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Duxbury Public Schools Program of Studies 2012-2013

ADMINISTRATIVE STAFF Andrew Stephens, Principal Kathleen Davis-McDonough, Assistant Principal Marc Talbot, Assistant Principal Thomas Holdgate, Athletic Director

CENTRAL ADMINISTRATIVE STAFF (781) 934-7600 Dr. Benedict Tantillo, Superintendent of Schools Edwin Walsh, Assistant Superintendent Bruce Cole, Administrator of Special Education Susan Nauman, Business Manager

SCHOOL COMMITTEE Gary Magnuson, Chairman Anne Ward, Vice-Chairman Mary Lou Buell Maureen Connolly John Heinstadt

DEPARTMENT HEADS/SUBJECT SUPERVISORS Karen Baynes – English Subject Supervisor Lisa Dembowski – Guidance Coordinator Heather DelCore – Mathematics Subject Supervisor Richard Madru – Music Department Head Cheryl Lewis- Science Subject Supervisor Jack Kennedy - Social Studies Department Head Margaret Cameron-Hickey – Special Education Building Supervisor Donna Holt - World Languages Subject Supervisor

TELEPHONE NUMBERS High School Main Office (781) 934-7650 Special Education Office (781) 934-7643 High School Guidance Department (781) 934-7661 Special Note: When the Program of Studies went to press, the School Committee had not completed the budget process. Duxbury Public Schools and the School Committee reserve the right to withdraw courses or change requirements if necessary for budgetary reasons. The graduation requirements are under review and may be subject to change.

DUXBURY HIGH SCHOOL

VISION STATEMENT

The Duxbury Public Schools is a community of learners that appreciates and respects the diverse contributions of all and inspires in each of us a passion for learning, a desire to make a difference and the courage to act with integrity.

CORE VALUES Duxbury High School provides a dynamic education that prepares students to meet, both individually and collaboratively, the challenges and opportunities of a global society. All students will pursue academic excellence, become active learners, and develop personal, social, and civic responsibility.

BELIEFS ABOUT LEARNING

 All students can learn.  Learning requires hard work and discipline.  Learning requires a safe and supportive environment.  Learning is most effective when meaningful connections are made.  Learning is best achieved through an active partnership between the school and community

ACADEMIC EXPECTATIONS

Duxbury High School has identified five school-wide General Expectations for Learning. School wide rubrics have been developed for each General Learning Expectation. Primary responsibility for the assessment and recording of each learning expectation has been given to different departments.

The Duxbury High School learning expectations are designed to reinforce the core skills that each student needs to learn and demonstrate throughout his or her high school experience.

2 As we work with the rubrics and assessments, we will evaluate their effectiveness and accuracy and improve upon them if necessary.

As students work to meet the learning expectations, teachers and departments will also use the rubric results to evaluate curriculum, content, and instruction. This process is designed to clarify academic expectations (content and skill) for students and to maintain a reflective process for school personnel to examine/evaluate content, curriculum, and instruction.

GENERAL EXPECTATIONS FOR LEARNING

LEARNING EXPECTATIONS Duxbury High School encourages a partnership among educators, students, family, and community. With this support, Duxbury students will:

I. Read, write, and communicate effectively using a variety of media. II. Acquire, apply, and integrate knowledge. III. Engage in creative, expressive, and innovative learning. IV. Work effectively both independently and collaboratively. V. Demonstrate personal, social, and civic responsibility.

DUXBURY HIGH SCHOOL GENERAL EXPECTATIONS FOR LEARNING AND DEPARTMENTAL RESPONSIBILITY

Read Write Communicat Acquire, apply Engage in Work effectively Demonstrate DHS LEARNER Effectively Effectively e Effectively & integrate creative, both personal, EXPECTATIONS knowledge expressive, and independently social, and innovative and civic learning collaboratively responsibility

ELA ELA ELA Family & Cons. Art Family & Cons. All DEPARTMENTS Science Science Departments ASSUMING PRIMARY RESPONSIBILITY Social Social World Mathematics Music Music FOR TEACHING Studies Studies Language AND ASSESSING THIS EXPECTATION World World Science and Science & Tech. Language Language Tech. Ed. Ed.

Social Studies Physical Education

3 GENERAL INFORMATION INTRODUCTION

Students in grades 9-12 experience a broad based, challenging high school curriculum. Most courses are leveled, with specific requirements for continuation or acceptance into the next level. Each course is assigned a credit value, and courses, course levels, amount of credit and grades determine graduation from Duxbury High School. Students must take an active role in course selection.

