Peru High School Counseling Department Course Catalog 2018

Peru High School Counseling Department Course Catalog

2018-2020

Courses are listed by subject in the following order:

College Advancement Program (CAP) courses in partnership with Clinton Community College

Art

Business

English Language Arts

Health

Languages Other Than English (LOTE)- French and Spanish

Mathematics

Music

Physical Education

Science

Social Studies

Technology

College Advancement Program (CAP) Course Descriptions

Students must be a junior or senior to take the following courses for CAP credit, unless a waiver is granted by Clinton Community College (see the CAP coordinator for waiver details).

ART:

ART 103 INTRODUCTION TO DRAWING (3 Credits)

Corresponding Peru CSD course: Drawing and Painting II

The purpose of this class is to introduce you to basic drawing materials and to gain greater insight, sensitivity, and understanding of the Art of Drawing. Through in-class experiences such as demonstrations, viewings, and lectures as well as outside assignments you will have acquired fundamental visual/perceptual skills and in turn become more confident to pursue drawing on an individual basis.

ART 113 Digital & Computer Imagery (3 Credits)

Corresponding Peru CSD course: Photography I

This introductory course is a unique combination of the exploration of digital photography and the use of computer imaging to capture, manipulate and enhance a photograph. Through the use of Adobe Creative Suite Software, the student will learn how to edit, manipulate, and save photographs, using Adobe Photoshop and how to manage their digital files, using Adobe Bridge. The student will also be introduced to the basics of photography utilizing the digital camera. The student will acquire skills including exposure for the digital camera; file formats; composition; the creative use of aperture and shutter speed; lighting characteristics and white balance; and understanding and manipulating histograms. The student will also become familiar with the terms of digital technology. Students must have access to a digital camera.

BUSINESS:

BUS 101 BUSINESS ORGANIZATION & MANAGEMENT

Corresponding Peru CSD course: Business Organization and Management

A general survey of business, with an analysis of business enterprise elements and functions. A fundamental consideration is also made of the various areas of business specialization.

BUS 260 BUSINESS LAW I (3 Credits)

Corresponding Peru CSD course: Business Law

Prerequisite to earn CAP credit: BUS 101

Introduces fundamental legal principles and their applications to business and everyday life. Includes law and society, contracts, agency, sales, commercial paper, bailments, and secured transaction.

ACC 120 PRINCIPLES OF ACCOUNTING I (4 Credits)

Corresponding Peru CSD course: Accounting

Prerequisites to earn CAP credit: Students must meet the criteria for BOTH Math and English

Math:

 Math portion of SAT: 530 or higher

 Math portion of ACT: 20 or higher

 Algebra I Regents (Common Core) score of 85 or higher AND successful completion of one additional Regents course

 Successful completion of the 3 math Regents courses and score of 65 or higher on 2 math Regents exams

 CCC Placement test recommendation

English:

 SAT exam score of 560 and above on the Reading and Writing sections of the SAT, with Reading and Writing/Language Sub-scores of 34 and above.  ACT exam score of 31 and above for the Reading section and 10 and above on the Writing section of the ACT exam.

This is a course of study that introduces financial accounting and financial reporting for business entities. It offers an introduction to accounting information system with emphasis on measuring, reporting, and using accounting information related to operating, investing, and financing activities, and involves detailed discussion of accounting concepts and issues concerning the financial position, income statement, statement of stockholders’ equity and statement of cash flows.

COMPUTER SCIENCE:

CSC 102 INTRODUCTION TO MICROCOMPUTER APPLICATIONS (3 Credits)

This course focuses on the latest application software and operating systems used in the business world. The course will prepare students to be intelligent users of computers and to understand the basics of word processing, spreadsheets, database, and the Internet through “hands-on” laboratory experiences.

CSC 201 ADVANCED SOFTWARE APPLICATIONS (3 Credits)

Prerequisite: CSC 102

This course is designed to give students a thorough exposure to the advanced computer software skills in Word and Excel that employers are seeking. In addition, it will satisfy all the objectives in the four MCAS (Microsoft Certified Application Specialist) certification.

ENGLISH:

ENG 101 ENGLISH COMPOSITION (3 Credits)

Corresponding Peru CSD course: CAP ENG 101

Prerequisite to earn CAP Credit:  CCC placement test recommendation  SAT exam score of 560 and above on the Reading and Writing sections of the SAT, with Reading and Writing/Language Sub-scores of 34 and above.  ACT exam score of 31 and above for the Reading section and 10 and above on the Writing section of the ACT exam. This senior year course is designed to help students acquire the skills they will need for academic success. They will learn to produce essays that are clear, concise, and unified. The writing process is emphasized. Students write papers both out of class, at least one of which requires outside sources and documentation, and in class. Near the end of the course, students will complete a final in-class essay which will be evaluated by the English Department to assess the writer’s preparedness to move on to other college-level writing courses.

FOREIGN LANGUAGE:

FRE 102 ELEMENTARY FRENCH II (3 Credits)

Corresponding Peru CSD course: First semester of French 5

Elementary French II is a direct continuation of FRE 101 with further development of the four language skills to a high novice level and continued introduction to Francophone culture.

FRE 201 INTERMEDIATE FRENCH I (3 Credits)

Prerequisite: FRE 102

Corresponding Peru CSD course: Second half of French 5

The main objectives of this course are to help students develop effective communication skills in French through the development of the four basic language skills ( listening, speaking, reading and writing) and cultural knowledge.

SPA 102 ELEMENTARY SPANISH II (3 Credits)

Corresponding Peru CSD course: First half of Spanish 5

Beginning Spanish II is a direct continuation of SPA 101 with further development of the four language skills to a high novice level and continued introduction to Hispanic Culture.

SPA 201 - INTERMEDIATE SPANISH I (3 Credits)

Corresponding Peru CSD course: Second half of Spanish 5

Prerequisite: SPA 102

The main objectives of this course are to help students develop effective communication skills in Spanish through the development of the four basic language skills (listening, speaking, reading, and writing) and cultural knowledge.

MATH:

MAT 103 FINITE MATHEMATICS (3 Credits)

Corresponding Peru CSD course: Finite Mathematics

Prerequisites to earn CAP Credit:

 Math portion of SAT: 530 or higher  Math portion of ACT: 20 or higher  Algebra I Regents (Common Core) score of 85 or higher AND successful completion of one additional Regents course  Successful completion of the 3 math Regents courses and score of 65 or higher on 2 math Regents exams  CCC Placement test recommendation

MAT 161 ELEMENTARY STATISTICS (3 Credits)

Corresponding Peru CSD course: Statistics

Prerequisites to earn CAP Credit:

 Successful completion of the 3 math Regents courses and score of 65 or higher on all 3 math Regents exams  Successful completion of MAT 103  CCC Placement test recommendation This course is a study of basic statistical techniques and some related probability theory. Course topics include data collection and presentation, measures of central tendency and dispersion, grouping and graphing data sets, linear correlation and regression, sampling distributions, estimation, and hypothesis testing. Distribution studies include the binomial, normal, and student’s t. At least one student project is required for this course. The use of a graphing calculator is required for this course to further the exploration of these topics and their applications.

MAT 204 College Algebra with Trigonometry II (4 Credits)

Corresponding Peru CSD course: Precalculus – CCC MAT 204

Prerequisite to earn college credit:

 Successful completion of the 3 math Regents courses and score of 65 or higher on all 3 math Regents exams  CCC Placement test recommendation Course topics include exponential, logarithmic, and trigonometric functions; trigonometric identities and equations; oblique triangles; polar coordinates; conic sections; systems of equations; and matrices. The use of a graphing calculator is required for this course to further the exploration of these topics and their applications.

MAT 224 CALCULUS & ANALYTIC GEOMETRY I (4 Credits)

Corresponding Peru CSD course: AP Calculus CCC MAT 224

Prerequisite: MAT 204 or equivalent

This course is an introduction to the basic concepts of differential and integral calculus. Course topics include limits and continuity; differentiation and its applications including curve sketching; indefinite and definite integrals; the Fundamental Theorem of Calculus; derivatives and integrals of the trigonometric functions. The use of a graphing calculator is required for this course to further the exploration of these topics and their applications.

SCIENCE:

PHY 111 GENERAL PHYSICS I (4 Credits)

Corresponding Peru CSD course: First half of Physics-CCC/R

 Prerequisite to earn CAP credit: Successful completion of the 3 math Regents courses and score of 65 or higher on all 3 math Regents exams  CCC Placement test recommendation

This is the first of a two-semester sequence which covers: mechanics, which includes the study of linear, circular and rotational motion and how Newton’s laws, and the concepts of energy and momentum can be applied, thermodynamics including temperature, heat transfer, and changes in state, and analysis of the sinusoidal nature of simple harmonic motion. There are three hours of lecture and one two-hour laboratory per week.

PHY 112 GENERAL PHYSICS II (4 Credits)

Corresponding Peru CSD course: Second half of Physics-CCC/R

Prerequisite: PHY 111; Corequisite: MAT 204

This is a continuation of General Physics I with the following topics included: electricity, magnetism, sound, optics, and quantum physics. There are three hours of lecture and one two-hour laboratory per week.

ART

Art challenges the creative power of each student. It seeks to have each student know of the relationship of art to every important aspect of daily living. Art helps a student to develop a keener awareness of aesthetic values; to cultivate a skill in expressing ideas, feelings, and moods; to explore personal interests and aptitudes; to study the art records of the past; to build an understanding of our culture in relation to other times and places; and to practice sensitive discrimination in the use of art at home, at school, and in the community.

Studio in Art Full Year 1 Credit

Studio in Art is the only Peru art course which meets the fine arts graduation requirement.

Students in studio art will gain a fundamental knowledge in all areas of art including: elements and principles of design, art production: drawing, printmaking, water color and acrylic paint, sculpture, formal art criticism, and art history. The Fine Arts department aims to offer students the opportunity to participate in meaningful and authentic learning experiences. School-wide learning expectations are: communicate effectively through reading, writing, speaking and listening, apply critical thinking skills to all curricular activities, demonstrate positive interpersonal relationships, become lifelong learners: be adaptive, flexible and receptive to change, be responsible citizens, contributing and modeling democratic values, and be able to access, use and apply information.

