Cheyenne Mountain High School Curriculum & Registration Guide

2019-2020 Cheyenne Mountain High School Curriculum & Registration Guide

Cheyenne Mountain High School 1200 Cresta Road Colorado Springs, CO 80906 http://cmhs.cmsd12.org T: 719.475.6100 F: 719.475.6116

1 Table of Contents

Equal Opportunity Educational Institution 2 Contact Information 3 Academic Policy Guidelines 4 Advanced Placement International Diploma (APID) 4 CMHS Graduation Requirements 4 College Planning 6 Higher Education Admission Requirements (HEAR) 6 Home School Information 6 Schedule Changes and Drop/Add Policy 7 Summer School 7 Explanation of Course Tags 7

ENGLISH 8 MATH 10 SCIENCE 12 SOCIAL STUDIES 14 FINE ARTS 16 AP Art 17 Band 18 Choir 19 Engineering (Project Lead the Way) 20 Theatre 20 Video 21 ELECTIVES 22 PHYSICAL EDUCATION 24 WORLD LANGUAGE 25 French 26 German 27 Spanish 28 ENGLISH LANGUAGE DEVELOPMENT 29 LEARNING SERVICES 29 VOCATIONAL EDUCATION 30 OTHER OPPORTUNITIES FOR CREDIT 30

CMHS Graduation Requirements Worksheet 31 Scheduling Worksheet - Current Year Only 32

EQUAL OPPORTUNITY EDUCATIONAL INSTITUTION

Cheyenne Mountain High School is an equal opportunity educational institution and does not unlawfully discriminate on the basis of race, color, national origin, sex, or disability in admission or access to, or treatment or employment in, its educational programs or activities. Inquires concerning Title VI, Title IX, Section 504 and ADA may be referred to Assistant Principal, 1200 Cresta Road, Colorado Springs, Colorado 80906, 719.475.6110, or to the Office of Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 Speer Blvd., Denver, CO 80204, 303.844.2991.

2 Cheyenne Mountain High School Main Office 719.475.6110 1200 Cresta Road Athletics Office 719.630.4115 Colorado Springs, CO 80906 Attendance Office 719.630.4110 College Services 719.630.5031 CEEB: 060268 Counseling Office 719.475.6155

ADMINISTRATION COLLEGE SERVICES

Principal College Counseling Secretary Carrie Brenner Angel Smith x1013 [email protected] [email protected]

Assistant Principal College / Career Counselor Nick Gagliardi Victoria Thompson x1015 [email protected] [email protected]

Assistant Principal Kim Sandoval COUNSELING [email protected] Counseling Secretary Desiree Bowlby x1014 Assistant Principal / Athletic Director [email protected] Kris Roberts [email protected] Registrar Amy McLaggan x1016 Dean of Students - Class of 2021 & 2023 [email protected] Elizabeth Cole [email protected] Class of 2023 Counselor Ellen Hinckley x1018 Dean of Students - Class of 2020 & 2022 [email protected] Samuel Jurekovic [email protected] Class of 2022 Counselor Stan Lambros x1019 Nurse [email protected] Laura Lyons [email protected] Class of 2021 Counselor Christina Jurekovic x1020 Principal’s Secretary [email protected] Kim Guinaugh [email protected] Class of 2020 Counselor / Department Chair Barry Smith x1017 Atheltic Director’s Secretary [email protected] Kimberly Bufkin [email protected] Social Worker Mary Alex Dill Attendance Secretary [email protected] Kara Roberts [email protected] LIBRARY Bookkeeper Jessica Baltes Librarian / Media Specialist [email protected] Kristi McWilliams [email protected] Receptionist Karin Wayne Media Center Aides [email protected] Riley Walker

3 ACADEMIC POLICY GUIDELINES Academic policy guidelines have been established in an effort to better inform students, parents, teachers, and counselors. The purpose of these guidelines is to provide an accurate and complete record of the work students have done at Cheyenne Mountain High School.

A 4.00 Superior 90 to 100 INC Incomplete B 3.00 Above Average 80 to less than 90 WP Withdraw Pass C 2.00 Average 70 to less than 80 WF Withdraw Fail D 1.00 Below Average 60 to less than 70 (lowest passing grade) P Pass F No Credit MED Medical Withdrawal Pass/Fail Courses - Teacher assistant and Work Study will be graded on a Pass/Fail Basis and will NOT be used in calculating a student’s GPA unless it is an F.

Grade Point Average - All courses receiving a letter grade will be used in the computation of the grade point average (GPA).

Only Advanced Placement (AP) courses as designated by the College Board and concurrent enrollment (university) courses continuing the AP course sequence shall be included as weighted grades on CMHS student transcripts. A 5.00 B 4.00 C 3.00 D 1.00 (D will not receive extra weight) Class rank is computed from semester grades and is based on the cumulative grade point average for all course-work completed in grades 9-12. All credit classes are included in computing GPA. Not all classes are given credit. Please read the course descriptions carefully. If a student repeats a class both grades are computed and appear on the transcript. A student may not take the same course for credit a second time unless approved in advance by an administrator.

To be considered for high school honor roll, academic letters, and honor graduate status, a student must meet all grade and course requirements for graduation as outlined in the student handbook, shall not have received any grades as a result modified standards or curriculum, and can have no more than 20% of student’s classes may be credits earned from online classes.

TRANSCRIPTS OF TRANSFER STUDENTS The Board of Education believes that the Cheyenne Mountain High School transcript should be a full and accurate representation of a student’s academic performance while enrolled at CMHS. Given the wide-range of grading and reporting policies among other schools and school districts, the CMHS transcript will include only course titles and letter grades assigned as reported by the previous school. Grade point averages and class rank will be calculated and reported in accordance with Board policy, regardless of weights, rankings, or other criteria assigned by a previous school. Students transferring from international schools or without a transcript from an accredited high school program (including home school), will have grades included on the CMHS transcript only as “pass” or “fail.” See page 6 for more information regarding home school procedures.

ADVANCED PLACEMENT INTERNATIONAL DIPLOMA (APID) The Advanced Placement International Diploma is a credential that allows students to demonstrate outstanding academic achievement on AP Exams across several disciplines. For more information on the APID, visit the College Board web site at www.collegeboard.com/apid.

CHEYENNE MOUNTAIN HIGH SCHOOL GRADUATION REQUIREMENTS To qualify for graduation, a student must meet and complete the minimum number of semester credits in the academic areas outlined below. Beginning with the graduating class of 2021, every student must also demonstrate college and career-readiness in English and math based on at least one measure approved by the Board of Education (see the menu on page 5 of this guide).

Elective credits may be earned in any area once the specific graduation requirements are fulfilled. One credit is earned each semester upon successful course completion.

Semester Credits ENGLISH 8 SOCIAL STUDIES 6 MATHEMATICS 6 SCIENCE 6 PHYSICAL EDUCATION 1 HEALTH 1 FINE ARTS 2 ACADEMIC ELECTIVES 8 ELECTIVES 10 TOTAL 48

Academic Electives include English, math, science, social studies, fine arts and world language classes taken in excess of the stated requirements.

NOTES: Seniors must attend CMHS full time (at least 5 credits) for a minimum of one semester of their senior year (unless transferring from an accredited high school) to receive a CMHS diploma. Students coming from a home-based educational program must attend CMHS full time for a minimum of second semester of their senior year to receive a CMHS diploma. Coursework completed at any middle school or junior high school (including any on-line, correspondence, and summer school coursework taken prior to a student’s freshman year) will not be allowed for high school credit, will not be used in the calculation of GPA, and will not be posted to the Cheyenne Mountain High School transcript.

4 CHEYENNE MOUNTAIN HIGH SCHOOL GRADUATION REQUIREMENTS Continued Menu of College and Career-Ready Demonstrations Beginning with the Class of 2021

ACT International Baccalaureate (IB) Exam English: 18 English: 4 Math: 19 Math: 4

SAT ACT Compass English: 470 English: 79 Math: 500 Math: 63

Advanced Placement (AP) Exam ACT WorkKeys English: 2 National Career Readiness Certificate Math: 2 English: Bronze or higher Math: Bronze of higher Courses designated for English demonstration: AP U.S. History; AP Art History; AP Literature; AP Language; AP U.S. Industry Certificate Government; AP Psychology; AP Human Geography; AP Comparative English: Individually determined Government; AP Macro Economics; AP Micro Economics; AP European Math: Individually determined History Business and industry certificates are official credentials recognized as Courses designated for Math demonstration: confirmation of mastery in specific vocational skills. AP Physics; AP Chemistry; AP Calculus [AB]; AP Statistics; AP Calculus [BC] ASVAB Concurrent / Dual Enrollment English: 31 English: C- or higher Math: 31 Math: C- or higher ACCUPLACER Concurrent / dual enrollment courses provide students the opportunity to English: 62 on reading comprehension simultaneously earn both high school and college credit. Math: 61 on elementary Algebra

District Capstone English: Individually determined Math: Individually determined

A district capstone is the culminating exhibition of a student’s project or experience that demonstrates academic and intellectual learning. Capstone projects are district determined and are based on a portfolio of a student’s best work.

Ivy Clough 5 COLLEGE PLANNING College and university admission is an important priority for the majority of Cheyenne Mountain High School students. To meet this need, the guidance office personnel provide a variety of services and resources.

An assortment of college admissions materials and computer accessed information is available in the guidance office. Additionally, students are encouraged to meet over 100 college admissions representatives who visit the campus annually. CMHS students are also invited to attend several local college fairs on a regular basis. The office maintains a file of scholarship information in addition to the materials needed to register for the ACT and SAT Reasoning and Subject tests.

Family Connection is a web-based college planning service available to all students at Cheyenne Mountain High School. Students and their parents may log on to Family Connection from any computer with internet access. Family Connection is an information tool that allows students to sign up for college visits at CMHS, perform college searches, research college matches, build a resume of activities and awards, and learn about college events and opportunities.

Assistance is available for processing the hundreds of applications, transcripts, and recommendations requested by students each year. Students will use their Family Connection accounts to maintain the list of colleges they are applying to and request letters of recommendation from teachers and counselors. Cheyenne Mountain High School utilizes the eDocs feature of this program to electronically send all requested documents to colleges and universities throughout the country and the world. It is important to submit transcript and recommendation requests at least three weeks before the posted deadline.

Under the sponsorship of the guidance office personnel, a number of programs are presented for groups of students and parents or on an individual basis. These programs further assist in the decision making and financial aid processes.

Students and parents are encouraged to begin the college search process early. It is not just an activity for the senior. Good planning leads to good decision making throughout the high school years.

For additional college services information, please access the website: http://cmhs.cmsd12.org/collegeservices

HIGHER EDUCATION ADMISSION REQUIREMENTS (HEAR) In 2003, the Colorado Commission on Higher Education (CCHE) adopted the Higher Education Admission Requirements (HEAR) which are entry requirements for students planning to attend any of Colorado’s public four-year colleges or universities. The requirements outlined below apply to students who seek to qualify for admission to any of Colorado’s public four-year institutions. Private colleges and universities set their own admission standards, so students should contact those institutions directly for information regarding their enrollment policies. Additionally, public two-year community colleges have open enrollment policies, meaning that students applying to these schools do not need to meet these admissions requirements.

Students planning to attend a four-year college or university in Colorado will need to complete the following classes in order to fulfill the Higher Education Admission Requirements:

English 4 years Mathematics (Algebra 1 level and higher) 4 years Natural/Physical Sciences (2 units must be lab based) 3 years Social Sciences (at least one unit of US or World History) 3 years Foreign Language (high school level) 1 year *Academic Electives 2 years

*Acceptable Academic Electives include additional courses in English, mathematics, natural/physical sciences and social sciences, foreign languages, art, music, journalism, drama, computer science, honors, Advanced Placement, International Baccalaureate courses, and appropriate CTE courses.

NOTE: Meeting the Higher Education Admissions Requirements does not guarantee admission to a four-year public institution. Colleges and universities may have additional requirements. The current Colorado Admissions Eligibility Index is being retired this year. For students applying to college for fall 2019 and later, institutions will provide GPA and ACT/SAT standards by publicizing the average score ranges for admitted students. For example, “50 percent of admitted students had between a 3.0 - 3.5 GPA and 1040 - 1330 SAT.” The online admission standards tool that already provides the 50 percent mid-range can be accessed at https://www.coadmissionstool.org/

HOME SCHOOL INFORMATION The following is an excerpt from the Cheyenne Mountain School District policy regarding home school procedures. For a complete home school packet, please contact the district office. Home-based Educational Program families are welcome to enroll in classes at all buildings (provided that space is available) so long as the student is enrolled prior to October 1st. Students who wish to attend Cheyenne Mountain Junior High School or Cheyenne Mountain High School as a part-time student must enroll in no less than three graded courses each semester. These classes may be core subjects and/or elective classes. (Note: Some classes may not be available due to prerequisite requirements or the fact that some classes are already filled at the time of the request to enroll.)

Cheyenne Mountain School District does not provide curriculum, textbooks, or materials to home schooling families. However, if you are interested in purchasing these items, see the last page of the home school packet for some resources that are available. You may call the district office for assistance or advice at anytime.

Students of high school age in Home-based Educational Programs are not receiving credit toward graduation from Cheyenne Mountain High School. Students from Home-based Educational Programs may re-enter the district’s schools at any time. With the consent of the student’s parent/guardian, the district shall place the student at the grade/course level deemed most appropriate by the district. All students from Home-based Educational Programs must demonstrate proficiency in the district-adopted content standards at their appropriate placement level prior to the district granting credit. The district may test the student to determine placement. The district shall accept the transcripts from a Home-based Educational Program. In order to determine whether the courses and grades earned are consistent with district requirements and district academic standards, the district shall require submission of the student’s work or other proof of academic performance for each course for which credit toward graduation may be granted. Students who have been enrolled in a Home-based Educational Program for any part of their high school years will not be entitled to class ranking or Honor Graduate status. Coursework completed during a Home-based Educational Program for which the district will grant credit toward high school graduation will not be awarded grade weight and will be designated as a “pass” on the official transcript. You are advised to talk with the Assistant Superintendent for Curriculum and Instruction or the high school counselors about graduation requirements prior to your child’s high school program. To receive a Cheyenne Mountain High School diploma, a student must meet all credit requirements AND be enrolled in at least five graded classes during second semester of the student’s senior year.

