push reinforcements to struggling students and enrichments to advanced students. They can also push content from different grade levels, as there is no indicator on any of the learning objects of the grade to which the content was written. This content eliminates the need for searching for extra resources in other textbooks or online.

    Click here to learn more about blended strategies using Lincoln Empowered. For additional ideas regarding using the Lincoln Empowered curriculum in a brick-and-mortar setting, check out these videos:

    Flipped Classroom


    Blended Strategies

    Station Rotation

    Q: What would be the most appropriate way for a teacher to use Lincoln Empowered’s 9-12 courses in an asynchronous virtual setting?

    A: For asynchronous teachers, it is important to monitor students often and get acquainted with them. The curriculum has a great deal of power based on its strong one-to-one alignment with national standards and the ability to customize based on student performance. However, this power is lost if the teacher does not understand the student and their needs. By regularly monitoring students and keeping communication open, teachers are able to meet students’ needs by pushing content to them based on their understanding and growth. Asynchronous learning can sometimes feel distant, but open communication can help strengthen the teacher-student relationship and provide adequate support to students and their families.


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