We build the entire schedule and assign faculty based on information we receive from students and parents during the course selection period. Requests for changes after that time will only be honored due to extraordinary circumstances after appropriate school personnel have carefully considered the reasons for the proposed changes and only if space and resources are available. However, requests for change such as disliking a course, underestimating the course expectations, selecting or deselecting a specific teacher, wishing to take an easier course, not realizing what the course would be like, or wanting to be in class with friends are inappropriate reasons for a schedule change and will not be honored.

4 Course Selection Process - Teacher recommendations for level placement and realistic assessments of ability and work habits should be considered seriously by students and parents during the course selection process. These recommendations and assessments are intended to place students in courses where the pace, expectations and standards are appropriate to their needs and abilities. As students formulate their course registration plans, attention to the Program of Studies is essential because it contains statements of prerequisites, course recommendations, and course expectations.

The Course Selection Procedure:

1. Students and advisors discuss the overall course selection process and timetable in advisory. 2. The current teacher makes course recommendations for the next year (for leveled courses only). 3. Student and parent discuss program choices for the following year, review specific language in the Program of Studies, and review the student’s report card. 4. The student and parent review the teacher recommendations, choose the courses using the Program of Studies, and make their selections through the X2 portal. 5. Guidance Counselors review the course selections of the students.

In academic courses where there is a disparity between teacher recommendation and course the student wishes to select, the level recommended by the teacher will be recorded. In order to resolve the disparity, the student and parent will follow the Placement Review Process. (This process does not apply to Advanced Placement courses.)

Placement Review Process It is important to maintain clear communication between student, parent, and teacher, particularly when a teacher recommendation differs from the level that the student feels is more appropriate. In order to facilitate understanding when this difference occurs, the student and parent are encouraged to talk with the teacher and/or department head. If the decision is to override the teacher’s recommendation, the parent/student will select the course on the portal and return the completed placement review form to the guidance office by the posted deadline. The parent/student request will be honored at that point through the first term of the next year. ALL REQUESTS MUST BE RECEIVED BY THE GUIDANCE DEPARTMENT BY THE DEADLINE FOR SUBMITTING COURSE SELECTION SHEETS. Exceptions due to extraordinary circumstances will be reviewed by the appropriate school personnel.

The placement review decision will prevail in the fall for term 1. The student will be required to remain in the class level as determined by the placement review process until the end of term 1 when a review meeting will be required.

5 If at the end of term one, the student changes his/her level, the student’s grade in term 1 will be entered as earned and the term 2 grade as a “W” indicating withdrawal from the course. Students will then be assessed dependent on their performance at the new level. Their final grade for the year will not reflect their first quarter performance. However the first quarter grade and second quarter “W” will appear on the transcript. If at the end of term one the student does not change his/her level, the student will be required to remain in the class for the full year.

Note to Parents and Students who have participated in the Placement Review Process: Sometimes parents / students choose to reject placement recommendations and request placement in a more demanding level. There are risks in doing so. Specifically:  A student who does poorly in a more advanced class weakens his/her record. Sometimes, difficulties in one course generate difficulties in others as well.  To keep up with the class, the student may require more individual help than the teacher can reasonably be expected to provide. The demands of an advanced curriculum do not allow teachers to accommodate to the pace of a student who is misplaced. The teacher cannot provide individual tutoring.  We cannot assure that a student who has difficulty in one level class will be able to move back to a lower level. Classes are tightly scheduled and it may not be possible to find a place in the new class mid-semester. The student must then either drop the course completely or remain in the requested section despite diminished performance.  When a transfer is possible, it may be necessary to reschedule other classes to accommodate the shift. This general disruption can cause problems in other courses where the student may be doing well.

In any event, we will do all that we can reasonably do as educators to assure that your son/daughter succeeds.

COURSE CHANGES

Students who select courses that are under enrolled, and therefore canceled, are notified by the Guidance Department in May/June and are asked to select replacement courses. Teachers review course recommendations in June and may change course recommendations based upon a student’s final average. Teachers will notify parents of these changes. When a discrepancy occurs as a result of an end of year chance, parents may follow the placement review process as stated under Course Registration Procedure. The deadline for this process will be two weeks after the last day of school. Once selections have been made and classes formed, it is extremely difficult to make changes. Students should select courses carefully. CHANGES OF MIND ARE NOT PERMITTTED.

Course changes are made only according to the guidelines below:  Extraordinary circumstances will be considered by school personnel. However proposed changes will only be honored if approved and space/resources allow.

6  All course placements will be reviewed at the end of Term 1 and subsequently may result in a teacher initiated change.  Teacher initiated changes will be considered by school personnel and in consultation with the student and family. If approved, the teacher, department head, and parent must sign a “request of course change”.  A student who drops a course during the year may not complete that course in summer school.  Courses dropped within the first ten (10) school days of a semester do not appear on the transcript. Courses dropped after that point will remain on the transcript and have a “W” indicating the withdrawal.