State Standards/Framework that are focused on are: aesthetic perception, creative expression, historical and cultural context, aesthetic valuing, making connections, relationships, applications.

Advanced courses can only be taken after a student fulfils their NYS Fine Arts course requirement.

Sculpture and Ceramics I Full Year 1 Credit

The Ceramics and Sculpture course is intended to give a basic, broad understanding of the elements and principles of design and their relation to three-dimensional objects. The class focus will be on purposeful decision making in various mediums. The ceramics projects will include hand building techniques, an introduction to the wheel, the basic theories of clays and glazes, and the exploration of firing techniques. The sculpture projects will include using found objects in design, sculpture for purpose, altering materials, and working with various materials. In addition to the technical processes, there will be a strong emphasis on the development of a personal artistic vision or viewpoint as the course unfolds.

Sculpture and Ceramics II Full year 1 Credit

Sculpture and Ceramics II is a continuation of Sculpture and Ceramics I. Students will investigate additional media and processes. Students will create alternative fabric garments, mixed media sculptures, two piece thrown ceramic pots, sets of dinnerware, among other things. We will concentrate more on wheel throwing and consistency as well as developing a concentration so work and be used towards AP coursework the following year if desired.

*Studio in Photography I & II Full Year Each 1 Credit Each

The student must furnish some supplies. Student must own or have access to a digital camera – with a manual mode. Studio in Photography I is now offered as a College Advanced Placement (CAP) course through Clinton Community College for 3 Credits as well as for high school credit. College students will be required to meet higher expectations, including extra projects and more stringent grading.

Students considering signing up for Photo I must meet instructor prior to signing up for class.

Studio in Drawing and Painting I Full Year 1 Credit

Students may take this course without taking Studio Art, but must pass a placement exam. See Mr. Wilson ASAP.

Students will explore basic drawing and painting techniques through a variety of media. If you REALLY want to learn how to draw, this is the course. We cover a variety of drawing techniques, both color and black and white, we develop awesome compositions and work to develop unique and creative ideas. Students will reference past and present art, keep a weekly sketchbook, and develop a portfolio. Students will be required to furnish some supplies.

Studio in Drawing and Painting II Full Year 1 Credit

Prerequisite: Studio in Drawing and Painting I

This is an advanced level class for the student art majors and is intended to either prepare for a College entry portfolio and/or prepare for the Advanced Placement Studio Art Course. Students strengthen drawing skills, develop a concentration (series of work) around a common theme, and keep a sketchbook. Student must furnish some supplies.

Advanced Placement/Studio PART I: Full Year 1 Credit

Prerequisite: two elective art classes – portfolio evaluation – recommendation by art staff

Advanced Placement Program in Studio Art PART I enables highly motivated art students to perform at the college level. Students choose between a General and Drawing Portfolio. Students will work to explore a variety of art mediums and subject. Students are expected to work AT LEAST 80 minutes a day on artwork. This is not the class for the casual art student who is not willing to work outside of class time. Students may take AP PART II in their senior year and submit a portfolio for college credit. Students are expected to furnish some supplies.

Advanced Placement/Studio PART II: Full Year 1 Credit

Prerequisite: Advanced Placement/Studio Part I

Advanced Placement Program in Studio Art enables highly motivated art students to perform at the college level. Students will create a body of work consisting of 12 works on the same theme. There is a performance-based exam in the form of an Art Portfolio. Students may take AP exam at the end of the year with payment of fee required by College Board and must be prepared for expenditures involved in preparing a portfolio. Students MUST be capable of working independently and to work at least 80 minutes a day on artwork. Students are expected to furnish some supplies.

BUSINESS AND TECHNICAL EDUCATION

This department offers a curriculum designed to assist ALL students in developing financial concepts, computer applications, and college/career ready skills. Our business program is comprehensive and designed to provide skills that students can utilize in their personal lives to be productive, responsible, and knowledgeable citizens. It provides students with a unique and relevant blend of electives and college credit opportunities. One of three requirements for The Business Graduation Gold Stole can be fulfilled through achievement in at least 4 courses, including one CAP course-The Education Requirement. For further college details, *see the College Advanced Program (CAP) section of the Course Catalog.

Recommended Sequencing: Freshman-Business Communications/Career & Financial Management; Sophomore-Intro to Microcomputer Applications/Advanced Software Applications; Junior-Business Organization & Management/Business Law; Senior-Accounting and/or Marketing/Management.

BUSINESS COMMUNICATIONS (formerly Business Skills) One Semester ½ Credit Students will spend the first half of the course on Keyboard Mastery, which is an intensive course that will teach beginners how to keyboard correctly and teach more experienced students to keyboard faster. Students will be introduced to the touch method of keyboarding, involving the alphabetic, punctuation, numbers, and symbol keys, with emphasis on speed and accuracy. Listening, speaking, reading, writing, and nonverbal communication skills are emphasized and developed within the context of business and computer applications. (9th-12th grade)

CAREER AND FINANCIAL MANAGEMENT-Graduation Requirement One Semester ½ Credit This course emphasizes career preparation and exploration, using Naviance. Naviance is a college and career readiness tool that helps student identify strengths and interests postsecondary. Students will create a portfolio which includes a cover letter, a resume, job applications, references, and interview tips. Financial literacy is stressed throughout this course as students learn how to develop personal budgets, handle personal banking, make investments, manage credit wisely, fill out income tax forms and prevent identity theft. Opening real savings accounts with UFirst Federal Credit Union/Peru Federal Credit Union is an option in this course. (9th-12th grade)

*CSC 102 INTRODUCTION TO MICROCOMPUTER APPLICATIONS One Semester ½ Credit Prerequisite: Business Computer Applications or type 30 WPM. Course description from CCC: “This course focuses on the latest application software and operating systems used in the business world. This course will prepare students to be intelligent users of computers and to understand the basics of word processing, spreadsheets, database, and the Internet through “hands-on” laboratory experiences. This course fulfills the SUNY General Education requirement for the Information Management Competency.” (College Advanced Program 3 credits 10th-12th grade)

* CSC 201 ADVANCED SOFTWARE APPLICATIONS One Semester ½ Credit Prerequisite: CSC 102. Course description from CCC: “This course is designed to give students a thorough exposure to the advanced computer software skills that employers are seeking. In addition, it will satisfy all the objectives for the MCAS (Microsoft Certified Application Specialist) certification. The MCAS Program is an international certification for users of the Microsoft Office products to demonstrate their skills in Word, Excel, PowerPoint, and Access. The certification provides businesses with a benchmark for skills assessment for prospective employees and a measureable assessment of training and/or experience for current employees; also, it provides potential employees with a valuable credential that enhances their productivity in the workforce.” This course meets the SUNY General Education Requirements for Information Management. (College Advance Program 3 credits 10th-12th grade)

*BUS 101 BUSINESS ORGANIZATION & MANAGEMENT One Semester ½ Credit Course description from CCC: “A general survey of business, with an analysis of business enterprise elements and functions. A fundamental consideration is also made of the various areas of business specialization.” (College Advance Program 3 credits 11th-12th grade-Fall Semester Only)

*BUS 260 BUSINESS LAW I One Semester ½ Credit Prerequisite: BUS 101. Course Description from CCC: “Introduces fundamental legal principles and their applications to business and everyday life. Includes law and society, contracts, agency, sales, commercial paper, bailments, and secured transaction.” (College Advanced Program 3 credits 11th-12th grade-Spring Semester Only)

SPORTS & ENTERTAINMENT MARKETING-The Lodge One Semester ½ Credit This course is an introduction to the world of sports and entertainment marketing. Topics covered include marketing basics, target markets, business ethics, trends, diversity, research process, channels of distribution, and financial analysis. The students in this course will operate the school store located on campus providing a “hands-on” application experience. (9th-12h grade-Fall Semester Only)

BUSINESS MANAGEMENT-The Lodge One Semester ½ Credit This course will look at all the various skills needed for the successful operation of a small business. Topics covered include entrepreneurship, human resources, workplace skills, laws, labor unions, contracts, marketing strategies, sales process, promotions, advertising, social media marketing, and economics. The students in this course will operate the school store located on campus providing a “hands-on” application experience. (9th-12h grade-Spring Semester Only)

*ACC 120 FINANCIAL ACCOUNTING Full Year 1 Credit Prerequisites: MAT 100 or higher and placement into ENG 101. Course description from CCC: “This is a course of study that introduces financial accounting and financial reporting for business entities. It offers an introduction to accounting information system with emphasis on measuring, reporting, and using accounting information related to operating, investing, and financing activities, and involves detailed discussion of accounting concepts and issues concerning the financial position, income statement, statement of stockholders’ equity and statement of cash flows.” (College Advance Program 4 credits 11th-12th grade)

* Designates those classes available to the student with the option of earning College Credit through Clinton Community College. The credit is transferable to all SUNY colleges and many other colleges.

ENGLISH LANGUAGE ARTS

All English Courses will address the necessary skills needed to demonstrate proficiency in The New York State Common Core Standards for that particular grade level. These standards state that all students will read closely to interpret and analyze literary and informational texts, write clearly and coherently informative, narrative, and argumentative pieces using specific evidence, speak and listen effectively and collaboratively in a variety of settings, demonstrate research skills, and demonstrate command of the conventions of Standard English.

All Honors English Courses: At the end of the ELA course descriptions are the criteria for student placement in accelerated/honors courses. Students in Grades 8-10 will be screened, based on a variety of academic achievements, recommendations by their English teacher, and the decision of the Building Principal, for enrollment in Honors English and AP English.

English 9R-C Full Year 1 Credit This course provides a transition from junior high to high school English Language Arts with guided instruction in sentence structure, paragraph development, and organizational skills, as well as literature comprehension. Students will read novels with universal themes, as well as selected essays, poetry, and short stories. Preparation for mandated State and local assessments will also be included in this course. All Grade 9 ELA students will take the same summative assessment.