6 SCHEDULE CHANGES AND DROP/ADD POLICY Students are allowed to add a new class only during the first week of each semester without needing to seek consent of the instructor. After the first week, students must have teacher and counselor permission to add a class and permission will be granted on a case-by-case basis.

First Six Weeks of a Semester: Students may drop a class without it being recorded on the high school transcript until the 6-week grading period ends.

Second Six Weeks of a Semester: Students dropping a class during the second six weeks of each semester, and who have a grade of D or higher at the time they drop, will have the course recorded on their transcript witha grade of “WP” (withdraw pass) with no impact on their grade point average. Students with an F at the time they drop the course will have the course recorded on their transcript with a grade of “WF” (withdraw fail), also with no impact on their grade point average.

After Twelve Weeks of a Semester: Students dropping a class after 12 weeks into the semester, and who have a grade of D or higher at the time they drop, will have the course recorded on their transcript with a grade of “WP” (withdraw pass) with no impact to their grade point average. Students with an F at the time they drop the course will have the course recorded on their transcript with a grade of “WF” (withdraw fail), which will be treated like an F and factored into the student’s grade point average.

Students may not drop a course under any circumstances during final exam week.

SUMMER SCHOOL Summer school information is available in May. Course offerings vary. If a student repeats a class both grades are are used to compute overall GPA and appear on the transcript. All summer school courses are taken at the expense of the student. Summer school grades are included in the previous year’s work on the official transcript and will be calculated into class rank and GPA. A student may not take the same course for credit. Students taking a summer school class after 8th grade will not receive high school credit for the class.

Bowls made by various students for Empty Bowl Night 2018

EXPLANATION OF COURSE TAGS

The CCHE designation by a course indicates that the course meets the expectations of the pre-collegiate admission requirements in Colorado. To view the CCHE Admissions Standards Policy, visit: http://highered.colorado.gov/Academics/Admissions/default.html

The NCAA designation by a course indicates the course is an NCAA Eligibility Center approved core course. This course may be used by the NCAA Eligibility Center to establish a student athlete’s eligibility to play Division I or Division II collegiate athletics. For a list of Division I or Division II core course requirements, visit: http://web1.ncaa.org/eligibilitycenter/common

The PPCC designation by a course indicates that the course has the potential of earning college credit at Pikes Peak Community College as well as CMHS credit. These courses require an additional registration process and students must earn at least a B in the course to receive college credit. Students should consult their counselors for full details.

The designation by a course indicates that the course is part of Project Lead the Way. You can find more information here: https:// www.pltw.org/

NOTE: Due to budget constraints and tentative numbers of students signing up for courses, not all courses in this curriculum guide will be offered. It is VERY important to select alternatives.

7 At Cheyenne Mountain High School, students learn to read critically and imaginatively, to write cogently in their own voice, and to participate fully in classroom discussion—both by articulating their own thoughts and feelings and by listening to those of their classmates. The basic teaching strategy of the English department is one of critical thinking and active engagement of the students in the learning process. Cheyenne Mountain High School allows students and teachers to work together on a personal level to achieve the departmental goals by meeting the individual needs of the students. The English Department prepares students to be informed, discerning, analytical, and enthusiastic readers who write clear, precise, original, and fluent prose. Students participate in a variety of activities and projects to complement their reading and extend their experiences with an understanding of the works they read. In addition to the systematic study of vocabulary and grammar, student work includes analytical and creative writing, informal journal entries, small and large group discussions, dramatic presentations, speeches and oral reports, and debates.

131 ENGLISH 1: Honors Literature & Composition 141 ENGLISH 2: Honors World Literature & Composition NCAA CCHE NCAA CCHE Prerequisite: English 8 Honors Prerequisite: Honors English 1 Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 9 Grade: 10

Honors English classes differ from those at the College Preparatory level not Honors English classes differ from those at the College Preparatory level not only in pacing, but also in much higher expectations for complex, sophisti- only in pacing, but also in much higher expectations for complex, sophis- cated approaches to all assigned work. There are, therefore, much more ticated approaches to all assigned work. There are, therefore, much more stringent measures of assessment. Honors students must stringent measures of assessment. Honors students must • Have initiative and be willing to take responsibility for their own progress • Have initiative and be willing to take responsibility for their own progress • Be self-disciplined • Be self-disciplined • Have exemplary writing and communication skills • Have exemplary writing and communication skills • Be able to critically analyze and actively discuss issues • Be able to critically analyze and actively discuss issues • Be internet and computer literate • Be internet and computer literate • Be problem solvers • Be problem solvers • Practice self advocacy In addition to the regular core readings, Honors students may read additional In addition to the regular core readings, Honors students may read Charles novels and an additional Shakespeare. Summer reading assignments will Dickens and an additional Shakespearean drama. Summer reading assign- be posted online. Students should have an A or B in 9th grade English and a ments will be posted online. Students should have an A or B in 8th grade high level of interest. English and a high level of interest. This sequence of courses focuses on the observation and selection of the This sequence of courses focuses on the observation and selection of the concrete details that make writing vivid. Students practice the use of such concrete details that make writing vivid. Students practice the use of such details in a variety of assignments that may include descriptions, narratives, details in a variety of assignments that may include descriptions, narratives, letters, journal entries, and expository paragraphs, and they gain experience letters, journal entries, and expository paragraphs, and they gain experience in distinguishing showing from telling. They also write a sophomore paper of in distinguishing showing from telling. They also write a freshman paper of 4-6 pages in length, short in-class essays, and overnight responses to their 2-4 pages in length, short in-class essays, and overnight responses to their reading. Those readings often complement the emphasis on writing from reading. Those readings often complement the emphasis on writing from experience. Honors 10th grade World Literature and Composition focuses experience. on short stories, poetry, and several plays of Shakespeare; novels, mem- oirs, and plays may include Les Miserables, The Kite Runner, Macbeth, and Night. Discussions and lessons on these texts then prepare students for the 132 ENGLISH 1: College Preparatory Literature & process of writing. Composition NCAA CCHE Prerequisite: English 8 142 ENGLISH 2: College Preparatory World Literature & Credit: 2 Course Length: Year Composition NCAA CCHE Grade: 9 Prerequisite: English 1 Ninth grade English serves as an introduction to the basic genres of litera- Credit: 2 Course Length: Year ture: novels, short stories, drama, poetry, and non-fiction. Core literary works Grade: 10 include Anthem, Of Mice and Men, Romeo & Juliet, Lord of the Flies, To Kill A Mockingbird, and/or A Separate Peace. The study of vocabulary and In this sequence of courses, readings introduce broader and more complex the mechanics of grammar both in and out of context are focal points of the personal and social issues. The reading list may include Macbeth, Kite Run- curriculum. Ninth grade students practice and develop both analytical and ner, Night, Les Miserables, Things Fall Apart, and Persepolis. Students are creative writing skills, experimenting with style and genre as they navigate required to read closely, to develop their ability to deal with abstractions and the writing process, especially cause and effect. Specifically, the thesis state- symbols, and to derive from them a specific understanding of the thematic ment and the paragraph are refined throughout the year in conjunction with concepts they represent. the multi-paragraph essay, the fundamental organizing form of expository writing. Students are also introduced to the essentials of MLA formatting. College Preparatory 10th grade World Literature and Composition also includes an intensive writing focus. The writing assignments—ranging from personal narratives and personal essays to letters, editorials, poetry projects, and responses to the readings—encourage awareness of audience and exploration of perspective. In the spring term, students will write a sophomore paper of 4-6 pages in length as well other in-class and out of class writing assignments. Through the creation of a variety of expository and compare and contrast essays, students explore their own authentic voices and attend to the requirements of good writing, including proofreading and revision, logic and coherence, originality, depth and complexity of thought, and the effective use of textual evidence.

8 152 ENGLISH 3: College Preparatory American Literature & 160 ENGLISH 4: AP English Literature & Composition Composition NCAA CCHE NCAA CCHE Prerequisite: English 3, English 3 Honors, or AP Lang Prerequisite: English 2 Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 12 Grade: 11 An AP English Literature and Composition course engages students in Introduces class members to the works of famous authors as well as to the careful reading and critical analysis of imaginative literature. Through major themes, elements, and techniques of fiction in both short stories and the close reading of selected texts, students deepen their understanding novels. of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, Course Objectives: and themes as well as such smaller-scale elements as the use of figurative Introduction to Fiction Essential Knowledge language, imagery, symbolism, and tone. Students view the world as readers and writers by knowing and appreciating what good readers and writers do. Students connect course readings to their This reading necessarily builds upon the reading done in previous English historical time period; evaluate and use a variety of primary and secondary courses. In their AP course, students read works from several genres and sources to research a topic; master effective informative, argumentative, and periods—from the sixteenth to the twenty-first century, but, more importantly, narrative writing; evaluate main ideas and and supporting details; identify they get to know a few works well. They read deliberately and thoroughly, elements of style and literary/rhetorical elements; deliver a formal oral taking time to understand a work’s complexity, to absorb its richness of presentation; and understand and explain images in visual text. Students meaning, and to analyze how that meaning is embodied in literary form. use appropriate strategies and resources to increase reading vocabulary and In addition to considering a work’s literary artistry, students reflect on the comprehension along with proficiency in grammar. social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works 151 ENGLISH 3: AP English Language & Composition studied. NCAA CCHE Prerequisite: English II or English II Honors Writing to understand a literary work may involve writing response and Credit: 2 Course Length: Year reaction papers, along with annotation, freewriting, and keeping some form Grade: 11 of a reading journal. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. Some Students in this introductory college-level course read and carefully analyze of the writing is informal and exploratory, and some involves research; much a broad and challenging range of nonfiction prose selections, deepen their writing involves extended discourse in which students develop an argument awareness of rhetoric and how language works. Course readings feature or present an analysis at length. In addition, students will write under time expository, analytical, personal, and argumentative texts from a variety of constraints that they encounter on essay exams. Although critical analysis authors and historical contexts. Students examine and work with essays, makes up the bulk of student writing for the course, well-constructed creative letters, speeches, images, and imaginative literature. Through close reading writing assignments may help students see from the inside how literature is and frequent writing, students develop their ability to work on language and written. text with a greater awareness of purpose and strategy, while strengthening their own composing abilities. ENGLISH READING 1-4 NCAA CCHE As this is a college-level course, performance expectations are appropriately high, and the workload is challenging. Students are expected to commit to a These classes are designed for students who may need extra reading and minimum of five hours of course work per week outside of class. Often, this academic support than what is offered in a College Preparatory level English work involves long-term writing and reading assignments, so effective time class. English Reading is offered for every grade level and follows the management is important. Because of the demanding curriculum, students same curriculum as the College Preparatory level English classes. English must bring to the course sufficient command of mechanical conventions and Reading classes differ from the College Preparatory English class in that an ability to read and discuss prose. the majority of class work and reading is done in class with direct instruction provided by the teacher. In order to be placed in an English Reading class, Advanced Placement Language and Composition enables students to learn students must meet specific criteria and be recommended for placement by at a rate commensurate with their ability; to deal with material that intellectu- a school reading specialist. ally mature students find engaging; to refine reading and writing skills important for success, not only in college but also in the business and professional world; AND to cultivate habits of reading, writing, and thinking that character- Newspaper 1, Newspaper 2, and Yearbook - See ELECTIVES ize life-long learning and enjoyment.

Reading Assignments: Categories of readings will follow the published AP course curriculum and contain representative readings from history, biography and autobiography, essays, critics, journalists, science and nature writers.

162 ENGLISH 4: College Preparatory European Literature & Composition NCAA CCHE Prerequisite: English 3 or English 3 Honors Credit: 2 Course Length: Year Grade: 12

This yearlong course will address the informal and formal essay with an emphasis on analysis and argument. Rhetorical modes will include narrative and descriptive essays; expository essays of comparison/contrast, classification, process analysis, and causal analysis; and argumentative essays. This course will teach students rhetorical strategies that include title, opening and closing paragraphs; thesis, development and support; organization; and persona.

Most important to the student as writer is the process. Writing activities will include pre-writing, drafting, revising and editing. Writing is a means to try ideas and to craft thinking. Students will choose their own topics, having read effective models. Reading and writing are complementary in that analysis of effective reading leads to effective writing. European Literature may include Othello, Frankenstein, 1984, The Stranger, and Heart of Darkness.

9 CMHS Math Program Flow Chart (common paths)

**See course prerequisites. The following courses, with the exception of those with an * next to them, may be used to fulfill the Higher EducationAdmissions Requirement (HEAR) for math. The requirement is 4 units (8 semesters) of Mathematics, which must be at the level of Algebra 1 or higher. See page 6 for HEAR requirements.

408 MATH 87 * 418 SAXON ALGEBRA 2 NCAA CCHE Prerequisite: None Prerequisite: Intermediate Algebra with Instructor Approval Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 9, 10, 11, 12 Grade: 11, 12

This course will prepare a student to enter Pre-Algebra. It will enforce the Students taking this course are targeting Geometry or Discrete math for their fundamental skills of arithmetic and all other concepts prior to Pre-Algebra. It senior year. This course is designed to complete the automation of the fun- will have drills in fractions, decimals, percents and whole numbers. It will also damentals of algebra. Basic topics of algrebra shall include; uniform motion cover topics in simple statistics and probability. problems, chemical mixture problems, systems of two linear equations in two unknown sytems, systems of three linear equations in three unknowns, and systems of non-linear equations. Area and volume and unit conversion prob- 410 PRE ALGEBRA * lems are in most sets. Right triangle trigonometry, conversions from rectangular to polar coordinates and polar to rectangular coordinates, in additon of Prerequisite: C or better in Math Applications or Math 87 vectors are also emphasized. Also covered are similar triangles, problems Credit: 2 Course Length: Year on the equation of a line, complex numbers, completing the square, and Grade: 9, 10, 11, 12 deriving and using the quadratic formula. The purpose of the course is to develop those mathematics skills necessary to ensure success in Algebra 1. The course is designed to automate the use 413 ALGEBRA II of fractions, mixed numbers, and decimal numbers in any and all operations. NCAA CCHE It is also designed to automate procedures for solving simple word problems. Prerequisite: C or better in Algebra I The beginning concepts of algebra are practiced thoroughly. Credit: 2 Course Length: Year Grade: 10, 11, 12

411 ALGEBRA I NCAA CCHE Students taking this course are targeting GTA IV, Calculus, or Statistics for their senior year. This course is designed to complete the automation of Prerequisite: C or better in Pre Algebra and approval of instructor the fundamentals of algebra and begin a heavy focus on trigonometry in Credit: 2 Course Length: Year preparation for calculus. Basic topics of algebra shall include; the use of Grade: 9, 10, 11, 12 matrices, chemical mixture problems, systems of two linear equations in two unknowns, systems of three linear equations in three unknowns, and This course covers the standard topics of algebra. Signed numbers are systems of non-linear equations. Trigonometric functions are explored and heavily emphasized, as are integer exponents and scientific notation. Sys- graphed. Properties of logarithms, conversions from rectangular to polar tems of two linear equations in two unknowns, graphs and equations of lin- coordinates and polar to rectangular coordinates, and synthetic division are ear functions are heavily emphasized. Word problems are in every problem emphasized. Also covered are similar trianges, problems on the equation of set after lesson 3, with strong emphasis on identifying word problems by type a line, complex numbers, completing the square, and deriving and using the and learning the procedures for each type. quadratic formula.