TEACHER CHANGES

Teacher changes are very difficult to make due to the necessity for balancing class enrollment and are, therefore, rarely made. When a disagreement arises that cannot be resolved by teacher/student/parent discussion, then a written request should be sent to the Department Head stating the specific reasons for the requested change. The Department Head will consult with the teacher before making a decision. If the apparent problem remains unresolved, the parent should then contact the assistant principal who will review the situation and arrive at a decision in a reasonable time.

Requests for certain teachers will not be permitted. Requests to not have certain teachers will not be honored unless the family has had a previous direct (i.e student or sibling has had the teacher previously) experience with that teacher. Parents must put this request in writing to their guidance counselor by the last day of school for the current academic year. We will do our best to accommodate these requests however it is not a guarantee that it can be done.

COUNSELOR CHANGES

Counselors are assigned to students based on their grade level and first letter of their last name. Changes will only be permitted for extraordinary reasons and after consideration by school personnel and in consultation with the current Guidance Counselor. Any requests need to be put in writing to the Guidance Department Head.

INSTRUCTIONAL USE OF COMPUTERS

Duxbury High School continually works toward a vision in which students, teachers and administrators have access to the technologies they need to learn and work in their daily routine. The district wide technology plan sets goals to meet the system’s standards for student academic expectations and technology graduation requirements. Efforts to sustain these goals include the maintenance and improvement of the local area network, classroom and technology center equipment, and shared resources for data storage, printing, and communication.

Every classroom and office contains Internet and email capable computers. In the

7 classrooms workstations are used to carry out teacher responsibilities and offer opportunities to broaden instructional methods to include multimedia presentation and connection to the global world. To introduce new concepts, students and teachers may use presentation workstations, projecting thoughts and ideas on a large screen for class discussion. Many teachers take advantage of the laptop loan program to expand their access to the network, connecting them to information resources anywhere at any time throughout the day.

Seven technology rich areas with twenty to twenty-five computers offer students a variety of opportunities to develop their technology competence in both the Windows and MacOS platform. The core of the technology center contains four rooms with twenty-five computers. Two classrooms are scheduled for classes steeped in applications relating the courses. One classroom is for the study of topics in Mathematics and the other is Music. Two rooms are for general use by teachers who enrich their curriculum with resources from the Internet and applications that reinforce student learning. Science classes develop spreadsheets that data in graphic formats. World Language students visit and learn from resources published in distant countries. English classes write their thoughts after reading and comparing ideas from numerous sources.

In addition to the technology center, several classrooms contain computers to meet course requirements. Art classes for graphic design, programming classes for code scripting, and technology education classes for Computer Assisted Design are other areas in which students engage in curriculum that focuses on the computer as an instrument for learning architectural design. Several science classrooms have numerous computers for students to enhance their learning about Physics and Biology. World Language teachers help students apply their speaking skills in a state of the art language lab.

After school hours, students are welcome to use the technology centers with a purpose in rooms 210 and 211 from 2:45 to 3:30pm on Monday-Thursday, and Friday until 3:00pm where they can receive assistance from technology department personnel. Students may work on classroom assignments, extra credit work, independent study ideas or projects for any of the courses found within this handbook.

Instructional technology is made available to all students to enable their development of skills and knowledge necessary to become active, innovative users of technology. In the global world students will be expected to know how to effectively communicate, work collaboratively, use a variety of technologies, solve problems, display integrity and responsibility, understand complex systems and deepen their commitment to become lifelong learners.

DUXBURY INTERNET CONNECTION ACCEPTABLE USE GUIDELINES

Please refer to Duxbury High School’s Student Handbook.

SUMMER READING

Duxbury High School has a summer reading program for all grades. Students in grades 9- 12 have required reading assignments. The lists are issued in the spring and the reading is 8 evaluated in the fall by English teachers in grades 9 and 12, and by history teachers in grades 10 and 11. Additionally there is summer reading/work for most Advanced Placement courses. Students accepted into these AP courses are responsible for its completion. Not completing summer work will not be an approved reason to drop an AP course.

MARKING SYSTEM

Students are evaluated with a report card four times during the year. Written mid-term progress reports are mailed to the parents of students who are receiving grades of C- or below. A progress report may also be mailed when a teacher feels that a student is not working at a level consistent with his or her ability.

Grades of students at Duxbury High School are reported as letter grades on report cards. Each letter grade represents a range of numerical grades as follows:

A+ 97% - 100% A 93% - 96% A- 90% - 92% B+ 87% - 89% B 83% - 86% B- 80% - 82% C+ 77% - 79% C 73% - 76% C- 70% - 72% D 65% - 69% F Below 65%

Honor Roll High Honors consist of a term grade report containing nothing lower than an “A-” in all subject areas. Honors consist of a term grade report containing nothing lower than a “B-” in all subject areas.