English 9R Full Year 1 Credit This course includes instruction in more independent writing, including paragraph and essay development, emphasizing structure, unity, coherence, and organization. Major emphasis is placed on improvement of critical thinking and writing and reading skills in preparation for the mandated State and local assessments. Each student is expected to do extensive outside reading as well as oral presentations. All Grade 9 ELA students will take the same summative assessment.

English 9 Honors Full Year 1 Credit This course is designed for highly motivated, academically responsible students. It includes advanced instruction in paragraph and essay development emphasizing structure, unity, coherence, and organization. Major emphasis is placed on the improvement of critical thinking and reading and writing skills in preparation for mandated State and local assessments. Each student is expected to do extensive outside reading and several oral presentations. All Grade 9 ELA students will take the same summative assessment.

English 10C Full Year 1 Credit Various genres of literature will be analyzed and discussed in both written and oral form, according to students’ abilities. Writing activities that are required on the mandated State and local assessments will be stressed. Oral presentations are required. All Grade 10 ELA students will take the same summative assessment.

English 10R Full Year 1 Credit Students engage and analyze various genres of literature as well as informational texts. Reading, writing, speaking, and research skills that are associated with State and local assessments are practiced and emphasized throughout the year. Units are designed to meet the Common Core Standards and to prepare students for College and Career Readiness. All Grade 10 ELA students take the same summative assessment.

English 10 Honors Full Year 1 Credit This course is designed for highly motivated, academically responsible students. It includes an in-depth study of major literary forms with an emphasis on the improvement of critical reading, thinking, and writing in preparation for mandated State and local assessments, as well as research skills. Each student is expected to do extensive outside reading and several oral presentations. All Grade 10 ELA students will take the same summative assessment.

English 11C Full Year 1 Credit This course is designed to aid students in improving thinking, reading, and writing skills. Special emphasis is directed toward skills needed for mandated State and local assessments. Oral presentation is a requirement. All Grade 11 ELA students will take the same summative assessment in June.

English 11R Full Year 1 Credit This course places major emphasis on the analysis of works from American literature and on reading and writing skills necessary to succeed on the January ELA exam. In the second semester, students explore a variety of writing tasks to help them prepare to become college and career ready. A research project and oral presentation are required. All Grade 11 ELA students will take the same summative assessment in June.

AP English Literature and Composition Full Year 1 Credit Advanced Placement Literature and Composition engages students in becoming skilled readers of prose and poetry written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Students analyze the way genre conventions and the resources of language contribute to effectiveness in writing. The students read a variety of genres deliberately and thoroughly, taking the time to understand a work’s richness of meaning. Students who take this course are typically enrolled in Honors coursework that prepares students to participate is sophisticated analysis during their junior year. Students take the State assessment and the Advanced Placement Literature and Composition exam in May. A summer project is typically assigned. *The course syllabus is currently approved by the AP College Board.

English 12 Seniors must take a minimum of two (2) English 12 classes. Generally, a student needs to select a first semester English 12 class and a second semester English 12 class.

CORE Course (included within each credit-bearing semester course)

English 12: Contemporary Fiction One Semester ½ Credit Contemporary Fiction is a semester course that examines novels, short stories, and poetry written within the last 20 years. Course readings will include both fiction and non-fiction pieces by a range of authors. Development of computer skills and technological connections are a major component of the course. Students will be required to complete various writing activities relating to contemporary literature, including original fiction. Speaking and listening activities, as well as peer review are incorporated into a variety of assignments.

English 12: Local History and Literature One Semester ½ Credit Local History and Literature is a semester course that explores the rich history of Clinton County and surrounding areas through literature by local authors and/or about local topics. Students will strive to become aware of, appreciate, enjoy, and preserve the history of the area in which we live. Course readings will include both fiction and non-fiction pieces by a range of authors. Computer skills and technological connections area major component of this course. Students will engage in various writing, speaking and listening activities on topics of local interest, as well as peer review.

English 12: Sports Literature One Semester ½ Credit Sports Literature is a semester course that asks the student to evaluate his/her own values and principles by relating to the judgments, decisions, and actions he/she finds in the literature of sports. Course readings will include both fiction and non-fiction pieces by a range of authors. Students will engage in writing, speaking and listening activities, as well as peer review. Computer skills and technological connections area major component of this course

CAP English 101- English Compositions One semester dual credit (1/2 HS cr – 3-college cr.)

Prerequisite:  CCC placement test recommendation  SAT exam score of 560 and above on the Reading and Writing sections of the SAT, with Reading and Writing /Language Sub-scores of 34 and above.  ACT exam score of 31 and above for the Reading section and 10 and above on the Writing section of the ACT exam.

This course is designed to help students acquire the skills they will need for overall academic success. They will learn to produce essays that are clear, concise, and unified. College-level writing process is emphasized during this course. Students write papers in class, as well as out of class, including a 10-pg research paper. Students will complete several timed in-class essay tests, the last of which will be evaluated by the CCC English Department to assess the writer's preparedness to move on to other college-level writing courses.

Diversity and Social Justice One Semester ½ credit

The Diversity and Social Justice course was developed for Peru Central School by Plattsburgh State’s Center for Diversity, Pluralism and Inclusion. The purpose of the course is to create a culture of diversity awareness in our students. Students will examine their own preconceived ideas and biases and work toward treating others with greater acceptance and tolerance. The course focuses on different areas of diversity: ability, race, gender, sexual orientation, and class and privilege. The class views and discusses both articles and films with adult content, parental permission is a requirement for the class.

PROCESS FOR PLACEMENT IN HONORS ENGLISH • I Ready in Reading (according to District directive) • CLASS AVERAGE - 90% OR BETTER without test corrections

DATA POINTS • PROGRESS ON INTERIM ASSESSMENTS - SHOWS IMPROVEMENT Must have • CLASS ASSESSMENTS PARALLEL TO COMMON CORE - 85% or STAR Data and at least 2 better others:

• ATTENDANCE - regular and on -time

TEACHER • PARTICIPATION - positively contributing RECOMMENDATION Based on observation • EFFORT - shows best effort consistently of the following:

• FINAL DETERMINING FACTOR FOR PLACEMENT PRINCIPAL APPROVAL

HEALTH

Department Objectives:

1. To help young people develop positive social behaviors such as self-discipline, responsibility, good judgment and the ability to get along with others.

2. To help young people develop strong commitments to their families, schools, positive peers and communities, including a commitment to lead healthy, drug-free lives.

Health (Grades 10-12) One Semester ½ Credit

A comprehensive look at today’s most critical health issues, which aim at cultivating sound personal health habits. Students are taught to think objectively and how to cope with today’s stressors. Students are also prepared to deal with the challenges of life. Preventing tobacco, alcohol and drug use are key class goals. This class is needed to meet graduation requirements.

Students are required to do current event articles and to give a Presentation to the class. A final exam is required.

LANGUAGES OTHER THAN ENGLISH (FRENCH OR SPANISH)

Departmental objectives: Students who study a Language other than English (LOTE) will work towards these goals: development of a positive attitude concerning language learning; development of proficient communication in the target language; development of a broader understanding of their own language and language in general; awareness of and sensitivity to cultural values other than our own. These objectives are aligned with the New York State Learning Standards.

The Language faculty know from experience and from the regular testimony of Peru graduates that these courses are every bit as serious and important as other subject areas and are vitally useful in the global community.

Foreign language is one of the five core content areas.

Level One

Two Full Years (Grade 7 & 8) 1 Credit *One high school credit is earned by passing the NYS Proficiency Examination. Students may then advance to Level Two.*

Students practice all four modalities of communication: listening, speaking, reading, and writing. Listening and speaking are given special emphasis. An important aim is to engage in realistic conversation in the target language. Culture, geography and history of other countries are embedded in the coursework. Appreciation of cultural diversity is fostered.

One Full Year- Spanish only (Any student, Grades 9-12) 1 Credit

This course is designed to award students their mandatory high school credit of foreign language and/or to advance to level two Spanish. While the content in the high school Level One Spanish remains the same as the middle school level, the pace is quicker, as students have just one year to learn material that is typically taught over the course of two years in middle school. Instead of the Proficiency Exam taken upon completion of eighth grade Spanish, students will take a final exam that contributes to a percentage of their final average in the class.

Level Two Full Year 1 Credit

Prerequisite: Level One

The basic objective is increased proficiency in listening, speaking, reading, writing, and heightened cultural awareness. Greater emphasis is placed on reading and writing than is the case at Level One. Initial review of material learned at Level One is followed by presentation of more complex features of the target language.

Level Three Full Year 1 Credit

Prerequisite: Level Two

Students extend their ability in the four language skill areas: listening, speaking, reading and writing. A complete review of previously learned grammar is followed by more advanced grammar concepts. Great emphasis is placed on learning, retaining and employing useful vocabulary. Frequent use is made of history, culture, daily life and current events in the target language countries. The NYS Regents Comprehensive Examination is given at the end of this course. This course is necessary to be eligible to receive the Advanced Regents Diploma.

Level Four Full Year 1 Credit

Prerequisite: Level Three

Primary focus: conversation, in-class projects, and writing in the target language, often based on art, history, literature, film or current events in the target language cultures. Students at this level must be responsible young adults willing to work at building cultural awareness and language skill.

Level Five Full Year 1 Credit

Prerequisite: Level Four Students must aim to reach mastery of advanced conversation and composition. A variety of literature, film, music and current events provide rich resources for students to explore the effect of other languages and cultures on contemporary American life and thought. Mature effort and critical thinking are necessary to be successful in this course. One aim of this course is to enable students to earn college credit for their language experience in high school. If a student chooses to enroll in Clinton Community College’s CAP Program, s/he may earn up to 6 college credits.