412 INTERMEDIATE ALGEBRA CCHE 415 ADVANCED ALGEBRA II NCAA CCHE Prerequisite: Teacher or department chair recommendation only Credit: 2 Course Length: Year Prerequisite: Recommendation from 8th grade math instructor Grade: 10, 11, 12 Credit: 2 Course Length: Year Grade: 9 This course is designed for the student that did not finish Algebra I with a C This accelerated course of Algebra II (see course 413) is designed for the or better. This course will re-emphasize the skills covered in second semes- ninth grade student, with more emphasis on geometry. ter Algebra and give introduction to skills covered in first semester Algebra 2. It will cover topics in graphing, factoring, solving algebraic equations, uniform motion problems, exponents and radicals. 10 414 PRE CALCULUS I NCAA CCHE 450 APPLIED CALCULUS NCAA CCHE Prerequisite: Adv Algebra II as a freshman with a final grade of B or better Prerequisite: C or better in GTA IV Credit: 2 Course Length: Year Credit: 2 (no honors credit) Course Length: Year Grade: 10 Grade: 12

This course covers approximately the first 100 lessons in the GTA textbook. This course is for those juniors who are currently enrolled in GTA 4 and any (See math 416 and 417 for course description). of the Pre-Calc 2 students who do not want to take the AP Calculus course. It will cover all of the same materials as a first semester college calculus course. 416 GEOMETRY/TRIGONOMETRY/ALGEBRA III NCAA CCHE

Prerequisite: C or better in Algebra II 460 AP CALCULUS AB NCAA CCHE Credit: 2 Course Length: Year Grade: 11, 12 Prerequisite: Introductory Calculus or GTA IV with the completion of 55 lessons in the Calculus text This is the first year of a two-year sequence using the same text.This course Credit: 2 AP Course Length: Year should be the student’s next course following Algebra II in the college prep Grade: 12 sequence. We continue to practice the skills of Algebra and introduce the first half of topics normally covered in a Trigonometry and a Plane Geometry This course consists of the study of the derivative and the integral as applied course. Permutations, combinations, complex roots, angular velocity, conic to polynomial, rational, irrational, trigonometric, logarithmic and exponential sections, complex numbers, matrices, and determinants are some of the functions in one variable. At the completion of this course, students may take topics covered. the AP exam.

417 GEOMETRY/TRIGONOMETRY/ALGEBRA IV/INTRO TO 462 AP CALCULUS BC NCAA CCHE CALCULUS NCAA CCHE Prerequisite: B or better in Intro Calculus, or department chair approval Prerequisite: C or better in GTA III and instructor approval Credit: 2 AP Course Length: Year Credit: 2 Course Length: Year Grade: 12 Grade: 11, 12 This course is a more rigorous and extensive coverage of the topics of AB This course is a continuation of GTA III. It will finish the GTA textbook and Calculus. In addition, it applies the Calculus to parametric equations, vector approximately 50 lessons in the calculus textbook. functions, and polar equations, as well as covering sequences and series. Students may earn up to 10 semester hours of advanced placement and college credit depending on the results of their AP exam. 422 GEOMETRY NCAA CCHE Prerequisite: Instructor approval 446 STATISTICS NCAA CCHE Credit: 2 Course Length: Year Grade: 11, 12 Prerequisite: C or better in Algebra II Credit: 2 Course Length: Year This course is designed for students who have finished Algebra I or II and Grade: 11, 12 would like to have a third year in mathematics. This course is designed for those students who are not prepared to enroll in the GTA III course. This Statistics is a junior/senior level course designed introduce students to the course deals with the relations and properties of plane surfaces, lines and data analysis and statistical reasoning. This course will focus on exploring angles by using deductive reasoning. There is a minor emphasis on two data through accurate and appropriate qualitative and quantitative compari- column proofs and their development. sons; designing studies to gather valued data through observational studies, experiments, or simulations; studying probability and probability models for multiple types of distributions; and beginning analysis of inferences about 423 DISCRETE MATH NCAA CCHE populations based on confidence intervals and hypothesis testing. Prerequisite: Algebra II or GTA III with instructor approval Credit: 1 or 2 Course Length: Semester or Year 463 AP STATISTICS NCAA CCHE Grade: 11, 12 Prerequisite: C or better in Pre Calc I or GTA III, and approval of current This course provides a fourth year of math for students who do not wish to math teacher take the GTA sequence and covers topics not taught in Algebra and Geom- Credit: 2 AP Course Length: Year etry. Liberal use of videos, technology, hands-on activities, and cooperative Grade: 11, 12 group projects make the course relevant and enjoyable. Semester 1: Problem solving strategies are applied to a wide variety of This course is to be taken in conjunction with Pre Calc II. It can be taken by problem types. Set theory, symbolic logic, coding theory (including base 2, those students who have completed GTA III or GTA IV as well. This course modular arithmetic, ID numbers, ciphers, and fingerprint classification) will be will cover aspects of probability and beginning statistics that will be tested covered. in an AP format. It is a rigorous course and will be advantageous to those Semester 2: Areas covered include topology topics (mazes, network theory, students who will have to take a statistics course in college to complete their map coloring, surfaces), numerical and geometric sequences, including degree (most business and science majors need to take a statistics course). fractals and tessellations, consumer mathematics (loans, credit , investments and the stock market), probability and statistics.

444 INTRODUCTORY CALCULUS NCAA CCHE Prerequisite: Pre Calculus I Credit: 2 Course Length: Year Grade: 11

Students will complete the Advanced Math text during the first semester. Students will complete the first half of the calculus text in preparation forAP Calculus their senior year.

11 Courses available for grades 10 - 12 Classes of 2020, 2021, & 2022 - Common Paths Be sure to review pre-requisites for *all* Science courses.

Science 8

Honors Science

Class of 2023 & Beyond - Common Paths

Science 8

Honors Science

323 BIOLOGY NCAA CCHE 682 HUMAN BODY SYSTEMS NCAA Prerequisite: None Prerequisite: Successful Completion of Algebra II, Biology concurrent Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 9, 10 Grade: 10, 11, 12 This course emphasizes: ecology, photosynthesis, cellular respiration, cell Students examine the interactions of human body systems as they ex- structure, function and reproduction; genetics; DNA protein synthesis; clas- plore identity, power, movement, protection, and homeostasis in the body. sification; applicable biochemistry; animal physiology including body/organ Exploring science in action, students build organs and tissues on a skeletal systems, adaptations, and the resulting diversity in animal types. There is a Maniken®; use data acquisition software to monitor body functions such as laboratory portion to this class. muscle movement, reflex and voluntary action, and respiration; and take on the roles of biomedical professionals to solve real-world medical cases.

329 ADVANCED BIOLOGY NCAA CCHE 681 PRINCIPLES OF BIOMEDICAL SCIENCE NCAA Prerequisite: Completion of 8th Honors Science (IPS) Credit: 2 Course Length: Year Prerequisite: Algebra II concurrent, Biology concurrent Grade: 9 Credit: 2 Course Length: Year Grade: 10, 11, 12 This course is designed to prepare students for the AP Science track. Em- phasis is placed on laboratory work, biochemistry, biomolecular structure, Students investigate concepts of biology and medicine as they explore statistical analysis, population genetics, and a greater diversity in studying health conditions including heart disease, diabetes, sickle-cell disease, hy- eukaryotes such as plants and fungi. Students will be challenged to better percholesterolemia, and infectious diseases. They will determine the factors interpret and communicate lab data and learn to work both as individuals and that led to the death of a fictional woman as they sequentially piece together as parts of teams. Students will have the opportunity for self-paced learning evidence found in her medical history and her autopsy report. Students will with fewer lectures and more lab time, developing better lab skills and an investigate lifestyle choices and medical treatments that might have pro- improved knowledge of the life sciences. longed the woman’s life and demonstrate how the development of disease is related to changes in human body systems. Activities and projects in PBS introduce students to human physiology, basic biology, medicine, and research 320 INTRODUCTION TO PHYSICAL SCIENCE NCAA CCHE processes and allow students to design experiments to solve problems. Prerequisite: Algebra I concurrent or completed Credit: 2 Course Length: Year Grade: 10 343 HUMAN ANATOMY & PHYSIOLOGY NCAA CCHE This is an inquiry-based laboratory class. Students will be introduced to sci- Prerequisite: C or better in Biology and IPS entific inquiry and basic physics and chemistry. Students will learn the proper Credit: 2 Course Length: Year use of laboratory equipment, how to write a complete formal lab report, Grade: 10, 11, 12 understand experimental data by analyzing class data and other important This course provides an in-depth analysis of the systems that comprise the skills that will allow them to be successful in all subsequent science classes. human body. First semester will include medical terminology, the integumen- tary, muscular, and skeletal systems. Second semester will include diges- 330 CHEMISTRY NCAA CCHE tive, respiratory, endocrine, lymphatic, and nervous systems, special senses, and nutrition. Labs will be conducted and include dissection and analysis of Prerequisite: Completion of IPS and Biology, completion of Algebra II with various animal anatomys. a C or better or concurrent enrollment in Algebra II Credit: 2 Course Length: Year Grade: 10, 11, 12

Chemistry deals with basic atomic theory, chemical laws, structure of matter, and energy. Students perform laboratories, perfect techniques, and solve problems to illustrate the topics. 12 332 GENERAL PHYSICS NCAA CCHE 350 COLORADO WILDLIFE BIOLOGY Prerequisite: C or better in Algebra II, plus successful completion of or Prerequisite: Successful completion of Biology enrollment in Chemistry Credit: 1 Course Length: Fall Credit: 2 Course Length: Year Grade: 10, 11, 12 Grade: 11, 12 This course is designed for students who desire to learn more about the This course provides an opportunity for students to learn about Colorado big physical world in which we live. First semester topics include the study of game, small game, waterfowl, and fish, their state and federal regulations motion to include: one-dimensional and two-dimensional kinematics, circular through hands-on activities. motion, collisions, Kepler’s Laws of planetary motion, Newton’s laws and conservation of energy. Second semester covers waves (sound and light), 351 MARINE BIOLOGY NCAA CCHE electricity, magnetism, and EM waves. This class is highly recommended for students planning to study medicine, engineering, or science in college. Prerequisite: Successful completion of Biology Credit: 1 Course Length: Spring Labs will be included. NOTE: Calculus students should see AP Physics Grade: 10, 11, 12 option. Exploration of the worlds oceans through hands-on activities that take you through the history, geology, water quality, and the in-depth study of marine 349 FORENSIC SCIENCE NCAA CCHE animals from plankton through fish. Prerequisite: C or better in Biology and IPS, Algebra II or higher, and successful completion of or concurrent enrollment in Chemistry Credit: 2 Course Length: Year Grade: 11, 12 This year long course is divided into two semesters that will incorporate science, math, writing, and technology. The first semester covers Funda- mentals of Forensic Science; the second covers Advanced Forensic topics AP Science and techniques. Topics will include crime scene investigation and evidence examination, fingerprinting, DNA profiling, blood and blood spatter analysis, crime scene reconstruction, and many other forensic topics. Students will These courses are all developed from the guidelines of the perform laboratories as well as develop insights into the many career oppor- College Board Advanced Placement Curriculum. They are rigorous tunities related to this field. This course is recommended for students that college courses involving extensive work both in and outside the have a desire to pursue science as a career. classroom. Preparation for successful completion of the AP exams is emphasized. 344 SPORTS MEDICINE Prerequisite: Biology, concurrent or completed, with a C or better 338 AP BIOLOGY NCAA CCHE Credit: 1 Course Length: 1 Semester Grade: 10, 11, 12 Prerequisite: B or better in Chemistry and recommendation of Chemistry faculty Topics covered in this course include roles and responsibilities in athletic Credit: 2 AP Course Length: Year training, pre-season structure, nutrition, sports psychology, injury assess- Grade: 11, 12 ment and management, basic anatomy, taping and wrapping, and wound This course involves inquiry-based investigations that explore topics in evo- care. This course is a prerequisite for students taking the Advanced Sports lution and cellular processes, including energy and communication, genetics, Medicine/Athletic Training class and is required for students wanting to work information transfer, ecology, and interactions. with CMHS athletic teams. 340 AP CHEMISTRY NCAA CCHE 346 ADVANCED SPORTS MEDICINE/ATHLETIC TRAINING Prerequisite: B or better in Chemistry and recommendation of Chemistry Prerequisite: Sports Medicine concurrent or completed with a C or faculty better; course is by selection only - complete an application Credit: 2 AP Course Length: Year (December or May); individuals cannot be involved in more Grade: 11, 12 than one CMHS athletic team Credit: 1 Course Length: 3 Semesters Min. Students will be required to do extensive lab work, including some night lab Grade: 10, 11, 12 sessions. A much deeper understanding of chemical theories and concepts This course explores surgical techniques, evaluation and recognition of ath- will be pursued. This class is fast paced and demanding. letic injuries, rehabilitation, wound care, splinting and taping application, and conditioning techniques. Each student will be assigned to a sport and will 339 AP ENVIRONMENTAL SCIENCE NCAA CCHE put to use knowledge gained in order to prevent, treat, and evaluate injuries occurring during that sport. This course does require a time commitment Prerequisite: B or better in Biology plus successful completion of or concurrent enrollment in Chemistry outside of the school day. Credit: 2 AP Course Length: Year Grade: 10, 11, 12 326 FIELD GEOLOGY NCAA CCHE The goal of this course is to provide students with the scientific principles, Prerequisite: Successful completion of Biology concepts, and methodologies required to understand the interrelationships Credit: 1 Course Length: Fall of the natural world, to identify and analyze environmental problems both Grade: 10, 11, 12 natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or prevent- This course involves a thorough study of the scientific concepts of physi- ing them. cal geology. Students will learn the economic importance of geology, how the earth has changed over time, as well as the basic rock forming miner- NCAA CCHE als, rock types, and environments in which they are formed. The course 341 AP PHYSICS C MECHANICS emphasis is on the applicaton of the theory of plate tectonics to explain both Prerequisite: Currently enrolled in or completion of Calculus A/B, Calculus physical and historical geology of the earth. B/C, or Applied Calculus Credit: 2 AP Course Length: Year Grade: 11, 12 328 ASTRONOMY NCAA CCHE This lab-based course will cover all of the concepts of the general phys- Prerequisite: Successful completion of Biology ics course. However, it is calculus based. Students will focus primarily on Credit: 1 Course Length: Spring mechanics. NOTE: This course may be taken in lieu of General Physics, or Grade: 10, 11, 12 as a second year of physics. This course will take you on a tour of the night sky, teaching you how to indentify planets, stars, galaxies, and nebulas. Other topcs include planetary geology, life cycle of stars, formation of galaxies, telescopes, and theories on formation of the moon and the universe. 13 The Social Studies Department seeks to develop thoughtful, objective citizens, unimpeded by social and cultural differences, who may contribute to a democratic and global community. The following courses may be used to fulfill the higher education admission requirements for 3 units (6 semesters) of social science, at least one of which must be U.S. History or World Civilization. Courses completed beyond the 3 required units may be used to fulfill the requirement for 2 units (4 semesters) of academic electives.