Semester and Final Exams

Midyear and final exams are given to assess the quality of a student’s understanding in a course. They are given on a departmental basis. The results of semester and final exams are used to compute final course grades as follows:

Full Year Courses  each marking term (excluding semester final exams) 20%  midyear exam 10%  final exam 10% Semester Courses

9  each marking term 40%  final exam 20%

Grade Point Average

The cumulative academic weighted Grade Point Average (GPA) is one of several measures used by college admission committees to evaluate a student. For students in grades 9-12, only leveled full year courses are included in the weighted GPA computation. All courses (excluding those that are pass/fail) are included in the unweighted GPA. Grades earned in summer study or from other institutions are not included in either the weighted or unweighted GPA. GPA is computed at the end of grades nine, ten and eleven. A student’s GPA at the end of grade eleven is used for college applications. In February of senior year a group of students will have their first semester grades (term 1, term 2 and midyear average) are calculated into the GPA for selection of a valedictorian.

GPA is calculated according to the level of the course and the student’s grade using the point system below:

GRADE LEVEL AP/Pre-AP L1(Honors) L2(College)

A+ 4.8 4.55 4.3 A 4.5 4.25 4.0

A- 4.2 3.95 3.7

B+ 3.8 3.55 3.3

B 3.5 3.25 3.0

B- 3.2 2.95 2.7

C+ 2.8 2.55 2.3

C 2.5 2.25 2.0

C- 2.2 1.95 1.7

D 1.5 1.25 1.0

F 0 0 0

10

The GPA is based on 4.0 and is also used as the academic measure for qualifying for the Duxbury Chapter of the National Honor Society. For more information, please refer to the Student Handbook. If you have a question about GPA, please speak with your son/daughter’s guidance counselor.

Level Descriptions

Level AP……………….. Advanced Placement Level Pre-AP……………Pre- Advanced Placement Level 1…………………. Honors Level 2…………………. College Unleveled………………..Electives offered to all students

ACADEMIC / GRADUATION REQUIREMENTS

Graduation from Duxbury High School is dependent upon a student’s ability to meet several different criteria:

I. Academic and Credit Distribution Requirements

Students must carry seven courses (35 credits) unless exempted by the principal or assistant principal. Students must earn 130 credits in order to graduate. Credits are accumulated at the rate of 5 credits per yearlong course, 2.5 credits per semester course.

• Four years of English (20 credits) • Three years of Science and Technology, including one year of Biology (15 credits) • Three years of Mathematics (15 credits) • Two years of United States History (10 credits) • One year of World History (5 credits) • Two years of World Language (in a single language) (10 credits) • Four semesters of Physical Education/Health (10 credits) • Four semesters in the Fine, Performing, or Practical Arts (10 credits) • Electives (35 credits) • Technology requirements

* In order for credits to count for distribution credits, e.g. 20 credits in English, or toward the total number of credits, a student must receive a passing final grade and meet the attendance requirements for the course.

11 * All students in grades 9-12 are required, by the Department of Education, to take Physical Education. Students may apply for a course waiver after consulting with their guidance counselor. Waivers will only be granted for extraordinary circumstances and the student must present compelling reasons as to why a waiver should be granted. Application forms for waivers are available in the DHS guidance office. Deadline is posted during the course selection period.

Course Waiver Procedures

 All waiver requests should be submitted to an administrator no later than the end of the deadline posted for course selection sheets.  The request must contain the list of courses selected for the waiver year and/or following year if applicable. The student should develop this list in consultation with his/her guidance counselor.  The request should contain any other justifications or explanations for the request.  Waiver request forms are available in the guidance office.

The Process

The Course Waiver Committee will not consider incomplete packets.  The Committee shall be comprised of an administrator, a guidance counselor, a department head or his/her designee, and a teacher.  The Committee shall respond to the student in writing regarding their decision no later than one week after their meeting.  Copies of the decision shall be given to the student, guidance counselor, appropriate department head, and/or special education liaison.  Copies of the decision shall be kept in the administrative file.

Parameters for Decisions

Consideration for granted waivers may include the following:  Work study/cooperative program  Medical reasons (to be processed by the school nurse)  Individualized Educational Plan  Requirement of AP programs  Student’s projected educational requirements

II. All graduating students must pass the mandated portions of the Massachusetts Comprehensive Assessment System (MCAS) tests. The minimum passing score in both the English Language Arts (ELA) and Mathematics test is 240. Students who earn below a 240 (Proficient score) will be placed on an Education Proficiency Plan (EPP) and must satisfy the requirements of this plan or earn a Proficient score on the EPP MCAS test in order to graduate. Beginning with the class of 2010, students will also be

12 required to pass an MCAS Science or Technology/Engineering test with a 220 or higher. Students will be afforded multiple opportunities to take the MCAS test.