Mathematics Junior/Senior High School Curriculum and Descriptions Revised January 2018

GRADES 6, 7, 8

The mathematics course offerings at Peru Junior/Senior High School are designed to help students demonstrate the knowledge and skills necessary for engaging in mathematical analysis, managing information, understanding mathematical, scientific and technology concepts, and interdisciplinary problem solving. The courses are intended to prepare students for the Common Core Mathematics Tests for Grade 6, Grade 7, and Grade 8, respectively. Peru Junior/Senior High School follows the learning standards and curriculum from the Common Core Learning Standards. All information below is taken from the descriptions for the standards of instruction on Engageny.org.

Grade 6

Module 1: Ratios and Unit Rates Module 2: Arithmetic Operations Including Dividing by a Fraction Module 3: Rational Numbers Module 4: Expressions and Equations Module 5: Area, Surface Area, and Volume Problems Module 6: Statistics

Summary of Year Sixth grade mathematics is about (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

Grade 7

Module 1: Ratios and Proportional Relationships Module 2: Rational Numbers Module 3: Expressions and Equations Module 4: Percent and Proportional Relationships Module 5: Statistics and Probability Module 6: Geometry

Summary of Year Seventh grade mathematics is about (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

Grade 8

Module 1: Integer Exponents and Scientific Notation Module 2: The Concept of Congruence Module 3: Similarity Module 4: Linear Equations Module 5: Examples of Functions from Geometry Module 6: Linear Functions Module 7: Introduction to Irrational Numbers Using Geometry

Summary of Year Eighth grade mathematics is about (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Mathematics High School Curriculum and Descriptions

The mathematics course offerings at Peru High School are designed to help students demonstrate the knowledge and skills necessary for engaging in mathematical analysis, managing information, understanding mathematical, scientific and technology concepts, and interdisciplinary problem solving. The courses are intended to prepare students for the Common Core Mathematics Tests or NYS Regents examinations. Peru Senior High School follows the learning standards and curriculum from the Common Core Learning Standards. All students are assigned a TI-Nspire Calculator.

The three high school mathematics courses (Algebra, Geometry, Algebra 2/Trigonometry) are built around the Common Core Curriculum Standards. Within these courses, students will be expected to make connections between the verbal, numerical, algebraic, and geometric representations of problem situations. These courses will require students to apply and adapt a selection of strategies and algorithms to solve a variety of problems. It is expected that these strategies and algorithms will be implemented using both traditional and technological tools.

Algebra Common Core Fresh Start Full Year 2 Credits

This course follows the Algebra Common Core Curriculum. The course content is based on topics found in the Common Core Algebra Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. This class meets for double periods per day for added instruction and supplemental information. This class is intended for recommended students entering 9th grade. Students will sit for the Algebra Common Core Regents exam at the end of this course. The following list is the sequence of content specific topics:

1- The Building Blocks of Algebra 2- Linear Expressions, Equations, Inequalities 3- Functions 4- Linear Functions and Arithmetic Sequences 5- Systems of Equations and Inequalities 6- Exponents 7- Polynomials 8- Quadratic Functions and their Algebra 9- Roots and Irrationals 10- Statistics 11- Functions and Modeling

Summary of Year The fundamental purpose of the course in Algebra is to formalize and extend students’ algebraic experiences from the middle grades. Students will deepen and extend their understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend. Student will engage in methods for analyzing, solving, and using quadratic functions. The students will experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Algebra Common Core Year ONE of TWO Algebra IA Full Year 1 Credit

This course is the first two semesters of a four-semester course that prepares students for the Common Core Algebra Examination at the end of four semesters. This course is intended for students who had difficulty mastering topics from previous math courses and who may have difficulty with the rigor of the Algebra Common Core course. This course follows the Algebra Common Core Curriculum. The course content is based on topics found in the Common Core Algebra Curriculum for New York State. The goal of this course is for students to master the basic skills needed to approach higher level thinking concepts and word problems. The following list is the sequence of content specific topics:

1- Building Blocks of Expressions, Equations, Inequalities 2- Building Blocks of Polynomials 3- Building Blocks of Quadratic Functions 4- Building Blocks of Linear Functions 5- Building Blocks of Statistics 6- Building Blocks of Word Problems

Summary of Year The fundamental purpose of this course in Algebra is to formalize and extend students’ algebraic experiences from the middle grades. Students will deepen and extend their understanding of linear relationships. Student will engage in methods for analyzing, solving, and using linear equations, expressions, inequalities, polynomials, factoring of quadratics, and functions. The students will experience mathematics as a coherent, useful, and logical subject that make use of their ability to make sense of problem situations.

Algebra Common Core Year TWO of TWO Algebra IB Full Year 1 Credit This course is for students who have successfully completed Algebra IA or for those students who were not successful in completing the Algebra Common Core course. Algebra IB reviews all the topics from Algebra IA or Algebra Common Core with greater detail and depth. This course follows the Algebra Common Core Curriculum. The course content is based on topics found in the Common Core Algebra Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the Algebra Common Core Regents exam at the end of this course. The following list is the sequence of content specific topics:

Algebra Common Core Algebra 9R Full Year 1 Credit

This course is a full year course that is intended to prepare students for the Common Core Algebra Examination. This course is intended for students who have shown mastery and/or growth in understanding mathematical concepts from previous math courses. This course follows the Algebra Common Core Curriculum. The course content is based on topics found in the Common Core Algebra Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the Algebra Common Core Regents exam at the end of this course. The following list is the sequence of content specific topics:

Algebra Common Core Accelerated Integrated Algebra ACC Full Year 1 Credit

This course is intended for students who have shown mastery in understanding mathematical concepts from previous math courses. Generally, these students would have successfully completed Grade 7 Math Accelerated (Grade 8 Math Curriculum and completion of the New York State Assessment for Grade 7) and are currently in Grade 8. This course is a full year course that is intended to prepare students for the Common Core Algebra Examination. This course follows the Algebra Common Core Curriculum. The course content is based on topics found in the Common Core Algebra Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the Algebra Common Core Regents exam at the end of this course. The following list is the sequence of content specific topics:

Geometry Common Core Year ONE of possible TWO Geometry GR Full Year 1 Credit Geometry Non-Regents is the first part of a two-year course offered to students who have successfully completed Algebra Common Core or Algebra IA and Algebra IB, and have successfully completed the Algebra Common Core Examination. This course will give students a general understanding of geometry concepts to prepare them to enter Geometry in the next consecutive year and take a Regents at the end of that second year. Within this course, students will have the opportunity to make conjectures about geometric situations and prove in a variety of ways, both formally and informally, that their conclusion follows logically from their hypothesis. This course is meant to introduce an integrated approach to the study of geometry. Students will justify geometric relationships and properties of geometric figures. Congruence and similarity of triangles will be established using appropriate theorems. Transformations including rotation, reflections, translations, and glide reflections, as well as coordinate geometry will be used to establish and verify geometric relationships. A major emphasis of this course is to allow students to investigate geometric situations. Properties of triangle, quadrilaterals, and circles will receive particular attention. Geometry is meant to lead students to an understanding that reasoning and proof are fundamental aspects of mathematics and something that sets it apart from the other sciences. The following list is the sequence of content specific topics: 1- Tools of Geometry 2- Constructions 3- Equations of Lines 4- Transformations 5- Introductions to Two-Column Proofs 6- Polygons 7- Right Triangles 8- Proportions and Similarity 9- Relationships in Triangles 10- Circles 11- Area of Polygons and Circles Summary of Year The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Geometry Common Core Geometry 10R Full Year 1 Credit

Geometry is a course offered for students who have successfully completed the Algebra Common Core Sequence and Algebra Common Core Examination. Within this course, students will have the opportunity to make conjectures about geometric situations and prove in a variety of ways, both formally and informally, that their conclusion follows logically from their hypothesis. The course content is based on topics found in the Common Core Geometry Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the Geometry Common Core Regents exam at the end of this course. This course is meant to employ an integrated approach to the study of geometry. Students will justify geometric relationships and properties of geometric figures. Congruence and similarity of triangles will be established using appropriate theorems. Transformations including rotation, reflections, translations, and glide reflections, as well as coordinate geometry will be used to establish and verify geometric relationships. A major emphasis of this course is to allow students to investigate geometric situations. Properties of triangle, quadrilaterals, and circles will receive particular attention. Geometry is meant to lead students to an understanding that reasoning and proof are fundamental aspects of mathematics and something that sets it apart from the other sciences. The following list is the sequence of content specific topics: 1- Essential Geometric Tools and Concepts 2- Transformations, Rigid Motions, and Congruence 3- Euclidian Triangle Proof 4- Constructions 5- The Tools of Coordinate Geometry 6- Quadrilaterals 7- Dilation and Similarity 8- Right Triangle Trigonometry 9- Circle Geometry 10- Measurement and Modeling Summary of Year The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Geometry Common Core Accelerated Geometry 9ACC Full Year 1 Credit Geometry Accelerated is the course offered to students who have successfully completed the Algebra Common Core Accelerated Sequence and Algebra Common Core Examination. Within this course, students will have the opportunity to make conjectures about geometric situations and prove in a variety of ways, both formally and informally, that their conclusion follows logically from their hypothesis. The course content is based on topics found in the Common Core Geometry Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the Geometry Common Core Regents exam at the end of this course. This course is meant to employ an integrated approach to the study of geometry. Students will justify geometric relationships and properties of geometric figures. Congruence and similarity of triangles will be established using appropriate theorems. Transformations including rotation, reflections, translations, and glide reflections, as well as coordinate geometry will be used to establish and verify geometric relationships. A major emphasis of this course is to allow students to investigate geometric situations. Properties of triangle, quadrilaterals, and circles will receive particular attention. Geometry is meant to lead students to an understanding that reasoning and proof are fundamental aspects of mathematics and something that sets it apart from the other sciences. The following list is the sequence of content specific topics: 1- Essential Geometric Tools and Concepts 2- Transformations, Rigid Motions, and Congruence 3- Euclidian Triangle Proof 4- Constructions 5- The Tools of Coordinate Geometry 6- Quadrilaterals 7- Dilation and Similarity 8- Right Triangle Trigonometry 9- Circle Geometry 10- Measurement and Modeling Summary of Year The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Algebra II Common Core Year ONE of possible TWO Algebra II /Trig GR Full Year 1 Credit

Algebra 2 is a continuation and extension of the two courses that preceded it (Common Core Algebra and Common Core Geometry). This course is intended for students who have successfully completed the Algebra Sequence with successful completion of the Algebra Common Core Examination and who have successfully completed the Geometry Regents or Geometry NR Sequence. While developing the algebraic techniques that will be required of those students that continue their study of mathematics, this course is also intended to introduce the skill of developing alternative solution strategies and algorithms.