*Required

205 AMERICAN GOVERNMENT NCAA CCHE 246 AP WORLD HISTORY NCAA CCHE Prerequisite: None Prerequisite: B or better in freshman social studies course Credit: 1 Course Length: Semester Credit: 2 AP Course Length: Year Grade: 9 Grade: 10, 11, 12

A study of the American political system and the issues which confront our This course is an intensive reading-based course that follows the curriculum political leaders today. A great deal of emphasis will be placed on the U. S. established by the College Board. The rigorous course covers 10,000 years Constitution, including the separation of powers and the election process. of human history in one academic year and is, therefore, a survey course of Required of all Freshmen. world history rather than an in-depth look at a particular place or period. Stu- dents will learn four major skills that represent the way historians think about the past. These skills have been described as “habits of mind.” Students 250 ECONOMICS NCAA CCHE will craft historical arguments from historical evidence, reason chronologically, compare and contextualize historic events and movements, and finally, Prerequisite: None learn to synthesize and interpret historical arguments. Students who are Credit: 1 Course Length: Semester interested in careers in law, politics, teaching, engineering, and the arts will Grade: 9 enjoy this challenging survey of world history class. The objective of this course is to introduce students to the language, mecha- nisms, and institutions that create a free market structure. Specifically, it will 247 AP MICROECONOMICS NCAA CCHE examine scarcity, supply and demand, trade, externalities, taxes, and fiscal and monetary policies. It will also provide insight into elements of personal Prerequisite: Strong interest in Social Studies and a B or better in fiscal trade-offs, including investment, interest rates, and home mortgages. American Government Credit: 1 AP Course Length: Fall Grade: 10, 11, 12 243 WORLD GEOGRAPHY NCAA CCHE This course is designed to develop objective consideration of economic Prerequisite: None issues and provides information and understanding of how resources are Credit: 1 or 2 Course Length: Semester or Year allocated by prices. Topics for study include price theory, consumer demand, Grade: 10, 11, 12 cost and market structure, the role of government in the market, resource pricing, and international trade. World Geography is designed to introduce students to the basics of the discipline of geography. Centered on five themes, the course will focus on OBJECTIVES - The student who successfully completes this course will: regions of the world, where students will study both physical geography and 1. Be able to demonstrate a comprehensive knowledge of the vocabulary culture. Thematic units will include: development, demographics, interde- associated with the principles of microeconomics. pendence, human-environment interactions, and human rights. Political and 2. Be able to demonstrate a basic understanding of the theories associated economic issues facing the world will also be discussed in great detail. with the principles of microeconomics. 3. Be able to better comprehend events that happen in the world. 4. Be able to critically evaluate government policy with respect to econom- NCAA CCHE 249 AP HUMAN GEOGRAPHY ics. 5. Have a solid foundation which will enable them to be successful in any Prerequisite: B or better in U.S. or American Government or Geography Credit: 2 AP Course Length: Year future economics course they may take. Grade: 10, 11, 12 NOTE: Ten hours of community service are required for this class. This course will explore the various geographic regions of the world by examining political, economic, and religious bodies and how these bodies work together to create cultural landscapes. Extensive reading will be used to analyze geographic patterns and relationships. The emphasis of the curriculum is to prepare for the AP exam.

14 248 AP MACROECONOMICS NCAA CCHE 215 INTRO TO CULTURAL ANTHROPOLOGY NCAA CCHE

Prerequisite: Successful completion of AP Microeconomics Prerequisite: None Credit: 1 AP Course Length: Spring Credit: 1 Course Length: Semester Grade: 10, 11, 12 Grade: 11, 12 This course introduces the student to the nature of macroeconomics. The This course will provide an overview of the history and foundations of course considers concepts of scarcity and the world of trade-offs, supply anthropological thought, with an emphasis on ethnographic study. Students and demand, the macro economy, measuring the economy’s performance, will be introduced to the major aspects of cultural anthropology, social organi- economic growth, classical and Keynesian macro analyses, consumption, zation, law religion, and language by analyzing historical and contemporary income and the multiplier, and issues related to the global economy. literature from a wide range of international settings.

OBJECTIVES - The student who successfully completes this course will: 1. Be able to demonstrate a comprehensive knowledge of the vocabulary 240 AP EUROPEAN HISTORY NCAA CCHE associated with the principles of macroeconomics. Prerequisite: AP U.S. History 2. Be able to demonstrate a basic understanding of the theories associated Credit: 2 AP Course Length: Year with the principles of macroeconomics. Grade: 12 3. Be able to better comprehend events that happen in the world. 4. Be able to critically evaluate government policy with respect to econom- This Advanced Placement course is a chronological survey of European ics. History emphasizing the period from approximately 1400 (late Middle Ages) 5. Have a solid foundation which will enable them to be successful in any to the present. In addition to providing a basic exposure to factual narrative, future economics course they may take. the goals are to develop an understanding of some of the principal themes in modern European history, an ability to analyze historical evidence, and an ability to express that understanding and analysis in writing. 222 UNITED STATES HISTORY NCAA CCHE Prerequisite: None Credit: 2 Course Length: Year 209 PSYCHOLOGY NCAA CCHE Grade: 11 Prerequisite: None Credit: 1 Course Length: Fall This is a survey course on the political, social, and economic history of the Grade: 12 United States. Emphasis will be on the American frontier, American foreign policy, rise of industrialism, the 1920’s, the Depression and New Deal, World In this course, students will be introduced to various psychological topics, War II, Cold War, the Civil Rights movement, and the Vietnam and post including the history of psychology, psychological research methods, states Vietnam eras. Required of all Juniors. of consciousness, personality, and social-psychology. The class will primarily be lecture and discussion based in which the student will be expected to actively participate and contribute to frequent psychological themed discus- NCAA CCHE 230 AP UNITED STATES HISTORY sions. Prerequisite: B or better in World Geography or American Government or AP Economics Credit: 2 AP Course Length: Year 211 SOCIOLOGY NCAA CCHE Grade: 11 Prerequisite: None Credit: 1 Course Length: Spring This course chronologically covers the Colonial period to the present. Em- Grade: 12 phasis is placed on preparing for the AP test given in the spring. Extensive reading, writing, and outside projects are required. This course meets the In this semester long course, students will be introduced to the field of U.S. History requirement. Sociology. In primarily a lecture/discussion-based environment, students will actively engage in this fascinating study, which will look at the social behavior of humans. An emphasis will be put on the many social institutions NCAA CCHE 206 AP US GOVERNMENT & POLITICS (including family, education, religion, sport, government, and various groups) Prerequisite: B or better in social studies classes is recommended that shape the society in which we live, and the many expectations that Credit: 1 AP Course Length: Fall come with our contemporary society. Grade: 11, 12

This Advanced Placement Course is designed to prepare Senior students to 210 AP PSYCHOLOGY NCAA CCHE take and pass the AP U.S. Government and Politics test given in the Spring of each year. This course is the equivalent of a one semester college intro- Prerequisite: Strong interest in psychology Credit: 2 AP Course Length: Year ductory course in U.S. Government and Politics. The content of the course Grade: 12 will concentrate on U.S. constitutional principles, political beliefs and behavior, political parties, interest groups and mass media, political institutions, This course will introduce the systematic and scientific study of the behavior public policy, and civil rights and liberties. Emphasis is placed on extensive and mental processes of human beings. Included is a consideration of the reading and writing. The course may be taken in lieu of the American psychological facts, principles, and phenomena associated with each of the government requirement, or may be taken as an elective. major sub fields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice. 207 AP GOVERNMENT & POLITICS: NCAA CCHE COMPARATIVE 212 INTRO TO PHILOSOPHY NCAA CCHE Prerequisite: B or better in all social studies classes is recommended Prerequisite: None Credit: 1 AP Course Length: Spring Credit: 1 Course Length: Semester Grade: 11, 12 Grade: 12

This course will explore six culturally and governmentally relevant nations This course will be an introduction to philosophy geared to the intellectually (Iran, Nigeria, Russia, Mexico, China, and the United Kingdom). Primarily curious student. We will study works of Ancient, Early Modern, and Contem- focused on comparing the development of these nations since 1961, the AP porary Philosophy that address issues such as the fundamental nature and course incorporates history, geography, economics, and relevant films into meaning of human life, our responsibilities and limitations as thinkers and a comparative framework that enables students to better understand global knowers, and our fundamental place within the human community. Central trends as well as international relations. to our pursuit will be questions such as the following: What does it mean to be human, and what gives life meaning? How should we live? Is it possible to know anything with absolute certainty, or is truth merely relative? What is truth? What is philosophy?

15 All high school students need to complete one year (two semesters) of fine arts for a CMHS graduation requirement. Any of the following courses will fulfill this requirement, but may not satisfy a college fine arts entrance requirement. Students should check with their colleges of interest for specific fine arts requirements. PLEASE NOTE: All students enrolled in a fine arts course will be encouraged to attend several high school fine arts performances or exhibits.

763 CERAMICS 771 DRAWING & PAINTING II Prerequisite: None Prerequisite: Studio Art , Drawing and Painting, or instructor approval Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 9, 10, 11, 12 Grade: 10, 11, 12

Students will learn the basic handbuilding and wheel throwing techniques to The first semester of this course will consist of specific drawing, painting, and create successful functional and sculptural ceramic forms. The handbuilding design assignments aimed at producing work to build a well-rounded portfo- processes will cover pinching, coiling, slab construction and direct modeling lio. Students will work independently the second semester in a concentrated techniques. The wheel throwing will cover basic cylindrical forms such as area of their choice. Creativity, originality, and individual expression are mugs, bowls, cylinders, pitchers, and plates. Low fire clays, underglazes, encouraged. This course serves as a stepping stone to AP Studio Art, Draw- overglazes, and terra sigillatas will be used. The principals of oxidation and ing, and 2D Design. It is highly recommended that this class precede the AP reduction firing will be explained. The Colorado Standards in Visual Arts and Studio Art Class. Students will begin to prepare a portfolio for College Board classroom safety will be taught. examination and possible Advanced Placement credit.

759 CERAMICS II and III 702 GRAPHIC ARTS I Prerequisite: Ceramics and instructor approval Prerequisite: None Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 10, 11, 12 Grade: 9, 10, 11, 12

Students will further explore more advanced levels of handbuilding and This is an introductory graphic arts class with a non-traditional approach wheel throwing techniques.The focus will be to create successful functional to art. It offers a variety of integrated graphics curricula that include draw- and nonfunctional sculptural ceramic forms that are more personally expres- ing, design development, writing, advertising, art history, photography, and sive. The concept of finding personal voice will be emphasized in addition more. The Macintosh computer platform, Adobe Photoshop CS6 extended, to building a portfolio in preparation for Advanced Placement 3-Dimensional Adobe Bridge, Illustrator CS6, plug-ins, and Painter 12 software are utilized. Studio Art. The use of specialized firing techniques, such as sawdust firing Emphasis is on the potential to create a piece of art that can communicate in and raku will be available. High fire clays and glazes will be used along with a unique way. Optional materials: Digital camera and 1GB thumb drive. low fire clays, underglazes, overglazes, and terra sigillatas. The principals of oxidation and reduction firing will be utilized with more focus.The Colorado Standards in Visual Arts and classroom safety will be taught. 703 GRAPHIC ARTS II, III, IV Prerequisite: Graphic Arts I and/or instructor approval 755 DIGITAL PHOTOGRAPHY Credit: 2 Course Length: Year Grade: 10, 11, 12 Prerequisite: None Credit: 2 Course Length: Year These courses are multiple year, advanced programs where emphasis is on Grade: 9, 10, 11, 12 conceptual problem solving and technical proficiency. Students are encouraged to create effective artistic expression in various print related media. Students will learn about digital darkroom techniques, computerized retouch- Experimental treatments of typography and illustration are expected. Knowl- ing, importing and managing of images, composition (art elements/principles edge of the use of a digital camera, scanner, and graphic programs is re- of design), and print. This course will cover digital photography through the quired. The Macintosh computer platform, Adobe Photoshop CS6 extended, use of the Macintosh computer platform, Adobe Photoshop CS6 extended, Adobe Bridge, Illustrator CS6, plug-ins, and Painter 12 software are utilized. Adobe Bridge CS6, plug-ins, and Lightroom IV software. Emphasis is on the Optional materials: Digital camera and 1GB thumb drive. potential to create a piece of art that can communicate in a unique way. NOTE: Students must have their own digital camera with a 1GB compact flash card and thumb drive. NO cell phone cameras as students will use 775 INTRO TO PRINTMAKING manual mode settings. Prerequisite: None Credit: 2 Course Length: Year 708 DRAWING & PAINTING Grade: 9, 10, 11, 12 Prerequisite: None This exciting and dynamic art course will provide students with an introduc- Credit: 2 Course Length: Year tion to a variety of printmaking techniques including relief, intaglio, mono- Grade: 9, 10, 11, 12 print, screen-printing and individualized T-shirt production, chine collé and collage. These eclectic techniques will demonstrate how students can create This class is for students who enjoy drawing and painting and/or who want multiple images from varied surfaces. There are no prerequisites for this to improve their ability to see and record the things and events around them. course as the instructor will provide students with a foundation in drawing It is designed for the students with little or no experience, yet will present and color theory prior to producing prints. challenges for those who are already proficient in art. Still life, landscape, perspective, and proportions of the human figure will be explored using a variety of materials. A wide range of techniques using pencil, charcoal, colored pencil, oil pastel, watercolor, ink, acrylic, and alternative tools will be employed. Emphasis will be on drawing and painting from observation but students will have opportunities to engage their imagination, be creative problem solvers, and express their own personal view of the world through open-ended assignments.