SUMMER SCHOOL Students who fail classes required for graduation may attend summer school with a 55 or better average, take an approved course at an evening program (pre-approval from academic department necessary), or repeat the course the following year to make up the lost credit. Students who have not made up the required courses by the beginning of senior year will be scheduled into the necessary classes.

III. TECHNOLOGY GRADUATION REQUIREMENTS

As a member of DHS you will be required to meet graduation requirements in technology. Each course in the Program of Studies indicates the technology requirement fulfilled by passing that course. The technology requirements are:

1. To write effectively using word processing 2. To access, organize, and manage information using database resources 3. To solve problems and analyze statistical data using spreadsheets or graphing calculators 4. To enhance a project or report using graphics or visuals 5. To gather information using a CD-ROM, videodisk, and on-line services 6. To communicate effectively using multimedia presentation software 7. To use various technologies in the pursuit of educational goals

PLANNING FOR FOUR YEARS

A student’s course selections will depend on individual abilities, interests, and goals. We suggest that an entering student, working closely with parents and guidance counselor, draw up a tentative four-year sequence of courses. This tentative program should be planned carefully to ensure that it meets graduation requirements and provides preparation for the student’s long-range goals. Students should plan also for Preliminary Scholastic Aptitude Tests (PSAT), Scholastic Aptitude Tests (SAT), and SAT II Subject Tests.

Students should plan individual programs that are both challenging and interesting. The “Suggested Sequences of Study” provide guidelines for programs appropriate to a variety of vocational and educational goals.

SUGGESTED SEQUENCES OF STUDY

13 I. If students plan to attend a two-year college to prepare for a career in business, childcare, fashion design, health, or if they plan to enter the work force or military, they should consider:

• 4 years of English • 3 years of mathematics (Algebra I and II, Geometry) • 3 years of science • 3 years of social studies • other courses as required for graduation • electives which relate to the intended major, i.e. Early Childhood Education

II. If students plan to attend a two-year college and transfer to a four-year college, they should consider:

• 4 years of English • 2-3 years of world language • 3 years of college preparatory mathematics (Algebra I and II, Geometry) • 3 years of science • 3 years of social studies • electives which relate to the intended major and other courses as required for graduation

III. If students plan to attend a four-year college, including any Massachusetts state college or university, they must consider: • 4 years of English • 2-4 years of world language (a sequence of one language is preferred) • 3-4 years of mathematics (Algebra I and II, Geometry, Pre-Calculus) • 3-4 years of science (including two courses with lab work) • 3-4 years of social studies • electives which relate to the intended major (from the above subjects or from the Arts and Humanities or Computer Sciences) and courses required for graduation

Remember: the quality of a student’s grade performance is the most important factor he/she can control on his/her school record. In general, the more selective a school or college, the more competitive students must be in terms of courses taken, levels, and grades earned. Families should use Naviance to research requirements at specific schools.

SPECIAL EDUCATION

A student with special needs is a child who has been determined eligible for special education through the TEAM evaluation process. These students have a specific disability and are unable to progress effectively in the general curriculum without specially designed instruction and/or related services. The special education department develops individualized programs of instruction for the students identified with special needs serving a number of students with a wide range of disabilities. Service options

14 include those provided within a fully integrated program of regular education to placement in special education classes and are determined by the student’s Special Education Team and specified on the Individualized Educational Plan (IEP).

The focus of the special educational services can be described by the terms remediation, compensation, modification, and accommodation. The needs of Duxbury High School students with special education plans are met through curricula modifications, inclusion support, learning center support, and intensive skills programs. Students are placed in the Learning Center and skills classes as specified in the Individualized Educational Plan (IEP). The IEP specifies services that assist the student to progress in the general curriculum and Massachusetts curriculum frameworks standards. All students with special educational needs participate in MCAS testing. Accommodations as determined by the special education team are provided.

Learning Center

The Learning Center program is a supervised, structured learning environment where a student has the opportunity to learn and apply study skills to content area subjects. Students also work to improve basic skills in reading, math, and language. The student can work independently, with peers, or with the special education teacher. Direct instruction is provided for improving basic skills and learning strategies. The Learning Center may also assist in the implementation of program modifications such as alternative testing, word processing, and assistance with research projects.

The Learning Center teachers work with subject area teachers to assist with the implementation and evaluation of classroom modifications. The staff strives to gradually increase a student’s independence by having the student understand his/her unique learning style, including strengths and weaknesses. With this knowledge, the student can develop self-advocacy skills and become more independent.