Within this course, the number system will be extended to include imaginary and complex numbers. The families of functions to be studied will include polynomials, absolute value, radical, trigonometric, exponential, and logarithmic functions. Problem situation involving direct and indirect variation will be solved. Problems resulting in systems of equations will be solved graphically and algebraically. Algebraic techniques will be developed to facilitate rewriting mathematical expressions into multiple equivalent forms. Data analysis will be extended to include measures of dispersion and the analysis of regression that model functions studied throughout this course. Associated correlation coefficients will be determined, using technology tools and interpreted as a measure of strength of the relationship. Arithmetic and geometric sequences will be expressed in multiple forms, and arithmetic and geometric series will be evaluated. Binomial experiments will provide a basis for the study of probability theory and the normal probability distribution will be analyzed and used as an approximation for these binomial experiments. Right triangle trigonometry will be expanded to include the investigation of circular functions. Problem situations requiring the use of trigonometric equations and identities will also be investigated. The following list is the sequence of content specific topics:

1- Factoring 2- Rational Numbers and Rational Expressions 3- Equations and Inequalities 4- The Real Numbers 5- Relations and Functions 6- The Complex Numbers 7- Quadratic Functions 8- Exponential Functions 9- Logarithmic Functions 10- The Unit Circle 11- Trigonometric Graphs 12- Trigonometric Applications 13- Trigonometric Equations 14- Probability and The Binomial Theorem 15- Statistics

Summary of Year Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Algebra II Common Core Algebra II/Trig R Full Year 1 Credit

Algebra 2 is a continuation and extension of the two courses that preceded it (Common Core Algebra and Common Core Geometry). Algebra 2 is the capstone course of the three units of credit required for an Advanced Regents diploma. This course is intended for students who have successfully completed the Algebra Sequence with successful completion of the Algebra Common Core Examination and who have successfully completed the Geometry Regents Sequence with successful completion of the Geometry Common Core Regents Examination. While developing the algebraic techniques that will be required of those students that continue their study of mathematics, this course is also intended to continue developing alternative solution strategies and algorithms. For example, technology can provide to many students the means to address a problem situation to which they might not otherwise have access. The course content is based on topics found in the Common Core Algebra 2 Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the Algebra 2 Common Core Regents exam at the end of this course.

1- Algebraic Essentials Review 2- Functions as the Cornerstone of Algebra 2 3- Linear Functions, Equations, and Their Algebra 4- Exponential and Logarithmic Functions 5- Sequences and Series 6- Quadratic Functions and Their Algebra 7- Transformations of Functions 8- Radicals and The Quadratic Formula 9- Complex Numbers 10- Polynomial and Rational Functions 11- The Circular Functions 12- Probability 13- Statistics

Algebra II Common Core Accelerated Algebra II/Trig ACC Full Year 1 Credit

Algebra 2 Accelerated is the course offered to students who have successfully completed the Algebra Common Core Accelerated Sequence and Algebra Common Core Examination as well as the Geometry Common Core Accelerated Sequence and Geometry Common Core Examination. Algebra 2 is a continuation and extension of the two courses that preceded it (Common Core Algebra and Common Core Geometry). Algebra 2 is the capstone course of the three units of credit required for an Advanced Regents diploma. This course is intended for students who have successfully completed the Algebra Sequence with successful completion of the Algebra Common Core Examination and who have successfully completed the Geometry Regents Sequence with successful completion of the Geometry Common Core Regents Examination. While developing the algebraic techniques that will be required of those students that continue their study of mathematics, this course is also intended to continue developing alternative solution strategies and algorithms. For example, technology can provide to many students the means to address a problem situation to which they might not otherwise have access. The course content is based on topics found in the Common Core Algebra 2 Curriculum for New York State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the Algebra 2 Common Core Regents exam at the end of this course.

Honors Pre-Calculus Full Year 1 Credit Prerequisite: Successful Completion of the Accelerated Common Core Algebra, Geometry, and Algebra 2 Sequences with successful completion of each respective Common Core Examination. Recommended: Approval of Previous Math Instructor This course is designed to prepare students for calculus and technical courses. Course topics include an introduction to relations and functions and an in-depth study of polynomial, rational, exponential, logarithmic, and trigonometric functions. Students will also study topics in analytic trigonometry including trigonometric identities and equations. The use of the graphing calculator is required for this course to further the exploration of these functions, related models and their applications. Module 1: Complex Numbers and Transformations Module 2: Vectors and Matrices Module 3: Rational and Exponential Functions Module 4: Trigonometry Module 5: Probability and Statistics

Summary of Year Extending their understanding of complex numbers to points in the complex plane, students come to understand that multiplying a given set of points by a complex number amounts to rotating and dilating those points in the complex plane about zero. Matrices are studied as tools for performing rotations and reflections of the coordinate plane, as well as for solving systems of linear equations. Inverse functions are explored as students study the relationship between exponential and logarithmic functions and restrict the domain of the trigonometric functions to allow for their inverses. The year concludes with a capstone module on modeling with probability and statistics. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Math 204 (CAP Credit Option) Full Year 1 Credit Prerequisite: Successful Completion of the Common Core Algebra, Geometry, and Algebra 2 Sequences with successful completion of each respective Common Core Examination. Recommended: Approval of Previous Math Instructor This course is the second of a two-semester sequence designed to prepare students for calculus and technical courses. Course topics include exponential, logarithmic, and trigonometric functions; trigonometric identities and equations; oblique triangles; polar coordinates; and conic sections. If time permits, systems of equations and matrices will be covered. The use of the graphing calculator is required for this course to further the exploration of these topics and their applications.

Students who want the CAP option must meet the criteria set forth by Clinton Community College. This course follows the curriculum set forth by Clinton Community College.

A.P. Calculus Full Year 1 Credit Prerequisite: Successful Completion of the Common Core Algebra, Geometry, and Algebra 2 Sequences with successful completion of each respective New York State Regents or Common Core Examination. Recommended: Pre-Calculus OR Approval of Previous Math Instructor This course is an introduction to the basic concepts of differential and integral calculus. Course topics include limits and continuity; differentiation and its application including curve sketching; indefinite and definite integrals; the Fundamental Theorem of Calculus; antiderivatives and integrals of the trigonometric functions. The use of a graphing calculator is required for this course to further the exploration of these functions and their applications. This course must use the criteria and curriculum set forth by The College Board.

OTHER COURSES OFFERED AS ELECTIVES AND/OR 4TH CREDIT OF MATHEMATICS

Introduction to College Algebra Full Year 1 Credit Prerequisite: Successful completion of the Common Core Algebra and Geometry Sequences (including Algebra IA or IB and Geometry or Geometry NR). A mastery-based developmental mathematics course designed to prepare students to succeed in a college-level mathematics course; covers beginning algebra concepts and skill development in a supportive but structured setting; includes help with math study skills and reducing math anxiety. (Taken from Clinton Community College description of this course). This course covers basic algebraic skills essential to the study of mathematics. Course topics include linear expressions, equations and inequalities; systems of equations and inequalities; polynomial, rational and radical expressions and equations; and graphing on the coordinate plane. Applications to various fields of study will be explored. This course counts as free elective credit only.

This course is designed for students who have attained at least two credits of math (Integrated Algebra and Geometry - Regents or NR) and have passed the Algebra Common Core Examination. The purpose of this class is to help students prepare for a placement exam for college that will allow the student to enter into a credit bearing math course at the start of their college career. Students will take a final exam at the end of this course.

This course follows the curriculum set forth by Clinton Community College.

Finite Mathematics (CAP Credit Option) Full Year 1 Credit Prerequisite: Successful completion of the Algebra, Geometry, and Algebra 2 sequences, which can include NR classes in Geometry Common Core and Algebra 2 Common Core. Students taking this course for CAP Credit must meet at least one of the following criteria: • SAT Math Score 500 • ACT Math Score 20 • Successful completion of the afore mentioned courses AND successfully pass 2 math Regents exams • Placement Exam • Pass Algebra I Common Core and score 85 or higher on Regents AND successfully complete one other Regents course This course emphasizes mathematical skills and techniques applicable to business, life sciences and social sciences. Course topics include linear functions, quadratic functions, mathematics of finance, systems of equations, matrices, linear programming, set theory, basic probability and combinatorics. The use of a graphing calculator is required for this course to further the exploration of these topics and their applications. Near the end of the course, students will complete a comprehensive, departmental final exam. (Taken from Clinton Community College description of this course).

This course is designed for students who have attained at least three credits of math (Integrated Algebra, Geometry Regents or NR, and Algebra 2 or NR) and have passed the Algebra Common Core Examination. The purpose of this class is to help students prepare for a placement exam for college that will allow the student to enter into a credit bearing math course at the start of their college career. Students will take a final exam at the end of this course.

Students who want the CAP option must meet the criteria set forth by Clinton Community College. This course follows the curriculum set forth by Clinton Community College.

Introduction to Statistics Semester 1/2 Credit Prerequisite: Successful Completion of the Algebra, Geometry, and Algebra 2/Trigonometry Sequences with successful completion of each respective New York State Regents or Common Core Examination. Recommended: Approval of Previous Math Instructor Statistics is a one-semester course designed for the college-bound student. The course involves the analysis of data, determination of frequencies, mean, median, mode, standard deviations, and variance. The normal curve and normal distribution will be covered along with their applications in random sampling, statistical hypothesis, confidence limits, and statistical inferences. This course should only be elected in addition to Pre-Calculus and/or Calculus unless those courses are not needed for college. Students may receive 3 hours of college credit through Clinton Community College for this course. Students who want the CAP option must meet the criteria set forth by Clinton Community College. This course follows the curriculum set forth by Clinton Community College.