16 767 JEWELRY AP Art Prerequisite: None Credit: 2 Course Length: Year 714 AP ART HISTORY Grade: 9, 10, 11, 12 CCHE Prerequisite: An interest in art and/or history Students will explore various possibilities of jewelry design through the use Credit: 2 AP Course Length: Year of base metals: copper, brass, and nickel silver, along with sterling silver. Grade: 10, 11, 12 Basic metal working skills will be taught, such as piercing, forming, texturing, riveting, overlay soldering, simple solder joining, simple band and shank wire This course will provide students the same benefits as those provided by an rings, and basic bezel setting of semiprecious stones. The principles and ele- introductory college course in art history: An understanding and enjoyment ments of 3-dimensional design and Colorado Model Content Standards for of architecture, sculpture, painting, and other art forms within historical and the Visual Arts will be taught, along with classroom safety. cultural contexts. Students will learn to look at works of art critically, and analyze what they see with intelligent sensitivity. NOTE: This course may be used to fulfill the 2 credits of Fine Arts requirement or 2 credits of Social 766 JEWELRY II and III Science. It may not be used for both. Prerequisite: Jewelry and instructor approval Credit: 2 Course Length: Year 712 AP 3-DIMENSIONAL STUDIO ART I Grade: 10, 11, 12 Prerequisite: One year of 3 Dimensional Art or consent of the AP Art Students that have completed Jewelry 1 will further explore various possibili- Instructor ties of jewelry design. Basic metal working skills will be expounded upon Credit: 2 AP Course Length: Year such as raised riveting, complex soldering and finishing techniques.Addition - Grade: 10, 11, 12 ally, lost wax casting will be introduced and explored in depth. Students that have completed Jewelry 2 may elect to continue their studies with Jewelry This is a course for students who have taken at least two semesters of 3 and will be introduced to more complex projects involving the making of Ceramics, Sculpture, Jewelry, or any combination, to equal one year of 3-di- hinges, findings, and chains. Additional work with stones is encouraged, with mensional art courses. This course serves as preparation for presentation the opportunity to create prong as well as bezel settings. Students develop of a complete 3-dimensional portfolio to the Advanced Placement College their own projects and explore their creative voice under advisement and Board. The principles and elements of 3-dimensional design and Colorado instruction from the teacher. In both courses the principles and elements of Model Content Standards for the Visual Arts will be taught. Each student 3 dimensional design and Colorado Model Content Standards for the Visual will complete work in several media, such as ceramics, sculptural forms, and Arts will be taught, along with classroom safety. jewelry. A portfolio may be presented at the end of the Junior year, Senior year, or both. Each portfolio must be comprised of 16 to 18 individual 3-dimensional art pieces. The works will be photographed to include 38 digital 716 SCULPTURE images, which will be reviewed by seven artist educators for assessment and scoring. Prerequisite: None Credit: 2 Course Length: Year Grade: 9, 10, 11, 12 713 AP 3-DIMENSIONAL STUDIO ART II This course is structured to give students an overview of contemporary Prerequisite: Satisfactory Completion of AP 3-Dimensional Studio Art 1 or sculpture and will cover specific aspects of three-dimensional work, including Consent of Instructor simple and complex forms, subtractive and additive work, and found objects. Credit: 2 AP Course Length: Year Students will work in a variety of mediums and methods. The students are Grade: 11, 12 also introduced to hand and power tools, and general safety practices. They are assessed periodically so that by the end of the year they have a good This course is for students who have completed AP 3-Dimensional Studio Art theoretical and practical understanding of the materials and methods re- I, and serves as the final year of preparation for presentation of a complete quired in the making of sculptural forms. Students will also gain an apprecia- 3-dimensional portfolio to the Advanced Placement College Board. The prin- tion of sculpture from a historical point of view as well as an appreciation of ciples and elements of 3-dimensional design and Colorado Model Content the works of twentieth century and contemporary sculptors. Standards for the Visual Arts will be taught. Each student will complete work in several media, such as ceramics, sculptural forms, and jewelry. A portfolio may be presented at the end of the Junior year, Senior year, or both. Each 705 STUDIO ART portfolio must be comprised of 16 to 18 individual 3-dimensional art pieces. The works will be photographed to include 38 digital images, which will be Prerequisite: None reviewed by seven artist educators for assessment and scoring. The 3-di- Credit: 2 Course Length: Year mensional portfolio is a required component of the course and a major part Grade: 9, 10, 11, 12 of the final grade. Students will explore their creativity and increase their skills by producing drawings, paintings, and sculptures from a variety of subjects. Techniques for 710 AP STUDIO ART DRAWING AND 2D DESIGN I using a wide range of materials will be taught with an emphasis on working from direct observation. Students at all levels are encouraged to take this Prerequisite: Consent of Instructor class to gain a strong foundation in the language of visual art. Experience Credit: 2 AP Course Length: Year the exhilaration of truly learning to see and open the door to the exciting Grade: 11, 12 world of visual communication. No previous experience is needed. Students who have completed Studio Art, Drawing and Painting, or Ad- vanced Studio Art class, and wish to take their art work to a higher level may take this course. With the exception of a few assignments, students will work independently to develop an AP Drawing Portfolio or a 2D Design Portfolio. The instructor will work on an individual basis with each student as they develop their breadth and select a concept for their concentration. Students may produce drawings, paintings, collage, and mixed media work in this class. A 2D Design portfolio may also include digital images, graphics, or photographs. Finished Portfolios include twenty-four works of art with docu- mentation of each. Students may elect to submit their portfolio after one year, or take the AP Studio Art Drawing and 2D Design 2 course and complete their portfolio the second year. Occasionally ambitious students will submit a separate portfolio each year. Students who submit a completed portfolio to the College Board for review and earn a passing grade can receive college credit at many institutions.

17 711 AP STUDIO ART DRAWING AND 2D DESIGN II Band Prerequisite: Consent of Instructor Credit: 2 AP Course Length: Year Grade: 12 729 CONCERT BAND

This course is for seniors who have taken the AP Studio Art Drawing and 2D Prerequisite: Previous band experience Design I course and wish to finish their portfolio, submit another portfolio, or Credit: 2 Course Length: Year pursue other advanced visual art expressions. Grade: 9, 10, 11, 12

Concert Band is open to any student who has previous band experience and 776 AP STUDIO ART, PRINTMAKING, MIXED MEDIA, a desire to continue developing their music skills. No audition is required. 2D DESIGN I This performing ensemble explores music through the study and performance of band literature while reinforcing fundamentals such as proper pos- Prerequisite: Instructor approval ture and breath support, tone production, articulation, and music reading. In Credit: 2 AP Course Length: Year addition to daily class attendance and participation, students are expected to Grade: 10, 11, 12 engage in regular home practice and attend all concerts and performances. This dynamic course is designed for students who wish to further their experience in a variety of new art skills, techniques, and projects. During 731 JAZZ BAND the class, students will work both guided and independently on different art- works, including painting, drawing, printmaking, and mixed media. Students Prerequisite: Audition and Instructor approval will be encouraged to explore their passions, and develop their own personal Credit: 2 Course Length: Year style. In this AP course, students may create an AP portfolio; the portfolios Grade: 9, 10, 11, 12 include 3 separate areas: quality, concentration, and depth. Materials fee: $35.00 per semester This performing ensemble explores music through the study and performance of jazz, and works to develop the unique musical and technical skills required to understand and play this art form at the highest possible level. 777 AP STUDIO ART, PRINTMAKING, MIXED MEDIA, Students will explore big band playing, improvisation, small ensemble and 2D DESIGN II combo playing, and develop the ability to listen and to understand jazz. Instrumentation is specific and limited. Prerequisite: Consent of Instructor Credit: 2 AP Course Length: Year Grade: 11, 12 730 SYMPHONIC BAND

This course is for students who have completed the AP Studio Art and Mixed Prerequisite: Audition and Instructor approval Media course, and wish to finish their portfolio, submit another portfolio, or Credit: 2 Course Length: Year pursue other advanced visual art expressions. Grade: 9, 10, 11, 12

Symphonic Band is comprised of the most advanced woodwind, brass, and percussion players who demonstrate superior musical and technical skills, and desire to continue playing and developing those skills at the highest level. An audition is required for entrance into Symphonic Band, and private lessons, while not required, are highly recommended. This performing ensemble explores music through the study and performance of challenging band literature while developing the musical and technical skills required to perform at the highest possible level. In addition to daily class attendance and participation, students are expected to engage in regular daily home practice, attend sectionals (occasionally outside of class), and all concerts and performances.

745 WIND ENSEMBLE

Prerequisite: Audition and Instructor approval Credit: 2 Course Length: Year Grade: 9, 10, 11, 12

Wind Ensemble is an intermediate band comprised of auditioned woodwind, brass and percussion students who demonstrate strong skills in basic musicianship and have a desire to further develop and refine their abilities.This performing ensemble explores music through the study and performance of challenging band literature while continuing to reinforce fundamental skills and musical knowledge. In addition to daily class attendance and participation, students are expected to engage in daily home practice and attend all concerts and performances.

Courtney Henderson

18 Choir

5350 CONCERT CHOIR 5365 SHOW CHOIR

Prerequisite: None Prerequisite: Audition (see note below) Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 9, 10, 11, 12 Grade: 9, 10, 11, 12

Let’s sing! This course provides an opportunity to learn about vocal music Cheyenne Mountain’s very own version of the TV show, “Glee”, DYNAMIX and production. The emphasis of this course is to offer the student an SHOW CHOIR is a 20-26 member performance and competition ensemble. understanding of choral music from the major periods in history, and current The emphasis of this course is to expose the student to the performing art music. Students will learn to appreciate vocal aesthetics while developing of vocal music. Show choir members will work to become stronger vocal- good technique. This course is highly suggested for those who wish to sing ists and performers, and learn to sing a variety of musical styles. The group in auditioned choirs in future years at CMHS. Concert Choir is open to all performs choreographed music at competitions, concerts, festivals and CMHS students, grades 9-12. community performances. This ensemble has a history of earning superior ratings and top honors at festivals in state and around the country. The Dynamix class meets during Zero hour at 6:40 a.m.. Members are expected 5355 CHORALE to purchase special performance attire. NOTE: Required auditions will be held in the spring semester of the preced- Prerequisite: Audition & Chorale Membership (see note below) ing academic year. Credit: 2 Course Length: Year Grade: 9, 10, 11, 12 5370 A CAPPELLA Let’s sing! The CHEYENNE MOUNTAIN SHADOWS CHORALE is 40-60 selected voices. The course emphasizes professional standards in the study Prerequisite: Audition & Chorale Membership (see note below) of choral music in areas of literature, history, theory, and singing techniques. Credit: 2 Course Length: Year The choir curriculum will extend the students’ joy and satisfaction of perform- Grade: 10, 11, 12 ing music in an advanced choir environment. Members will perform music in various styles including classical, chamber, Broadway, sacred, gospel, Can you solo like a star? Do you have mad vocal percussion skills? Then jazz, and contemporary. Participants will perform at all major vocal depart- check out the CMHS A Cappella groups! The contemporary a cappella ment concerts, and in other events, including festivals. Students will be ensembles are small vocal ensembles that sing and perform a variety of encouraged to audition for the CO All State Choir, other honor festivals, and contemporary music. CRIMSON is a 6-7 member women’s group, SLATE will have various solo and small ensemble performance opportunities. This is 6-7 men, and AFFINITY is a mixed group of 6-8 students. The ensembles ensemble has a history of earning superior ratings and top honors at state, meet during the same class period, and it varies from year to year based regional, and national festivals. Members are expected to purchase special on auditions, which groups are selected, or if Crimson & Slate will sing as a performance attire. combined group. Students work on individual musicianship skills, perfor- NOTE: Required auditions will be held in the spring semester of the preced- mance technique, small ensemble dynamics and management, arrangement ing academic year. composition, and sing and perform a variety of music. Members will participate in festivals, competitions, and various concerts. The CMHS A Cappella ensembles have a rich tradition of excellence, and have earned top honors in 5360 JAZZ CHOIR CO and national competitions. Members are expected to purchase special performance attire. Prerequisite: Audition NOTE: Students are required to audition for this ensemble and must be a Credit: 2 Course Length: Year member of the CHEYENNE MOUNTAIN SHADOWS CHORALE. Auditions Grade: 9, 10, 11, 12 will be held in the spring semester of the preceding academic year. SING, DANCE, ENTERTAIN...JAZZ! The METALLICS JAZZ CHOIR is a 12- 16 voice women’s performance and competition ensemble. The emphasis of 5380 PRIVATE VOICE STUDIO this course is to introduce the students to a variety of jazz music and artists through vocal study and performance. The group will perform jazz music at Prerequisite: Instructor Permission festivals, competitions, and concerts. Members are expected to purchase Credit: 1 Course Length: Semester performance costumes. Grade: 10, 11, 12 NOTE: Required auditions will be held in the spring semester of the preceding academic year. This course is private voice study. Students will learn vocal techniques as well as various aspects of performance. Students meet every day, but will have a private lesson once a week, and sometimes attend studio classes where all private voice students will work on concepts together. A thorough study of classic repertoire as well as musical theatre, jazz, and pop are included. Class space is limited and entrance is by instructor permission only.