Intensive Program Center

The Intensive Program Center provides instructional services to students who have demonstrated a need for direct intervention for part of their school course work. Students are encouraged to participate in appropriate regular education course offerings. If, however, they are unable to do so, they receive direct instruction in the alternate intensive skills setting. This instruction is generally in the areas of English/language arts, math, social studies, and science. The intensive skills promote the development of self- reliant, independent students through individualized instruction to develop basic academic skills, foster language and communication skills, and improve confidence and self-esteem. This program also assists students in planning and developing career, vocational, and life skills.

REPEATING A COURSE / RAISING A GRADE

15 Students, who wish to make up a failure in a course, or wish to raise a course grade in order to continue in a sequence, may do so by repeating the course or by attending a department pre-approved summer school program. Only students who have earned a 55% or better in a full year course may elect the summer school option. Under extraordinary circumstances a department may waive this requirement.

When a student chooses to repeat a course during the school year, both the original grade and the new grade will appear on the student’s transcript. If the course is repeated during the school year, both grades will be used to determine a student’s grade point average however a student will only earn credit one time for the course as long as he/she receives a passing grade. Grades earned in summer study are not computed into a student’s grade point average. A minimum grade of 70% or better must be earned in summer school in order to continue in a course sequence. The required grade may be higher depending on a specific subject. See the requirements for a particular department/course. Any student seeking a waiver of this requirement must go through the Placement Review Process.

Course selection changes resulting from work successfully completed in a summer school are made once summer school grades are received.

COURSES TAKEN FOR CREDIT OUTSIDE DUXBURY HIGH SCHOOL

All major subjects and other courses approved by the School Committee are listed in the Program of Studies. Any student who wishes to take any course outside of Duxbury High School must have prior approval and a credit determination from a department head and an administrator before enrolling in such a course. Courses taken outside of Duxbury High School are not used in GPA calculations.

VOCATIONAL EDUCATION

Duxbury students interested in pursuing a program of Vocational-Technical or Agricultural studies in a state approved Chapter 74 School must submit a letter of intent to the Superintendent’s Office prior to April 1st of the preceding school year. Contact the guidance office for further information.

DUAL ENROLLMENT

Currently enrolled Massachusetts public high school juniors and seniors who are in good academic standing (3.0 GPA or better) at their high school and/or who have been

16 recommended by high school principals, guidance counselors and/or teachers will be eligible for consideration to enroll full time or take individual courses at Massachusetts public institutions of higher education. Students participating in dual enrollment may earn credit(s) that meet requirements for high school graduation and higher education matriculation. The dual enrollment program is not an alternative high school; students must demonstrate the ability to benefit from college-level course work.

SCHOOL CHOICE

Duxbury does not accept students from other school districts under the Massachusetts school choice policy. However, it is the right of any Duxbury student to attend school in a district that accepts students under school choice. See your guidance counselor for additional information.

INDEPENDENT STUDY

A student may enrich his/her educational program by designing a sound proposal and enlisting the interest and support of a faculty member who will act as the student’s mentor and evaluator. The student must submit a written proposal to the faculty member describing the project, time involvement expected, method of research to be utilized, anticipated outcomes, and expected course credit. The proposal will be reviewed by the department chairperson and approved by the principal. It should be understood that independent study is an extraordinary option, and proposals will be entertained only under exceptional circumstances.

Guidelines for Students 1. Approach the person you would like to have act as your mentor/cooperating teacher. Discuss your ideas with this person on an informal basis. Since you are asking this person to invest a considerable amount of time in you and your project, give him/her as clear a sense as you can of the scope of your project. Ask this person if s/he would be willing to be your cooperating teacher. Give the person time to think it over, if necessary. Do not ask the person to sign anything. You are still gathering information for submitting your proposal.

2. Obtain a “Proposal for Independent Study” form from your guidance counselor.

3. Provide all the information asked for on the form. Compose a typed, detailed description of your project and attach it to this form.

4. Present the proposal to the appropriate department chairperson for a signature. The chairperson may wish to ask you some questions regarding your project.

5. Take the proposal to the mentor/cooperating teacher for a signature.

6. Submit the proposal to the principal for final approval and credit determination.

STUDENT AIDE 17 Occasionally a teacher or staff member may request support from a student aide. The faculty member will provide to the student a list of regular duties/responsibilities required from him/her during each scheduled teaching block, and will provide direct supervision of the student aide. A student aide is reserved for students in grade (12)twelve and those with extraordinary circumstances as approved by appropriate school personnel and will only be permitted as a teacher request. Guidelines for Students 1. You will be directly supervised for an entire block by the designated supervisor or teacher for whom you are providing the service. This person will be checking your attendance and evaluating your performance.