Introduction to Computer Programming Can be taken as a One Semester Course or Two Semesters 1/2 Credit Prerequisite: No prior knowledge or experience is necessary for this course. This course is designed to offer an introduction to computer science. Students will learn the basics of computer programming along with the basics of computer science. The material emphasizes computational thinking and helps develop the ability to solve complex problems. This semester course covers the basic building blocks of programming along with other central elements of computer science. It gives a foundation in the tools used in computer science and prepares students for further study in computer science, including AP Computer Science Principles and AP Computer Science A courses. Students will use and become familiar with the PYTHON program.

AP Computer Programming Year 1 Credit

Prerequisite: Successful completion of Algebra I; Successful Completion of Algebra II is recommended. Successful completion of Introduction to Computer Programming is recommended.

Students will learn to design and implement computer programs that solve problems relevant to today’s society, including art, media, and engineering. AP Computer Science A teaches object-oriented programming using the Java language and is meant to be the equivalent of a first semester, college-level course in computer science. It will emphasize problem solving and algorithm development, and use hands-on experiences and examples so that students can apply programming tools and solve complex problems.

This course may prepare students for the end-of-course AP Exam.

Criteria for progression through math course levels

The list below provides the mathematics class progression for various levels. IN MOST CASES students must meet 2 or more of the criteria. The classroom teachers will use this set of criteria to make recommendations. These recommendations, along with the data used to make the requests, will be sent by the classroom teachers to administrators, guidance counselors, and the math department coordinator prior to the deadline (which is determined by guidance). Student schedules should be filled based on these recommendations. If there are questions concerning the placement of students based on the recommendations given by the teachers, the administrators and guidance counselors should contact the middle/high school math department coordinator.

To be eligible for 7th Grade Accelerated Mathematics Classes – Students entering 7th grade need:

 Top 20% of the Grade Level in Mathematics (overall average from report card) and/or  90% average or above on 6th Grade Math Chapter Tests without corrections and two of the following:  Grade 6 – NYS Math Score of 3 or above  iReady Overall Performance – on or above grade level  Math Teacher Recommendation (with no influence from parent)

 Students not meeting this set of criteria will be recommended for Math 7.

Students who have successful completion of Math 7 (non-accelerated) will be recommended for Math 8.

To be eligible for 8th Grade Accelerated Mathematics (Algebra I Regents Course) – Students entering 8th grade need to meet two of the following set of criteria:

o 85% average or above: not including corrections or make up exams/assignments o 90% average or above: including corrections or make up exams/assignments o Grade 7 – NYS Math Score of 3 or above o Data Points, Benchmark Progress (including iReady) o Math Teacher Recommendation (with no influence from parent)

 Students not meeting this set of criteria will be recommended for Math 8.

To be eligible for Algebra I Regents Mathematics Class – Students need:

o Successful completion of Math 8 o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)

 Students not meeting this set of criteria will be registered in Algebra IA/IB.

To be eligible for Geometry Regents Mathematics Class – Students need:

o Successful completion of the Algebra I Common Core Course (Algebra I or Algebra IA/IB) and two of the following: o 80% average or above o Algebra Common Core Assessment Scores 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)  Students not meeting this set of criteria will be registered in Geometry NR. OR o Successful completion of the Geometry NR Course and two of the following: o 80 average or above o 75 or above: Average of midterm and final exams o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)  Students not meeting this set of criteria will be recommended for Math 100 (Intro to College Algebra) or World of Technology.

To be eligible for Geometry Accelerated Regents Mathematics Class – Students need:

o Successful completion of the Algebra I Common Core Accelerated Mathematics Course and and two of the following: o 80% average or above o Algebra I Common Core Regents Score of 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)  Students not meeting this set of criteria will be recommended for Geometry NR.

To be eligible for Algebra II Regents Mathematics Class – Students need:

o Successful completion of the Algebra I Common Core Mathematics Course and Successful completion of the Geometry Common Core Mathematics Course and two of the following: o 80% average or above o Algebra I Common Core Regents Score of 65 or above o Geometry Common Core Regents Score of 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)  Students not meeting this set of criteria will be recommended for Algebra II NR or Math 100 (Intro to College Algebra). OR

o Successful completion of the Algebra II NR Mathematics Course and two of the following:

o 85% average or above o 80% or above: Final exams o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)  Students not meeting this set of criteria will be recommended for Math 100 (Intro to College Algebra) or Finite Mathematics.

To be eligible for Algebra II Accelerated Regents Mathematics Class – Students need:

o Successful completion of the Algebra I Common Core Accelerated Mathematics Course and Successful completion of the Geometry Common Core Accelerated Mathematics Course and two of the following: o 80% average or above o Algebra I Common Core Regents Score of 65 or above o Geometry Common Core Regents Score of 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)  Students not meeting this set of criteria will be recommended for Algebra II NR.

 Students who have earned three mathematics credits from various combinations of courses (Algebra I, Algebra IA/IB, Non-Regents Geometry and/or Non-Regents Algebra II) have options for a fourth math credit in Math 100 (Intro to College Algebra), World of Technology, or Finite Mathematics.

To be eligible for Math 204 (Pre-Calculus with option for CAP credit) Mathematics Class – Students need:

o Successful completion of the Algebra I Common Core Mathematics Course and Successful completion of the Geometry Common Core Mathematics Course and Successful completion of the Algebra II Common Core Mathematics Course and two of the following: o 80% average or above in Algebra II o 65 or above: Algebra II Common Core Regents Exam o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)

To be eligible for Honors Pre-Calculus Mathematics Class – Students need:

o Successful completion of the Algebra I Accelerated Common Core Mathematics Course and Successful completion of the Geometry Accelerated Common Core Mathematics Course and Successful completion of the Algebra II Accelerated Common Core Mathematics Course and two of the following: o 90% average or above in Algebra II o 80 or above on the Algebra II Common Core Regents Exam o Data Points, “Benchmark” Progress o Math Teacher Recommendation with EXCEPTIONAL student work ethic (no influence from parents)

To be eligible for Advanced Placement Calculus Mathematics Class – Students need:

o Successful completion of the Algebra I Accelerated Common Core Mathematics Course and Successful completion of the Geometry Accelerated Common Core Mathematics Course and Successful completion of the Algebra II Accelerated Common Core Mathematics Course and Successful completion of the Honors Pre-Calculus Mathematics Course and two of the following: o 85% average or above in Honors Pre-Calculus not including corrections or make up exams/assignments o 90% average or above in Honors Pre-Calculus including corrections or make up exams/assignments o Math Teacher Recommendation (with no influence from parents)

To be eligible for College Credit Statistics Mathematics Class – Students need:

Electives: Statistics, Computer Multimedia, Math 100, Applied Math NR- Non-Regents AP - Advanced Placement MUSIC

The grades 9-12 music program at Peru Jr./Sr. High School offers performance classes that meet New York State (NYS) and National music/art education standards such as cross-curricular connections and listening, composing, and performing experiences. The performance courses help each student develop the ability to appreciate, understand, create, perform, and criticize (with discrimination) music of all styles and periods. One year of participation in any of the starred (*) courses satisfies the NYS Fine Arts requirement. Music Theory, Comprehensive Foundations of Music, Music in Our Lives, and other “General Music” classes are no longer offered at Peru.

INSTRUMENTAL PERFORMANCE GROUPS

*Concert Band Full Year 1 Credit Prerequisite: Evidence of basic musical knowledge, a record of participation in band program, and/or recommendation of the music teacher. Concert Band is open to all students in grades 9-12 who can meet the basic performance level requirements established for this band. Membership is based upon the decision of the director. Members receive lessons on a rotating period basis in addition to regular rehearsals. Membership in this band provides the basis for selection to various ensembles including Jazz Band, Pep Band, Marching Band, and potential chamber groups. Members may be asked to participate in after-school sectional rehearsals. One-year participation satisfies the one unit of fine arts credit required for graduation.

*String Orchestra Full year 1 Credit Prerequisite: Evidence of basic musical knowledge, a record of participation in the string program, and/or recommendation of the music teacher. Senior Orchestra is available to all students who have achieved the basic performance level acceptable for this group. Membership is a result of Director acceptance. Members receive lessons on a rotating period basis in addition to rehearsals. One-year participation satisfies the one unit of fine arts credit required for graduation.

Jazz Band Full Year 1 Credit Prerequisite: Evidence of basic musical knowledge and/or recommendation of the music teacher. Jazz Band is a select group of musicians chosen by an audition and/or Director recommendation. The Jazz Band rehearses and performs all styles of Big Band and popular music. This group meets outside the regular school day.

VOCAL PERFORMANCE GROUPS

*Concert Choir Full Year 1 Credit Concert Choir is open to all students with a serious desire to excel in a large group vocal music experience. Members receive lessons on a rotating period basis in addition to regular rehearsals. Lesson and concert attendance are mandatory. Participation in Choir is mandatory for students wishing to participate in Select Ensembles.

Select Chorus Full Year 1 Credit A select vocal performance opportunity is available to students in the Concert Choir. It is designed to develop abilities in small ensemble performances. This group meets outside the regular school day.

Theatre Performance Class

Introduction to Musical Theatre Full Year - Every other day ½ credit

Students in Intro to Musical Theatre will gain an understanding of modern theatre, its history and its practices. Students will study the history of the Broadway musical, get an overview of acting and performance skills, study the behind-the-scenes working of the theatre space, and culminate in ten-minute performances, utilizing all of the skills learned. Various units studied will include: improv, acting space, emotion, light design and focus, sound system design and operation, scenic design and building, and stage management.

PHYSICAL EDUCATION

Departmental Objectives:

 To provide the student body with an opportunity to improve their fitness levels through participation in a variety of physical activities.  To allow the student an opportunity to develop skill levels in a variety of sports and games.  To provide a period of exercise and recreation as a means of escape from the regimen of academic classes.  To promote positive attitudes and a lifetime commitment to the value of maintaining a physically fit body.