19 Engineering (Project Lead the Way) 672 INTRODUCTION TO ENGINEERING 673 PRINCIPLES OF ENGINEERING Prerequisite: Completion of IPS and Algebra II wtih a C or better Prerequisite: Completion of Algebra II wtih a C or better Credit: 2 Course Length: Year Credit: 2 Elective Credits Course Length: Year Grade: 10, 11, 12 Grade: 11, 12 This is a high school level foundation course in the PLTW Engineering Pro- This is a high school level foundation course in the PLTW Engineering Pro- gram. Students are introduced to the engineering design process, applying gram. Students are introduced to the engineering design process, applying math, science, and engineering standards to identify and design solutions to math, science, and engineering standards to identify and design solutions to a variety of real problems. They work both individually and in collaborative a variety of real problems. They work both individually and in collaborative teams to develop and document design solutions using engineering note- teams to develop and document design solutions using engineering note- books and 3D modeling software. books and 3D modeling software.

671 AEROSPACE ENGINEERING Prerequisite: Completion of Prin of Engineering or Intro to Engineering and Algebra II wtih a C or better highly desired Credit: 2 Course Length: Year Grade: 11, 12 This is one of the specialization courses in the PLTW Engineering program. The course deepens the skills and knowledge of an engineering student within the context of atmospheric and space flight. Students explore fundamentals of flight in air and space through software simulations and hands-on experiences. Students learn how these concepts apply to a career in aerospace engineering and to other engineering fields.

Theatre 715 BEGINNING DRAMA 721 THEATRICAL MAKEUP

Prerequisite: None Prerequisite: None Credit: 2 Course Length: Year Credit: 1 Course Length: Fall Grade: 9, 10, 11, 12 Grade: 9, 10, 11, 12 Drama focuses on the introduction of ideas and concepts that will begin a If you ever wanted to learn how makeup artists transform an actor into a student’s development in the skills necessary to be a well-rounded, knowl- character for the stage or film, this class is for you. Students will participate edgeable actor. Students will learn the art and craft of acting by participating hands on in the creation of make-up plots and the application of theatrical in improvisation, pantomime, auditions, and memorized performances of makeup to create a variety of looks and characters. Students will cre- monologues and scenes. Students will also study theatre history, full-length ate specific looks for a time period, and learn how to apply “age” makeup. plays,and participate in the performance of The Night of One Acts. An Students will also design and create animal and fantasy characters, wounds emphasis is placed on understanding all aspects of theatre, as students scars and disfigurements, and various other looks. Students will develop a learn not only about acting, but also such technical aspects such as makeup makeup morgue as well as create a plaster cast of their face for use in creat- application, costume design, directing, and scriptwriting. A few after-school ing facial hair and latex prosthetic pieces. Students taking this class must be or evening rehearsals may be required during the rehearsal process for The willing and able to have makeup applied to their face a few times a week. Night of One Acts. NOTE: May be repeated for credit. 720 TECHNICAL THEATER Prerequisite: Instructor approval 722 IMPROVISATION Credit: 2 Course Length: Year Prerequisite: None Grade: 9, 10, 11, 12 Credit: 1 Course Length: Spring Grade: 9, 10, 11, 12 Known as Tech Crew, students will be involved in all technical aspects of productions at CMHS as they learn how to build sets, design and run lights and Improvisation focuses on the ideas, rules and concepts of acting without sound, gather and create props, design costumes and coordinate costume scripted text. This class incorporates many theatre “games”, exercises and rental, and run publicity. This class is very much “hands on.” Students must experiences that allow actors to create a variety of characters, scenes and be extremely reliable and trustworthy. Due to the expensive and dangerous stories without scripts. Students will learn the art and craft of improvisation equipment involved, a teacher interview and/or permission is necessary for by participating in warm-ups, team building exercises, character creation student involvement. NOTE: MANY nights are required to run shows and to techniques, pantomime, and in-class performances of scenes, games and take down and store set pieces after shows close. long-form improv. Many of today’s most successful actors such as Will Ferrell, Tina Fey, Amy Poehler, Kristen Wiig, Andy Samberg, Jimmy Fallon, 717 ADVANCED ACTING Steve Carell, Damon Wayans, Conan O’Brien, Stephen Colbert, Tracy Mor- gan, Robin Williams, Mike Myers, Julia Louis-Dreyfus, Jeanine Garafalo and Prerequisite: 2 semesters of CMHS Drama and audition Bill Murray trained and performed with improvisational theatre groups. Creat- Credit: 2 Course Length: Year ing a reality out of nothing expands and increases your acting skills as you Grade: 11, 12 learn how to trust your fellow players and gain knowledge of cooperation and This class is for the serious Drama student providing an intense focus on communication, intensity, focus, spontaneity, and wit. Students are required acting -- tools, techniques and practices. Students will study schools of to participate in A NIGHT OF IMPROV in April. Students may “tour” to El- thought about the external and internal means to the development of charac- ementary, JH, and other HS classes to perform and teach improvisation. This ter. Students will be exposed to the well- known concepts of Stanislavski’s class is extremely collaborative and creative. Good for the “on-your-feet” Method and various interpretations of it by Sanford Meisner, Viola Spolin, type thinker as well as those wishing to come out of their shell! Uta Hagen, Keith Johnstone and many others. Discovery of concepts and learning the art and craft of acting comes to students through participation in improvisation, performance of memorized scenes and monologues, mask work, auditions, play writing, and directing. Students will be encouraged to use their knowledge and skill in auditions for the real world (for parts, or for college scholarships). This class may present productions that they have written and developed themselves, or pieces they have chosen and directed. Participation in The Night of One Acts or a similar advanced acting project will be required. Afterschool or evening rehearsals may be required for this class. Because of the advanced nature of this class, students will have some choice in the areas they would like to study and the development of the class as a whole. 20 Video

772 INTRO TO VIDEO PRODUCTION & MULTIMEDIA PPCC 752 ADVANCED VIDEO III PPCC Prerequisite: None Prerequisite: Instructor approval Credit: 2 Course Length: Year Credit: 2 Course Length: Year Grade: 9, 10, 11, 12 Grade: 11, 12

Using computers and a variety of hardware and software, students will learn This course if for students who want to go into the video or film industry. how to design and produce commercials, music videos and a variety of other Students will further their portfolio and compete in several film festivals. small videos. Emphasis is placed on the effects and methods of the moving visual medium. Students will study the concepts of effective camera use, as well as how to utilize effective lighting and audio components within their 739 AM@CM WORKSHOP video productions. Students will also learn the elements of a production studio, such as editing equipment, switchers, and cameras. Prerequisite: Intro to Video Production and submission of a portfolio Credit: 2 Course Length: Year Grade: 10, 11, 12 738 ADVANCED VIDEO I PPCC Students will be responsible for producing the morning high school news Prerequisite: Intro to Video Production and instructor approval show, “AM@CM.” They will learn to work both in front of and behind the Credit: 2 Course Length: Year camera in the development of each show. Grade: 10, 11, 12

Independent film and video is becoming a very popular outlet for creative 741 AM@CM DIRECTING AND PRODUCING minds. In this course, students will be required to watch and criticize various shorts and Indie films, and look at different ways in which films work. Based Prerequisite: AM@CM Workshop on different film and dv theories, students will have the opportunity to create Credit: 2 Course Length: Year their own short videos and compete in several film festivals. Grade: 11, 12 Along with working with the Workshop Class to create AM@CM, students will direct and produce a show. Emphasis is placed on directing techniques. 751 ADVANCED VIDEO II PPCC Prerequisite: Advanced Video 1 and instructor approval Credit: 2 Course Length: Year Grade: 10, 11, 12

Students will continue to work on film theory. They will pick an emphasis and create a portfolio and compete in several film festivals.

Ivy Clough

21 645 ACCOUNTING PPCC 651 DECA/MARKETING 2 PPCC Prerequisite: None Prerequisite: Successful completion of DECA Marketing I or instructor Credit: 2 Elective Credits Course Length: Year approval Grade: 10, 11, 12 Credit: 2 Elective Credits Course Length: Year Grade: 11, 12 Accounting is a full year course designed to develop the skills of recording, classifying, analyzing, and integrating financial information of companies. Advanced Marketing is a full year elective course that expands upon infor- Use of a computer accounting program is integrated into the class. College mation learned in DECA/MARKETING I course. Advanced marketing is a bound business majors should plan on taking this class in preparation for the comprehensive study of the development and implementation of a market- degree program which normally requires college accounting. ing plan including the plans placement in a business or organizational plan. Students will be required to apply the principles and concepts of marketing to real world problems. Students will also compete at DECA competitions at 641 BUSINESS LAW 1 the local, state, and national level. Prerequisite: 10th graders with instructor approval Credit: 1 Elective Credit Course Length: Fall 873 ELEMENTARY INTERNSHIP Grade: 10, 11, 12 Prerequisite: None Business Law is a one semester elective course designed to help students Credit: 4 Elective Credits Course Length: Semester understand basic legal concepts. Legal obligations and legal rights under Grade: 11, 12 our democratic government will be stressed. Units will be covered regarding the court system, criminal law, civil law, torts, contracts, and search and This program is open to juniors and seniors who are approved by their seizure. Speakers will include judges, district attorneys, private attorneys, counselor and an elementary school principal. The student must be able to public defenders, police, juvenile attorneys, and prison public relations schedule two consecutive class periods to work in the elementary school. representatives. Duties usually include working with cooperative learning groups, providing one on one or small group instruction, drilling children on fundamentals in reading and math, and helping the professional teacher in planning for and 642 BUSINESS LAW 2 assessing student learning. Every effort is made to form a true team teaching situation between the hosting teacher and the high school student so that the Prerequisite: Successful completion of Business Law 1 experience is meaningful and productive for everyone involved. Credit: 1 Elective Credit Course Length: Spring Grade: 10, 11, 12 175 NEWSPAPER 1 Business Law 2 is a one-semester elective course covering contract law, rights and responsibilities of citizens, utilization of financial transactions, em- Prerequisite: Instructor recommendation ployment and agency relationships, and the understanding of the regulations Credit: 2 Elective Credits Course Length: Year governing different types of business organizations. As a culminating project, Grade: 10, 11, 12 students will participate in one or more mock trials. This entry-level course is designed to give students an overview of the different types of journalistic writing and knowledge of publication production. 692 AP COMPUTER SCIENCE PRINCIPLES Students will gain skills necessary in the print media today with emphasis on writing, but including interviewing, observing, reporting, reacting, and Prerequisite: Completion of Algebra II synthesizing. They will become intelligent consumers of the mass media and Credit: 2 AP Elective Credits Course Length: Year will have the opportunity to discover and explore the various forms of writing Grade: 10, 11, 12 utilized in journalism. Students will also understand the legal, moral, and ethical responsibilities inherent in a free press and will learn the copy rules This is a PLTW course. Students work in teams to develop computational and tools necessary for preparation of copy for newspapers and magazines. thinking and problem solving skills. The course covers the College Board’s Students will be exposed to various computer programs, such as Photoshop new CS Principles framework. The course does not aim to teach mastery of and InDesign, so that they may present their writing in an attractive, inviting a single programming language but aims instead to develop computational manner, including headlines, graphics, and photography. thinking, to generate excitement about the field of computing, and to introduce computational tools that foster creativity. 176 NEWSPAPER 2

650 DECA/MARKETING 1 PPCC Prerequisite: Instructor recommendation Credit: 2 Elective Credits Course Length: Year Prerequisite: None Grade: 10, 11, 12 Credit: 2 Elective Credits Course Length: Year Grade: 10, 11, 12 Newspaper 2 serves the high school community by creating a monthly publication written and published entirely by students about current events at Marketing is a full year elective course that is designed to introduce students local, national and international levels. to general marketing and business concepts. Units include marketing concepts, economics (micro/macro), selling, promotion, distribution, pricing, marketing research, product and service management, entrepreneurship and finance. Students will also compete at DECA competitions at the local, state, and national level.

22 117 PEER TUTOR - LIFE SKILLS 880 STUDENT GOVERNMENT Prerequisite: Counselor approval Prerequisite: GPA of 2.5 or better Credit: 2 Elective Credits Course Length: Year Credit: 2 Elective Credits Course Length: Year Grade: 11, 12 Grade: 9, 10, 11, 12

A unique opportunity to work with CMHS students with special needs. This Student Government meets as a regularly scheduled class for credit. Mem- program provides experience for students interested in pursuing careers in bers of the Student Government class are the elected officers of Student occupational therapy, psychology, special education, or social work fields to Cabinet and the elected class officers of each class. However, in the fall, any gain valuable work experience. Students selecting this program will find their student may apply to be a member of the class. Interviews are conducted efforts and skills used to assist students with academic activities and social by the Cabinet. All Student Government members must have a minimum 2.5 skills through various games, flash cards, homework help, food preparation, GPA. This course may only be used as elective credit. No fine art credit will and other daily activities. be awarded for this course.

112 PEER TUTOR - STUDY HALL ### TEACHER ASSISTANT Prerequisite: Teacher recommendation, Counselor approval Prerequisite: Instructor approval Credit: 2 Elective Credits Course Length: Year Credit: 1 Elective Credit Course Length: Semester Grade: 11, 12 Grade: 11, 12

This course is for juniors and seniors who wish to tutor freshmen and sopho- Teachers at CMHS are allowed to have two student assistants each semes- mores in Study Hall in the subjects of math, science, writing, language, and ter. For a student to be a Teacher Assistant, the following guidelines must be social studies. A teacher recommendation in the subject in which the student met: wants to tutor is required. Peer Tutor is placed in the student’s schedule and 1. A student must have a minimum of 5 classes on their schedule. A TA posi- attendance is taken. tion may not be their 5th class. 2. A student may be a TA for only one staff member a semester. 3. A TA position may be added only during the two week drop/add period. If 634 PERSONAL FINANCE a student drops a class or loses credit in a course after the two week drop/ add period, they may not substitute a TA position in its place. Prerequisite: None 4. A student will receive a pass/fail and one credit as a TA for each semester Credit: 1 Elective Credit Course Length: Semester completed. Grade: 9, 10, 11, 12 5. A student must treat a TA position like any other class. They are required to report to the teacher every day and complete assigned tasks in a satisfac- Personal Finance is a basic one-semester elective course in financial man- tory manner. agement, developed to provide the skills needed to wisely plan and manage personal finances and maintain financial records. Budgeting, checking accounts and banking, insurance (life, health, car), buying real estate/cars, 174 YEARBOOK investments/savings, credit, and taxes are some of the units which will be explored. Prerequisite: Instructor recommendation Credit: 2 Elective Credits Course Length: Year Grade: 10, 11, 12

This course serves as the staff for the Pow Wow, or school yearbook. It is a full year course dedicated to the complete production and distribution of the yearbook.