2. You will be receiving a Pass/Fail grade for your service. This mark will appear on your transcript as such. It will not affect honor roll status or GPA.

3. There will be expectations and requirements prepared by the designated supervisor or teacher for you to fulfill. These will provide the basis upon which you will be both selected and evaluated.

ADVANCED PLACEMENT

It is the belief of the Duxbury School Committee that any student deemed capable of doing college-level work, while in high school, should be encouraged to read the Advanced Placement (AP) course descriptions and requirements, and to apply for the program. Course that are a two year sequence will be Pre-AP level in the first year and AP in the second year (i.e. year of the AP exam). GPA weight for both years will be factored at the AP level.

TO PROSPECTIVE ADVANCED PLACEMENT STUDENTS

Your enrollment in an Advanced Placement course represents a commitment to an intensive course of study at the level of a college freshman course. It is also a commitment to take the Advanced Placement examination in May, so that your achievement in the course can be measured against thousands of other students across the country who have taken the same course. In a sense, you are committing yourself to a full year of tough practice in preparation for one big game at the end of the course. The School Committee requires that any student enrolled in an AP course must take the AP examination. It is expected that the student or his or her family will bear the cost of the examination, as they do for other CEEB examinations; however, financial aid is available for any student where this condition might create a hardship. See School Committee Policy “IGCD and IGCD-R.” Students who complete the Advanced Placement course, including taking the examination, receive certain benefits for their efforts. They have the opportunity to try college-level work without the cost of college-level tuition. Their high school transcripts show that they have enrolled in AP courses. To college admissions officers, this is a sign of a strong student with serious intent. Students who take the AP examination are generally exempt from the regular departmental final. Grades in AP courses are also weighted more heavily in the computation of a student’s grade point average.

Students who are accepted to and request an AP course are expected to remain in the course for the entire year (see course change procedure). If due to an extraordinary circumstance, a student who is accepted into but does not complete an AP course, including the examination,

18 he/she is not eligible for the benefits mentioned above. Any student who does not complete an AP course will have the designation “AP” removed from his or her transcript, and his/her grade point average will be recomputed. Colleges and universities routinely ask the Guidance Department to notify them of any change of status when final grades are sent in June and the change from AP to Level 1 would be noted. Students who were enrolled in AP courses, but do not take the AP examination will be required to take a final examination which will count for 10% of the final grade in the course. (Please note that AP Studio Art does not have an examination. Instead, students submit a portfolio of artwork. The language above referring to failure to sit for an examination would apply to failure to submit a portfolio of artwork.)

Advanced Placement, a program of the College Entrance Examination Board, provides advanced study to able and highly motivated students at a first year college level. Most colleges and universities award credits or exempt students from first year courses, based on grades earned on the Advanced Placement examinations given annually. Because enrollment in an AP course is evidence of unusual commitment to serious study, AP students may benefit in the college admissions process. An AP teacher, whose functions are similar to a college teacher’s, must be more of a scholar than is required for many high school courses. It is a challenging, stimulating, and rewarding assignment. The AP program clearly shows a high school’s commitment to high quality instruction for all students. It makes the school comparable to schools nationwide that meet the standards set by the CEEB guidelines and examinations. These rigorous standards for teaching and learning in AP courses should have a healthy effect on standards in all other courses in the discipline. The success of the students and teachers in an AP program promotes confidence in the school system.

The Advanced Placement course can be seen as the flagship offering in any subject area. Because of the impact these courses have on the whole curriculum, they should be offered as regularly and consistently as possible. Reports to the School Committee regarding the AP program, current enrollments and test results will be submitted annually.

Revised First Reading - January 18, 1995 (File: IGCD) Adopted: February 1, 1995

“ Admission to an Advanced Placement course should depend upon a student’s commitment to the subject as well as formal credentials.” (CEEB)Admission to any course in the Advanced Placement (AP) program will be by application only. Interested students may apply using application forms and they will submit the completed forms with necessary attachments to the guidance office by the posted deadline. Although application forms will vary from department to department, they will contain data related to student motivation as demonstrated by past performance, and ability. Such data will include: applications, essays, interview reports, teacher recommendations, and overall course load of the applicant. Also included will be statistical data on past academic performance, grades in relevant courses, class rank, PSAT/SAT exams, and other standardized test scores. Late applications will be considered by appropriate school personnel only if there are unusual extenuating circumstances. After reviewing the data sheets, some or all candidates may be interviewed by the appropriate department head, if 19 additional information is needed to act on an application.

When necessary data has been assembled, the department heads, in consultation with teachers, will select the class rosters. Although considerable statistical data may be available, the most important factor in selecting students is the recommendation of present and former teachers, who are most familiar with the students and the demands of the Advanced Placement courses. Statistical data only provides a fuller picture of the candidates. The rosters for all Advanced Placement courses will be submitted to Guidance. Applications will be kept on file for the school year. Questions about these procedures should be addressed to the appropriate department head.