Physical Education Full Year ½ Credit

The program offers a variety of activities allowing for change of activities approximately every three to four weeks. Activity class sizes are balanced to provide the best possible teaching and activity opportunities possible. Also, safety is a primary consideration in all classes.

New York education regulation requires that all students, regardless of handicapping condition(s), will be provided with a program in physical education. This includes those students with temporary medical excuses. We have an adaptive teacher on staff as well as reading and writing assignments for those students who may need such alternatives. All students must be scheduled for physical education on a (6) day schedule, every other day.

Activities:

Aerobics, badminton-table tennis, basketball, broomball, cardiovascular fitness, snowshoeing, floor hockey, new games, handball-paddleball, jogging, soccer, touch football, softball, tennis, track & field, volleyball, weight training, square dancing, wrestling, project adventure, cooperative games, etc.

SCIENCE

At the end of the science course descriptions, please see: Science courses flowchart Placement requirements for accelerated science.

Accelerated 8th Grade Earth Science R Full Year 1 Credit

The curriculum for Accelerated 8th Grade Earth Science will follow the same format and content as that of the Regents Earth Science. There will be independent projects completed outside of class that allow students to delve deeper into the curriculum or explore their creative talents. Students placed in this section should be highly motivated, exceptional students with excellent math skills, and be prepared to always hand in quality work on time and need no reminders to do this. Lab requirement must be satisfied to sit for the Regents Exam. * Please see criteria at end of Science section regarding requirements for placement in the next Honors Science course.

Honors Earth Science R Full Year 1 Credit

The curriculum for freshmen in Honors Earth Science will follow the same format and content as that of Regents Earth Science. Honors Earth Science is the most intensive level of the discipline. Students placed in this section should be highly motivated, exceptional students with excellent math skills, and be prepared to always hand in quality work on time and need no reminders to do this. Lab requirements must be satisfied to sit for the Regents Exam. * Please see criteria at end of Science section regarding requirements for placement in the next Honors Science course

Regents Earth Science Full Year 1 Credit

The course of Earth Science introduces the student to geology, astronomy, meteorology and oceanography with labs on alternate days throughout the year. Lab requirement must be satisfied to sit for the Regents Exam.

Earth Science G Full Year 1 Credit

This non-lab course in Earth Science is similar in objective and subject matter to the Regents course but subjects are not studied in as great a depth. Content is administered at a slower pace and aligned to meet students’ needs accordingly.

Unified Science Full Year, One Semester, or Summer Amount of credit varies by course length

A general level non-lab course for 9th graders. No Regents exam. Teacher recommendation only.

Honors Living Environment Full Year 1 Credit

The curriculum for Honors Living Environment will follow the same format and content as that of the Regents Living Environment curriculum with some exceptions. This is labeled as an "Honors" section on your transcript, indicating that you must earn your placement in this level. There are additional major research projects required of the students in this course, each culminating in an extensive written report. In addition, there are alternate labs that require deeper knowledge of the course content. Students placed in the Honors section should be highly motivated, exceptional science students, and have good reading comprehension and writing skills. Their work should always be handed in on time, require little to no reminding about completing assignments and lab write-ups, and be willing to participate in class discussions. Lab requirements must be satisfied to sit for the Regents Exam. *Please see criteria at the end of the Science section regarding requirements for placement in the next Honors Science course

Living Environment R & C Full Year 1 Credit

This course provides students with a complete survey of the Biological World and its related life processes. Topics include cell biology, genetics, evolution, taxonomy, ecology, and human anatomy and physiology. Laboratory performance and written lab reports are required. Lab requirements must be satisfied to sit for the Regents Exam.

AP Biology Full Year 1 Credit

Peru CSD's AP Biology course is designed to be taken by senior-level students after the successful completion of Regents Biology, Regents Chemistry, and Regents Physics - ensuring students have a solid scientific and mathematical foundation on which to be successful. AP Biology includes topics regularly covered in a college-level introductory biology course and differs significantly from the standards-based high school Regents Biology course with respect to the level of textbook used, the depth of content, the kind of laboratory work performed, and the time and effort required of students. The textbook used in AP Biology is also used by college biology majors and the labs performed are on-par with inquiry-based labs done by college students. The course culminates with students taking the College Board AP Biology Placement Exam, designed to be equivalent to a college-level Biology summative final exam. AP Biology aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing scientific world.

Honors Chemistry Full Year 1 Credit

Honors chemistry is the most intensive level of the discipline. Extended topics as well as additional investigations inside and outside of the classroom will be assigned. Students considering this selection should possess dependable work habits, solid study and listening skills and be confident of their mathematical ability.

Chemistry R Full Year 1 Credit

Prerequisite: Algebra R Recommended: Geometry R

Regents Chemistry involves the study of matter and the changes that matter undergoes. Suitable for students highly interested in science, that may or may not be interested in a career in science. Emphasis is placed on the application of chemical principles as opposed to sheer memorization. Whenever possible, concepts are studied from a quantitative perspective. Units covered during the year include: matter and energy, atomic structure, bonding, periodic table, mathematics, kinetics and equilibrium, acids and bases, redox and electrochemistry, organic, application of chemical principles, and nuclear. Yearly course includes a daily recitation and a laboratory every other day. Regents exam at the end of the year.

Chemistry G Full Year 1 Credit

Recommended: Algebra R

General Chemistry involves the study of matter and the changes that matter undergoes. Areas emphasized in the course are atomic structure, matter and energy, behavior of gases, chemical bonding, the periodic table, mathematics of chemistry, kinetics and equilibria, acid-base theory, chemical reactions, nuclear chemistry, and biochemistry. The application of chemical principles is a key component of the course. A yearly course where laboratory activities are incorporated into the daily class schedule.

Forensic Science One Semester ½ Credit

Forensic science is the application of science to law. In our ever-changing society it is becoming more important for the rules of law to govern its members. Forensic science applies the knowledge and technology of science to assist in the enforcement of such laws. Topics of discussion may include: history of forensic science, the crime lab, crime scene, physical evidence, drugs, firearms, internet, hand-writing and voice examination.

Household Chemistry One Semester ½ Credit

An introduction to properties of chemical substances found in the home. Concrete examples of everyday household materials are used to formulate the theoretical framework used in modern chemistry. The nature and reactivity of materials will be emphasized with topics of a personal nature, such as chemical additives in food, and a national/worldwide nature, such as water and air pollution. Students study the material through lecture, discussion, simulations, group activities, outside readings and laboratory experiences.

Environmental Science I & II 2 Separate 1 Semester Classes ½ Credit per semester

No Prerequisite Environmental Science will consist of 2 separate ½ year courses comprising related but distinct topics of study. Students who wish may take both semesters without duplication or repetition. In the first semester topics to be covered include: global perspective, ecosystems, biodiversity, interdependence, biomes, water resources, and air. The second course will continue with the following topics of study: atmosphere and climate, land use, agriculture and food, energy, waste, population, and sustainability. Both semesters are taught through project-based learning (both independently and small group collaboration with peers), and independent research utilizing computers.

Physics G Full Year 1 Credit Prerequisite: Algebra II/Trigonometry This course uses mathematical application to study mechanics, energy (mechanical, electrical and heat), electricity, magnetism, wave phenomena (sound, light). Algebra, trigonometry, and graphing are essential for this course.

Physics R/CCC (See both courses below) Full Year 1 High School Credit

College Physics Part I (Physics 111 offered through Clinton Community College) 4 College Credits

Prerequisite: Algebra II/Trigonometry R (must pass regents exam) and Teacher Recommendation College Tuition Cost: Approximately $200 (Subject to change)

This is the first of a two-semester sequence designed to present concepts and applications of the following topics: kinematics, dynamics, gravitation, energy, momentum, and heat. Advanced algebra, trigonometry, and graphing skills are essential for this course. Lab periods will be held on alternate days. Regents exam is mandatory.

College Physics Part II (Physics 112 offered through Clinton Community College) 4 College Credits

Prerequisite: Physics 111 College Tuition Cost: Approximately $200 (Subject to change)

This is a continuation of the college physics course offered through Clinton Community College. Topics covered will include sound, optics, electricity, magnetism, and modern physics. Advanced algebra, trigonometry, and graphing skills are essential for this course. Lab periods will be held on alternate days. Regents exam is mandatory.

* Science Honors course progression criteria Course progression from Honors or Accelerated Earth Science to Honors Living Environment and progression from Honors Living Environment to Honors Chemistry depends on students meeting two of the following three criteria: - 85 or higher on Regents examination - 90 or higher final course average - Teacher recommendation

SOCIAL STUDIES

At the end of the social studies course descriptions, please find the criteria students must meet for placement in AP and Honors level social studies classes.

Grades 9-10: Global History and Geography (R,C) 1 Full Years 1 Credit Each year

The Global History and Geography core curriculum is designed to focus on the five social studies standards, common themes that reoccur across time and place, and eight historical units. This curriculum provides students with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition, it enables students to investigate issues and themes from multiple perspectives and make global connections and linkages that lead to in-depth understanding. Grade 9 covers information from ancient civilizations to approximately 1750. Grade 10 starts at 1750 and covers information to the present. Global History and Geography culminates in a state mandated Regents Exam covering the material covered only in 10th grade (as of 2018).

Grade 9: Honors Global History and Geography (R-Honors) This course follows the same outline as the Grade 9 Global History course (see above), however the rigor of the coverage, combined with higher expectations in terms of writing and test taking, makes the course more challenging than the R-level grade 9 course. This course if often viewed as a gateway course to AP European History, though it is not mandatory for entrance into the AP European History course.

Grade 10: AP European History 1 Full Year 1 Credit Each Year

AP European History is designed to be the equivalent of a two-semester introductory college or university European history course. In AP European History students investigate significant events, individuals, developments, and processes in four historical periods from approximately 1450 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course also provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: interaction of Europe and the world; poverty and prosperity; objective knowledge and subjective visions; states and other institutions of power; individual and society; and national and European identity.