Jack Rigdon

23 All students attending CMHS must participate in our physical education program to meet our graduation requirements which include one semester of physical education and one semester of health. All incoming Freshmen are required to take one semester of health and one semester of physical education. As with any physical activity, there is an inherent and potential risk of injury, which may be heightened by personal health or physical circumstances. If you have any concerns about your student participating in any specific activity (or type of activity) you are encouraged to contact the instructor directly to discuss your concerns.

979 HEALTH SKILLS 982 STRENGTH & CONDITIONING Prerequisite: None Course Length: Semester Prerequisite: None Course Length: Semester Credit: 1 Health Credit Grade: 9, 10 Credit: 1 PE Credit Grade: 9, 10, 11, 12

This course will help students understand how to become and stay healthy. This course will facilitate improvement in overall personal fitness.The com- Topics will stress healthy choices and decision making. Students will be en- ponents of fitness included are: Strength training, Agility development, Core couraged to assess their attitudes and behavior patterns and to understand strengthening, Speed development and Aerobic capacity training. Proper the impact their lifestyle choice has on their communities and their own well technique and safety will be emphasized. A performance record will be kept being. on each student. Course may be repeated for credit.

988 ADVANCED HEALTH 991 LIFEGUARD TRAINING Prerequisite: None Course Length: Semester Prerequisite: See course description below Credit: 1 Health Credit Grade: 11, 12 Credit: 1 PE Credit Course Length: Fall Grade: 10, 11, 12 This course is designed to empower students to reach a higher level of health and well-being by finding harmony and balance in their lives.The This course is designed by the American Red Cross to prepare students to units covered will be: A. Wellness (all aspects of well rounded wellness) work as lifeguards. Rescue techniques, CPR and First Aid will be taught. 1. Decision-making, 2. Stress and stress management, 3. Self-esteem, 4. A $100 fee will cover the cost of “Lifeguard Today” book, pocket mask, and Mental disorders, B. Nutrition and fitness, C. Infectious and noninfectious certification. An American Red Cross Lifeguard Training instructor will be diseases (Disease and Disorder), D. Drug awareness and prevention, E. teaching this class. Only students with excellent swimming skills should at- Family Life and Sexuality/Relationships 1. Male and female reproduction, tempt to take this class. pregnancy, birth, and STIs. Each of these units will be covered in more detail than in the required freshman health class. The class will involve more com- Prerequisite: Must be 15 years of age by the completion of the class and munity resources on the various units covered. successfully complete the following swimming prerequisites before the class starts:

1. Swim 300 yards continuously doing 100 yards of front crawl using rhyth- 984 AEROBICS mic breathing and a stabilizing propellant kick, 100 yards of breaststroke, Prerequisite: None Course Length: Semester and 100 yards as a mixture of the two strokes. Credit: 1 PE Credit Grade: 9, 10, 11, 12 2. Complete a timed event within 1 minute, 40 seconds. Starting in the This course will cover various aerobic activities (e.g. step, hi/lo impact, kick water, swim 20 yds. The lane may be in or out of the water. Swim goggles boxing, and tone/trim) which help enhance cardiovascular system and can are not allowed. Surface dive, feet or head first, to a depth of 7 to 10 feet be used to lose weight or to firm up muscle tone. This course is open to to retrieve a 10 lb object. Return to surface and swim 20 yds on the back to anyone who would like to jump around for 50 minutes and have fun. Testing return to the starting point with both hands holding the object and keeping will include creating a routine and putting it to appropriate music; technique; the face at or near the surface so they are able to get a breath. Candidates and how much the class gets motivated during the routine. Attendance and should not swim under water. Exit the water without using a ladder or steps. participation are key to success. The goal of the course is to get students to find new and inventive ways of moving, and to teach students how to main- 3. Tread water for 2 minutes using only the legs. tain cardiovascular health. To become a certified Lifeguard from this class the student must pass 4 different written exams with an 80% score or better and pass all rescue and 986 CHEYENNE MOUNTAIN CROSS TRAINING safety skills taught during the class. NOTE: If a student does not pass this Prerequisite: None Course Length: Semester prerequisite swim test he/she will need to change to another PE class. Credit: 1 PE Credit Grade: 9, 10, 11, 12 A crossfit inspired workout class. A high intensity, functional training class 992 WATER SAFETY INSTRUCTOR (WSI) which will incorporate resistance training, plyometric training, kettlebells, and Prerequisite: See course description below traditional cardio movements suited for all skill levels and abilities. Con- Credit: 1 PE Credit Course Length: Spring stantly varied, these movements will develop core strength, balance, and Grade: 10, 11, 12 flexibility. The purpose of this course is to train instructor candidates to teach the American Red Cross Swimming & Water Safety program by developing their 985 MAX CARDIO & STRENGTH understanding of how to use course materials and conduct classes. Prerequisite: None Course Length: Semester Credit: 1 PE Credit Grade: 9, 10, 11, 12 Prerequisites: Be 16 years old on or before the end of the course. Cardio and strength interval training for maximum results. This class will mix Complete Fundamentals of Instructors Training. INSANITY, Yoga, strength, plyometrics, and cardio in a heart pumping, body Demonstrate the following: changing experience. Front crawl - 25 yds Elementary Backstroke - 25 yds Back crawl - 25 yrd Sidestroke - 25 yds 980 PE ACTIVITIES Breaststroke - 25 yds Butterfly - 15 yds Prerequisite: None Course Length: Semester Maintain position on back for 1 minute in deep water. Credit: 1 PE Credit Grade: 9, 10, 11, 12 Tread water for 1 minute.

This course will offer a variety of team and individual sports, aerobic capacity NOTE: If a student does not pass this prerequisite swim test he/she will need training, physical fitness conditioning, and assessments. Students will be to change to another PE class. introduced to activities in which they can participate over the course of their lifetime. Instruction will be given on concepts pertaining to overall physical fitness and health. Students will teach a dance/game to the class as a final project.

24 Any of the World Language courses may be used to fulfill the Higher Education Admissions Requirement for 1 unit/2 semesters of the same language. NOTE: The University of Colorado system requires 2 or 3 units (4 or 6 semesters), depending on the branch of the university and the program, of the same language for admission standards for all students. For more information, visit the CU Boulder MAPS web site http://admissions.colorado.edu/undergraduate/ apply/freshman/maps The national standards for Foreign Language Learning as per the American Council of Teaching of Foreign Language (ACTFL) include the 5 C’s: Communication, Cultures, Connections, Comparisons, and Communities.

ACTFL (American Council of Teacher of Foreign Language) Proficiency Scale

Typically a student needs at least two years of language study to achieve a “Novice (High)” on the ACTFL Proficiency Scale. Global Tasks Communicates minimally. Formulaic and rote utterances/Lists and phrases Context/Content Most common informal settings/Most common aspects of daily life Accuracy May be difficult to understand, even for speakers accustomed to dealing with non-native speakers. Text Type Individual words and phrases

Students who have successfully completed three years of language are nearly always able to reach an “Intermediate (High)” on the ACTFL Proficiency Scale. Global Tasks Creates with language. Initiates, maintains and brings to a close simple conversations. Asks questions. Describes and narrates in the present. Context/Content Some informal settings and limited transactional activities. Predictable familiar topics related to daily activities Accuracy Understood, with some repetition, by speakers accustomed to dealing with non-native speakers. Text Type Discrete sentences.

The vast majority of students who successfully complete an AP Language and Culture Course (5 or 6 years of language study) will be assessed at the “Advanced (Mid)” level. Global Tasks Narrates and describes in major time frames (present, past and future). Capable of dealing effectively with an unanticipated complication. Context/Content Most informal and some formal settings. Topics of general and personal interest. Accuracy Understood without difficulty by speakers unaccustomed to dealing with non-native speakers. Text Type Paragraphs

Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions

25 French

507 FRENCH 4 NCAA CCHE Prerequisite: C or better in French 3, teacher or department chair approval Credit: 2 Course Length: Year Grade: 11, 12

The goal for the end of the school year is that the student be within the Inter- mediate-Low proficiency range. The emphasis in this course is on encourag- ing spontaneous expression through extensive oral and written practice via authentic documents (newspaper, magazines, advertisements, media) and literature. Extended discussion and personal reactions or opinions serve to increase correctness of expression. As much current cultural material as possible is integrated into the course to reinforce student proficiency and to prepare the student for the AP course or for proficiency tests as required by some colleges. In order to best facilitate the acquisition of language and culture, the course is taught in the target language. Text: Face a face

508 AP FRENCH LANGUAGE & CULTURE NCAA CCHE Prerequisite: C or better in French 4 or instructor approval Credit: 2 AP Course Length: Year Grade: 11, 12

The goal for the end of the school year is that the student be within the Intermediate-Mid proficiency range. This course is designed to meet the same requirements as an intermediate college-level French class. It is a 504 FRENCH 1 NCAA CCHE student-centered class, where students are expected to participate, ask Prerequisite: None questions, and at times conduct independent studies to further their knowl- Credit: 2 Course Length: Year edge of the topics presented in class. AP French allows students to take Grade: 9, 10, 11, 12 their language skills from intermediate to advanced, while also preparing them for the AP French Language and Culture Examination. Students in The goal for the end of the school year is that the student be within the Nov- this course have already learned the necessary skills to communicate in ice-Low proficiency range. Students will learn through a functional approach French and will continue to hone these skills in practicing listening (interpre- which emphasizes communication skills in everyday life, such as family and tive), reading (interpretive), speaking (interpersonal and presentational), and peer relations, and social customs in the countries and culture of the target writing (interpersonal and presentational). Students at this level will focus language. A variety of exercises and activities designed with an emphasis on more on learning new vocabulary to communicate in French on a variety using the language will help students become proficient in listening, speak- of cultural topics and make comparisons and connections between various ing, reading, and writing. In order to best facilitate the acquisition of language francophone cultures and their own. Through independent study practices, and culture, the course is taught in the target language. Text: D’accord 1 students will be encouraged to find examples of French language and culture in their community and to bring them in to class for discussion. In order to best facilitate the acquisition of language and culture, the course is taught 505 FRENCH 2 NCAA CCHE in the target language. Text: AP French: Preparing for the Language and Culture Examination and Allons du dela Prerequisite: C or better in French 1, teacher or department chair approval Credit: 2 Course Length: Year 509 FRENCH FILM & CONVERSATION Grade: 9, 10, 11, 12 Prerequisite: Successful completion of French 3 The goal for the end of the school year is that the student be within the Credit: 1 Course Length: Semester Novice-Mid proficiency range. The program of the previous year is ex- Grade: 11, 12 panded using the same techniques to further develop communication skills and authentic usage of the language. Although the emphasis throughout is French Film and Conversation focuses on helping students improve mainly on fostering genuine communicative ability, there is a transition in guiding their oral French skills. The class will watch a number of French movies the student from structured introductory practice to more open-ended and dealing with contemporary issues. Topic research and discussions will follow personalized communication. Students are expected to respond freely and to the movies. The class will also read and discuss a range of articles found be involved in spontaneous language exchanges. A focus continues on the in contemporary French print and internet sources, such as tv5.org. This cultural heritage and issues of the countries of the target language. In order class is open to people wanting to take a French class beyond AP French, to best facilitate the acquisition of language and culture, the course is taught concurrently with AP French or French 4, or instead of AP French or French in the target language. Text: D’accord 2 4 (pre-AP). Topics will vary by semester, so students may take this class for 1 to 4 semester credits. In order to best facilitate the acquisition of language and culture, the course is taught in the target language. NCAA CCHE 506 FRENCH 3 Prerequisite: C or better in French 2, teacher or department chair approval Credit: 2 Course Length: Year Grade: 9, 10, 11, 12

The goal for the end of the school year is that the student be within the Novice-High proficiency range. Students continue to acquire language proficiency while reviewing and broadening their grammar and vocabulary foundations. The course also aims to increase the student’s knowledge and appreciation of the target culture. The program is based on a communicative approach in which students develop higher level thinking skills to express themselves, ultimately leading students to function with increasing proficiency in all four skills (listening, speaking, reading, and writing). In order to best facilitate the acquisition of language and culture, the course is taught in the target language. Text: D’accord 3

26 German

517 GERMAN 4 NCAA CCHE Prerequisite: C or better in German 3, teacher or department chair approval Credit: 2 Course Length: Year Grade: 11, 12

The goal for the end of the school year is that the student be within the Intermediate-Low proficiency range. Throughout this class the students will be developing advanced language skills toward proficiency in speaking, listening, reading and writing. Instruction in German civilization using literature, art, music, media and technology will continue in German 4. Students will spend time refining writing skills, while honing their reading abilities in Ger- man. This course serves as a preparation for AP level work and is equivalent to third or fourth semester college/university German courses. In order to best facilitate the acquisition of language and culture, the course is taught in the target language. Text: Denk Mal!