Grade 11: United States History and Government (R,C) Full Year 1 Credit

Grade eleven social studies focuses on the Constitution and a chronological overview of United States history from the colonial era to the present day. Special emphasis is placed on U.S. governmental actions and Supreme Court decisions that have impacted American society along with a historical analysis of both domestic and foreign policies. United States History and Government culminates in a state mandated Regents Exam.

Grade 11: Advanced Placement United States (AP) Full Year 1 Credit

AP U.S. History is designed to be the equivalent of a two-semester introductory college or university U.S. history course. In AP U.S. History students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course also provides seven themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and the environment; and culture and society.

Social Studies 12 (R,C) One Semester each ½ Credit each

Students in grade 12 must enroll in both Economics and in Participation in Government. These courses are of one-semester duration and carry ½ unit of credit each. In addition to these two required semester courses, students may choose any of the other listed social studies semester electives. These semester elective courses may be taken during or before a student’s senior year and may be used for fulfilling the requirements of students pursuing Social Studies major. Brief Note on C Level Secondary Social Studies Courses Full Year `1 Credit Grades 9-12

Social Studies C level courses, grades 9-12, are specifically designed to help students who are having learning problems in their social studies courses. Students placed in these courses are given coordinated assistance in developing self-awareness, basic educational skills, and major social concepts and understandings. Throughout the program, strong emphasis is placed on individualized assistance and consistent attempts are made to meet individual needs and problems

Government and Politics: The United States (AP) One Semester ½ Credit

AP Government and Politics covers a wide variety of issues that involve the United States Government. Some of these include: the constitutional underpinnings of U.S. government; political beliefs and behaviors; political parties; interest groups and mass media; institutions of national government; the Congress, the presidency, the bureaucracy, and the federal courts; public policy; and civil rights and civil liberties. Students will take an Advanced Placement exam for possible college credit of 3 hours.

Participation in Government (R, C ) One Semester ½ Credit

This course emphasizes the interaction between citizens and government at all levels. The major purpose of the one semester course is to provide students with the knowledge, skills and attitudes, which are necessary to ensure full participation in the various government levels. It is an issues-oriented course with heavy emphasis on student decision making and effective public policy making.

Economics (AP) One Semester ½ Credit

The purpose of an AP course in microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision-making, both consumers and producers, within the larger economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy.

Economics (R, C) One Semester ½ Credit

This course includes the basic concepts and understanding, which all persons need to function effectively and intelligently as citizens and participants in the economy of the United States and the world. In this course, special emphasis will be placed on the major elements of economic systems and the roles of the various components of those systems, including the consumer, business, labor, agriculture, and government.

Psychology One Semester ½ Credit

This semester course is designed to provide students with a fuller understanding of human behavior and the scientific approach to the study of psychology. This course includes sections that of a college level psychology course.

Sociology One Semester ½ Credit

This course provides an opportunity for students to study groups of people and their interaction in society. Emphasis is focused on such areas as groups, socialization, collective behavior, family, social institutions and social change. This course also includes an examination of the development of the fields of sociology as a social science. Analysis includes a study of sociologists and their impact on the field. (11th & 12th Grades)

Street Law One Semester ½ Credit

Street Law introduces the student to some basic concepts that are utilized when first encountering the “Law.” Included are units on what one can expect when a crime is committed and what rights the individual might possess. Major attention also centers on aspects of living in which most everyone is involved-marriage, divorce, wills, credit, housing, etc. (11th & 12th Grades)

Model United Nations One Semester ½ Credit

This semester course is designed to provide students with the opportunity to study the role and importance of the United Nations in the world today. Students will be given numerous opportunities to develop debate skills and to utilize these skills by researching and debating contemporary issues. (10th, 11th, & 12th Grades)

U.S. History through Films One Semester ½ Credit

The media has continued to influence American thought throughout history. The film industry has been especially successful in clarifying and bringing to public attention moments in history that would otherwise be ignored. From the time of the Founding Fathers, the Adam's dynasty, Andrew Jackson, Abraham Lincoln, the Roosevelt’s, the Kennedy's, Nixon, and the present heads of state the movie industry has effectively striven to keep the American public informed and entertained about events and persons both well publicized and obscure. A well-chosen series of films will give students the opportunity to build on acquired knowledge utilizing audio-visual technology familiar to them. Follow-up activities including group discussions and written film critiques as to the effectiveness and historical accuracy of each film will allow the students to hone their verbal and written skills. The above elective will allow students to acquire a more in-depth knowledge of their country's history as the causes and effects of aggression, bigotry, greed, terrorism, international influence, and political intrigue continue to shape their nation as it exists today,

PROCESS FOR PLACEMENT IN HONORS OR ADVANCED PLACEMENT SOCIAL STUDIES

• Test average of 85 or greater without test corrections

DATA POINTS • Class average 90 or better Must have • Final Exam score 85 (essay equivalent score of 4 or 5) Interim Exams and at least 2 others:

• ATTENDANCE - regular and on -time • PARTICIPATION - positively contributing TEACHER RECOMMENDATION Based on observation • EFFORT - shows best effort consistently of the following:

• FINAL DETERMINING FACTOR FOR PLACEMENT PRINCIPAL APPROVAL

TECHNOLOGY

The technology program at Peru Central School provides students with an opportunity to study explore and discover the many aspects of our culture related to our technological development. The historical evolution of our ability to apply materials to new ideas and to create new and better products is emphasized. Laboratory experiences are an opportunity to learn about the process of problem solving from creative, critical thinking to materials application. Societal impacts and future goals of our culture are combined with hands-on experiences to provide the needed insight into our contemporary society in developing our future citizens.

Communications Systems One Semester ½ Credit

The communication field is one of the fastest growing industries in the world today, with openings in such fields as Broadcasting, Advertising, Programming, Graphic Design and Technical Support. This course will cover the process of Audio, Audiovisual and Graphic communication systems by the use of audio recording and mixing equipment, Camcorder/VCR use and editing, and computer graphics.

Advanced Communication Systems One Semester ½ credit Prerequisite: Communication Systems

This advanced course in Communication Systems goes into greater depth and mastery in the following areas: Photography, Image Manipulation, Graphic Design, Video production, Web Design,

Architectural CAD One Semester ½ Credit

Prerequisite: Students must have taken Design & Drawing Production prior to Architectural C.A.D

Architectural drawing is a course in the fundamentals of both architectural design and technical drawing to create an understanding of the built environment. You will use the same tools and computer software that is currently used by architects in industry today.

Learn what it takes to become an architect and design structures for the built environment

Design and Drawing for Production Full Year 1 Credit

Are you looking for an alternative to the Art/Music graduation requirement or do you intend to work in a technical field? If so this course will interest you. It has been said, “a picture is worth a thousand words.” This course will develop your technical drawing skills, design skills, and will provide “hands on” experience in model making and prototype building.

Residential Structures I ½ Year ½ Credit

The course will go into the processes involved with building and maintaining a house. Students will learn everything from buying, planning, building, and maintaining a house. This is a project based course that will cover: Designing and planning a project Tools and processes of construction Hands on practice Details and maintenance of a structure And a large capstone building project

MST – Math, Science, and Technology Full Year 1 Credit

MST is a project based course focusing on topics that intertwine STEM concepts of science, technology, engineering, and mathematics. Students taking this course will be able to use it as a credit toward one of the following: a third Math or Science credit or as a Technology elective.

Product Design ½ year ½ credit

The focus of Product Design and Development is the integration of marketing, design, and manufacturing functions in creating a new product. The course is intended to provide you with the following benefits: - Competence with a set of tools and methods for product design and development. - Confidence in your own abilities to create a new product. - Awareness of the role of multiple functions in creating a new product (e.g. marketing, finance, industrial design, engineering, production). - Ability to coordinate multiple, interdisciplinary tasks in order to achieve a common objective. - Reinforcement of specific knowledge from other courses through practice and reflection in an action-oriented setting.

Principles of Engineering Overview: ½ year ½ credit

Students will employ engineering and scientific concepts in the solution of engineering design problems. Students will develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges. Students will also learn how to document their work and communicate their solutions to their peers and members of the professional community. - Mechanisms - Statics - Energy Sources - Material Properties - Energy Applications - Material Testing - Machine Control - Statistics - Fluid Power - Kinematics

Mass Production and Marketing: (formerly known as IMPACTT) 1 Credit Full Year Students explore how manufacturing allows people and companies to create products quicker, easier, and more cheaply. Students will be asked to create products that are easy to manufacture, and they will even design their own assembly line. They will also learn how to market and advertise a product to be sold by creating posters and online promotional materials. Products designed and built by students will be sold in the school and local community. Each month there is a field trip to local industry examining how they produce products.

World of Technology One Credit Full Year

Prerequisites: Design & Drawing for Production, Integrated Algebra, Junior or Senior standing

Technology Education - CTE – Career and Technical Education

The World of Technology will provide a culminating math, science and technology course with rigor for 21st Century learning. Paralleling Peru CSD STEM initiatives, it will offer students’ academic/technological programing that is Career Ready for opportunities in our region.

Under Commissioners Regulations 100.5 (b)(7)(iv)(j), the State learning standards in technology allow the course World of Technology to allow students a third credit of either Mathematics or Science, but not both. The curricular program will apply all technology standards with increased emphasis in the areas of math, particularly geometry and science in the areas of material science and environmental sciences.

World of Technology Course overview and Key Ideas addressing Learning Standards:  Engineering Design  Tools and Resource Technologies  Computer Technology  History, Impact, and Evolution of Technological Systems  Information Systems and Physical Systems

Pedagogical Delivery A. Engineering Design Process – Real World Design and Problem Solving B. Team Building Skills – Design Teams C. Technical Writing for written communications and design portfolio D. Public Speaking – Design presentations

Assessments  Performance of final design solution relative to constraints and specifications  Student design portfolios containing: Reports, Drawings, Daily Logs, Data and Analysis  Multimedia and oral presentations on design solutions  Standardized authentic assessment instrument