May be concurrent 518 AP GERMAN LANGUAGE & CULTURE NCAA CCHE

May be concurrent Prerequisite: C or better in German 4, teacher or department chair approval Credit: 2 Course Length: Year Grade: 11, 12

The goal for the end of the school year is that the student be within the NCAA CCHE Intermediate-Mid proficiency range. The goal of this course is for students to 514 GERMAN 1 acquire a proficiency ranging from Advanced-Low to Advanced-High on the ACTFL (American Council on the Teaching of Foreign Languages) Profi- Prerequisite: None Credit: 2 Course Length: Year ciency Scale. Major emphases are placed on oral proficiency, stylistically Grade: 9, 10, 11, 12 advanced compositions, and refined listening comprehension. The course seeks to help each student achieve language skills that are both useful and The goal for the end of the school year is that the student be within the demonstrate fine levels of language ability. While these skills are useful in Novice-Low proficiency range. The purpose of this class is to acquaint the doing well on the AP German exam, they are also skills that will serve stu- learner with the fundamental parts of German language, history, geography, dents through their lives. A wide range of instruction methods is used in the and to impart an understanding of German culture. Through this course class. In order to best facilitate the acquisition of language and culture, the students will gain the skills to converse on familiar subjects, pronounce Ger- course is taught in the target language. Text: Kaleidoskop man accurately, display understanding of basic German grammar, and write simply in German. In order to best facilitate the acquisition of language and culture, the course is taught in the target language. Text: Mosaik 1 519 GERMAN FILM & CONVERSATION Prerequisite: Successful completion of German 4 or teacher approval if NCAA CCHE taken concurrently with German 4 515 GERMAN 2 Credit: 1 Course Length: Semester Grade: 11, 12 Prerequisite: C or better in German 1, teacher or department chair approval Credit: 2 Course Length: Year German Film and Conversation focuses on helping students improve mainly Grade: 9, 10, 11, 12 their oral German skills. The class will watch a number of German movies dealing with contemporary issues. Topic research and discussions will follow The goal for the end of the school year is that the student be within the the movies. The class will also read and discuss a range of articles found in Novice-Mid proficiency range. The purpose of this class is to continue to ac- contemporary German print sources, such as the magazine Deutsch Perfekt. quaint the learner with the basic parts of German language, history and ge- This class is open to people wanting to take a German class beyond AP ography, and to impart a better understanding of German culture. Students German, concurrently with AP German, or instead of AP German. Students will gain the skills to communicate basic needs, initiate and sustain simple may enroll in this class and AP German at the same time. Topics will vary conversations, pronounce German with greater accuracy, and understand by semester, so students may take this class for 1 to 4 semester credits. In spoken German better. Through practice in writing and reading, students will order to best facilitate the acquisition of language and culture, the course is gain the abilities to write messages, understand written materials, and better taught in the target language. understand advanced printed materials. Time will be spent in class refining students’ listening and speaking skills. In order to best facilitate the acquisition of language and culture, the course is taught in the target language. Text: Mosaik 2 NCAA CCHE 516 GERMAN 3 Prerequisite: C or better in German 2, teacher or department chair approval Credit: 2 Course Length: Year Grade: 9, 10, 11, 12

The goal for the end of the school year is that the student be within at the Novice-High proficiency range. This class builds upon the first years of German. An emphasis on oral proficiency and comprehension will be made through the year. Extensive study of new vocabulary will increase students’ language abilities. Upon completion of this course, students will be able to be fully understood by native speakers used to dealing with foreigners, read for pleasure German literature, demonstrate an understanding of Germany history, and be familiar with the cultures in the German-speaking countries. In order to best facilitate the acquisition of language and culture, the course is taught in the target language. Text: Mosaik 3 27 Spanish

557 SPANISH 4 NCAA CCHE Prerequisite: C or better in Spanish 3, teacher or department chair approval Credit: 2 Course Length: Year Grade: 10, 11, 12 The goal for the end of the school year is that the student be within the Intermediate-Low proficiency range. This course is geared to the intermediate-low proficiency range Spanish learner. The three modes of communication will be of primary importance: Interpretive (aural and reading comprehension), Interpersonal (two-way spontaneous conversation and correspondence), and Presentational (in both speaking and writing). The products, practices and perspectives of the Hispanic world continue to be explored more deeply, and students will articulate cultural comparisons with their own culture. In order to best facilitate the acquisition of language and culture, the course is taught in the target language. Text: Reflejos

558 AP SPANISH LANGUAGE & CULTURE NCAA CCHE Prerequisite: C or better in Spanish 4, or instructor or department chair approval Credit: 2 AP Course Length: Year Grade: 11, 12 The goal for the end of the school year is that the student be within the 554 SPANISH 1 NCAA CCHE Intermediate-Mid proficiency range. The AP Spanish Language and Culture course takes a holistic approach to language proficiency and recognizes Prerequisite: An eagerness to learn about the Hispanic world and its the complex interrelatedness of comprehension and comprehensibility, language vocabulary usage, language control, communication strategies, and cultural Credit: 2 Course Length: Year awareness. Students should learn language structures in context and use Grade: 9, 10, 11, 12 them to convey meaning. In standards-based world language classrooms, the instructional focus is on function and not the examination of irregularity The goal for the end of the school year is that the student be within the and complex grammatical paradigms about the target language. Language Novice-Low proficiency range. Utilizing an integrated approach to language structures should be addressed inasmuch as they serve the communicative acquisition, students will begin to inch their way up the ACTFL (American task and not as an end goal unto themselves. This course strives to promote Council of Teachers of Foreign Languages) Proficiency Scale. The three both fluency and accuary in language use and not to overemphasize modes of communication will be of primary importance: Interpretive (aural grammatical accurary at the expense of communication. In order to best and reading comprehension), Interpersonal (two-way conversation), and facilitate the study of language and culture, the course is taught in the target Presentational (in both speaking and writing). The topics to be presented language. will deal with very familiar, personalized experiences and expressions. Additionally, students will be introduced to products, practices and perspec- The AP Spanish Language and Culture course engages students in an tives of the Spanish-speaking world. In order to best facilitate the acquisition exploration of culture in both contemporary and historical contexts. The of language and culture, the course is taught in the target language. Text: course develops students’ awareness and appreciation of products, Realidades 1 both tangible (e.g., tools, books) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie both practices 555 SPANISH 2 NCAA CCHE and products). Text: AP Spanish: Preparing for the Language and Culture Examination Prerequisite: C or better in Spanish 1, teacher or department chair approval Credit: 2 Course Length: Year NCAA CCHE Grade: 9, 10, 11, 12 559 AP SPANISH LITERATURE & CULTURE Prerequisite: A, B, or C in AP Spanish Language, or instructor or depart- The goal for the end of the school year is that the student be within the ment chair approval Novice-Mid proficiency range. Continuing with an integrated approach to Credit: 2 AP Course Length: Year language acquisition, students will expand on their abilities to function in Grade: 11, 12 Spanish toward the Novice (High) level. Communication will include more structures such as the introduction to major time frames (present, past and The AP Spanish Literature and Culture course includes a required reading future). The three modes of communication will be of primary importance: list of 38. It is designed to introduce students to the formal study of a Interpretive (aural and reading comprehension), Interpersonal (two-way representative body of texts from Peninsular Spanish, Latin American and conversation), and Presentational (in both speaking and writing). The U.S. Hispanic literature. The course provides opportunities for students to products, practices and perspectives of the Hispanic world continue to be demonstrate their proficiency in Spanish across the three modes of com- expanded. In order to best facilitate the acquisition of language and culture, munication (interpersonal, interpretive and presentational) and the five goal the course is taught in the target language. Text: Realidades 2 areas (communication, cultures, connections, comparisons and communities) outlined in the Standards for Foreign Language Learning in the 21st Century. The overarching aims of the course are to provide students with 556 SPANISH 3 NCAA CCHE ongoing and varied opportunities to further develop their proficiencies across the full range of language skills - with special attention to critical reading and Prerequisite: C or better in Spanish 2, teacher or department chair analytical writing - and to encourage them to reflect on the many voices and approval cultures included in a rich and diverse body of literature written in Spanish. Credit: 2 Course Length: Year Grade: 9, 10, 11, 12 A key objective of the course is to encourage students not only to understand and retell the content of the texts they read but also to relate that content to The goal for the end of the school year is that the student be within the literary, historical, sociocultural and geopolitical contexts in Spanish. Novice-High proficiency range. In this course, students will complete the foundational work for language proficiency through extensive vocabulary The course aims to help students progress beyond reading comprehension expansion and implementation of new language structures, which will allow to read with critical, historical and literary sensitivity. This is an ambitious them to communicate in major frames (present, past and future). The three goal, but it is hoped that when exposed to the methods of literary analysis, modes of communication will be of primary importance: Interpretive (aural with its rigorous attention to linguistic detail coupled with critical interpretation and reading comprehension), Interpersonal (two-way conversation), and and analysis, students will be able to apply the skills they acquire in this Presentational (in both speaking and writing). The products, practices and course to many other areas of learning and life. In order to best facilitate perspectives of the Hispanic world continue to be expanded. In order to best the acquisition of language and culture, the course is taught in the target facilitate the acquisition of language and culture, the course is taught in the language. Text: Abriendo Puertas - ampliando perspectivas target language. Text: Realidades 3 28 ### ENGLISH LANGUAGE DEVELOPMENT Prerequisite: Primary Home Language other than English and instructor approval Credit: 2 Elective Credits Course Length: Year Grade: 9, 10, 11, 12

This course is designed to increase fluency in English for non-English speaking and limited-English speaking students for both social and academic pur- poses. Students must have a primary or home language other than English to qualify. The EDGE curriculum is standards- and research-based and develops English language skills in listening, speaking, reading, and writing. Each unit of study is thematically based and focuses on the components and processes of reading and writing, vocabulary and oral language development, and the use of technology with instruction.

Callie Judi

620 STUDY STRATEGIES Prerequisite: Instructor approval Credit: 1 Elective Credit Course Length: Semester Grade: 9, 10, 11, 12

Study Strategies provides students who have an active Individualized Education Program (IEP) access to study skills and academic support in order to improve their scholastic experiences. Study Strategies offers support and practice in skills such as organization, study techniques, note taking, and college/ career exploration. This course offers individualized guidance in the work that he/she completes for courses, which may include homework assignments, test preparation, accessing accommodations indicated in the IEP and progress monitoring of goals. Course may be repeated for credit.

933 BEGINNING LEAD Prerequisite: Instructor approval Credit: 2 Elective Credits Course Length: Year Grade: 10, 11, 12

LEAD (Learning and Educating About Disabilities) is a seminar type year long course designed to educate students with disabilities about the brain, disabilities, compensatory strategies and advocacy. Course content covers achievement testing, cognitive testing, ADHD, learning disabilities, executive functioning, comorbid conditions, IEP/504 processes, educational rights and self advocacy. Students participate in group session and class sessions. Interested students and/or parents should contact instructor prior to enrolling.

934 ADVANCED LEAD Prerequisite: Instructor approval Credit: 2 Elective Credits Course Length: Year Grade: 11, 12

Advanced LEAD is for students who have successfully completed beginning LEAD and demonstrate an interest and commitment to the program. Course content provides a review of beginning LEAD curriculum, specifically focused on disabilities represented within the group. Students work on presentations to variety of audiences to educate themselves and others about the social, emotional and academic challenges of being a teenager with a disability. Advanced LEAD requires students to commit to mentoring at the elementary school once a week as well as additional after school presentations and responsibilities. Students are expected to participate in class dialogue, mentoring, presentation (public speaking).

936 TEAM Prerequisite: Instructor approval Credit: 2 Elective Credits Course Length: Year Grade: 11, 12

Transition Education, Advocacy, and Management (T.E.A.M.) will focus on increasing student knowledge and capabilities surrounding their transition education, self-advocacy, and self-management applicable in their high school and post-secondary goal attainment. Objectives for the class include restorative practices, financial literacy, College in Colorado- post-secondary education application options and employment interest inventories, employment preparation skills- applications, resumes, and mock interviews, personal learning profiles, self-advocacy, and education in the area of Individual Education Programs (IEP) and disabilities.

29 An extensive vocational program is offered to interested students in cooperation with Pikes Peak Community College and the International Salon & Spa Academy. The objective of the program is to prepare each student with the competencies, manipulative skills, attitudes, and work habits necessary to obtain employment in their chosen occupations. Students enroll in the program as a part of their daily high school schedules. All students spend fifteen hours per week in training, from 9:00 am to 1:401 am or 1:00 pm to 3:50 pm (subject to change). Students are awarded credits towards their high school diploma. Cheyenne Mountain School District pays the cost of this quality instructional program. After graduation from high school, students may continue their skills training at Pikes Peak Community College or another community college. NOTE: Spaces are limited. Students interested in this program must see a counselor in the guidance office for enrollment. Enrollment is on a first come, first served basis. The qualifications for students who are pursuing enrollment in the program are: 1. Be sixteen years old and a junior or senior. 2. Be enrolled full time in Cheyenne Mountain High School. 3. Identify an occupational area for which preparation for employment can be accomplished. 4. Establish and maintain an attendance record comparable to that which is expected of any employee of business and industry. 5. Provide own transportation. 6. Make a year long commitment to the program. If a student is asked to leave, or decides to withdraw after the drop/add period first semester, the student will be responsible for paying back a prorated amount of the cost of tuition to CMHS. Currently, it costs over $3000.00 per student to participate in the AVP program. 7. Have an excellent attendance record at CMHS. The following is a list of courses offered under this vocational program:

Auto Collision Technology Culinary Arts Health Science Technology Radio and Television Automotive Service Technology Diesel Power Technology Interior Design Sign Language Interpreter Prep Computer Aided Drafting Early Childhood Education International Salon & Spa Academy Welding Computer Information Systems Fire Science Technology Machining Zookeeping Criminal Justice Health Career Exploration Multimedia Graphic Design This list is subject to change yearly. Students are encouraged to join youth organizations associated with their individual programs which are conducted as an extension of their classrooms. The Area Vocational Program also has a Student Senate made up of members from each youth organization.

Taegan Steinfort

### ONLINE

Additional elective courses are available online. See your Counselor for information.

930 WORK STUDY Prerequisite: Counselor approval Credit: 2 (pass/fail) Course Length: Year Grade: 11, 12

This course is for students with credit deficiency. Students must be employed in a documented position (students must turn in pay stubs to verify hours for credit). 90 hours of work are equal to 1 credit, and a maximum of 2 credits may be earned in high school. The teacher will visit the employer. This period is a time when the student is not on school grounds but on the job.

30 CHEYENNE MOUNTAIN HIGH SCHOOL GRADUATION REQUIREMENTS

48 Credits (1 credit = 1 semester; 2 credits = 1 year)

English 9 9 10 10 11 11 12 12 8 Credits

Math 6 Credits

Science 6 Credits

US History US History American Social Studies - or - - or - 6 Credits Government AP US History AP US History

Fine Arts 2 Credits

Health 1 Credit Health PE PE 1 Credit

Electives 18 Credits (8 must be academic*)

*Academic Electives include any English, math, science, social studies, and/or fine arts class taken in excess of the stated CMHS graduation requirements, plus world language classes. World language is not required for graduation from CMHS, but counts as an academic elective.

31 SCHEDULING WORKSHEET - CURRENT YEAR ONLY

Freshman Year Sophomore Year

1. English: 1. English:

2. Math: 2. Math:

3. Science: 3. Science:

4. Social Studies: American Government / Economics 4. Social Studies:

5. PE: Health / PE 5.

6. 6.

7. 7.

Junior Year Senior Year

1. English: 1. English:

2. Math: 2.

3. Science: 3.

4. Social Studies: US History - or - AP US History 4.

5. 5.

6. 6.

7. 7.