Much reading and writing are involved in most Advanced Placement classes, and interaction between students and teachers is critical. Therefore, the CEEB recommends that Advanced Placement classes be taught in a seminar format with class size under 20 students, if possible. Since the time expected for a student to spend outside of class in preparation equals the time spent in class (i.e. for every hour in class it is expected a student will have an hour of outside work), students and families should carefully consider the number of AP courses chosen. Students should have strong writing and critical reading skills and demonstrate a passion for the particular subject.

The AP exam is required for all Advanced Placement students, and financial aid is available to any AP student unable to pay for the examination. Taking both the AP course and exam entitles the student to “AP” designation on the transcript. Failure to pay for and thus take the AP exam will result in the “AP” designation removed from the transcript. The student will remain in the course but receive level 1(honors) credit. Any non-AP student may take the Advanced Placement Exam, with the approval of the department head and the teacher involved. If enrollment for an AP class is insufficient, the class may be combined with the next highest level class in that discipline. The Advanced Placement students will take the AP exam and only those students in the class will be designated as Advanced Placement students on their transcripts.

If an AP course does not run for any reason, students will be asked to choose an alternative course. A student can only choose a different AP course if they have previously applied and been accepted into that AP course during the current year course selection period. Therefore students should seriously consider their options when applying for AP courses.

20 ENGLISH

The English Department offers courses designed to develop the ability of students to read, write, listen, speak and, as a necessary part of these activities, to think for themselves. In addition to the intellectual and communication skills, all courses are intended to develop in students the humanistic values traditionally associated with the student of literature.

Program Design and Sequence

The overriding principle of this sequence is that, as far as possible, students should share a common program. Within limits imposed by the differences between the levels, all students will share a common experience in the study of English.

Students interested in further writing and speaking experience can choose to take the elective courses Journalism, Elements of Writing, Beyond the Basics and/or Speech and Debate. These courses may be taken in addition to the required English courses.

Levels

At ninth and tenth grades, the English program makes use of two levels of ability. The AP courses in grades eleven and twelve are a third level.

A larger number of students are placed in college preparatory (level two) classes. In general, honors (level one) students are expected to score in the advanced range on the English Language Arts (ELA) MCAS test and to receive the recommendations of their English teachers. Reading and writing ability are the most important factors in determining the appropriate level for a student. 21 All level placements are reviewed each year as a matter of course. Movement from one level to another is fairly common, especially as student ability develops. An important principle of the English program is that all students, regardless of level, share a common learning experience. As far as possible, program content is the same for all students and the overall objectives are the same. The difference between the levels is not in the amount of writing or work required. Rather, it has to do with the student’s writing ability and with the student’s ability and willingness to read critically and analytically. Reading is important in both levels, and students will read many of the same literary works in both levels.

22 English Course Selection Table 9-12

GRADE COURSE LEVEL 9 English 9 1, 2 10 English 10 1, 2 11 English 11 AP, 1, 2 12 English 12 AP, 1, 2

Grades 9-12 Course Descriptions

011, 012 ENGLISH 9 Level: 1, 2 Grade: 9 Required Full Year – 5 Credits Students in the ninth grade acquire skills in several areas: reading, composition, vocabulary, speech, and listening. Both expository and creative writing opportunities allow students to exhibit an understanding of literature. Students not only read literature for content and theme but also for analysis and appreciation of style and genre. Some of the works offered are The Human Comedy, Oedipus Rex, Antigone, The Sword in the Stone, Romeo and Juliet, Les Miserables, The Red Badge of Courage, The Mayor of Casterbridge, Oliver Twist, Night, A Christmas Carol, a book of short stories, Greek myths, and a selection of poems. Students also study Biblical literature for its unparalleled influences on language, literature, and the arts. In writing, specific emphasis is placed on writing clear, well-constructed paragraphs and essays. In grammar, the focus is on use of consistent verb tenses, use of active/passive voice, use of gerunds, participles, and infinitives, and use of words often confused. Prerequisite: None Tech Competencies: 1, 2, 4, 5

021, 022 ENGLISH 10 Level: 1, 2 Grade: 10 Required Full Year - 5 Credits Students in the tenth grade study proven and timeless fiction, non-fiction, and poetry. This literature addresses many contemporary issues including prejudice, oppression, censorship, and injustice. Matters of concern to emerging adults such as independence, self-esteem, love, hate, and jealousy capture students’ attention because engagement with universal themes such as these helps students to understand the world that confronts them and their place in it. Some of the works offered are The Count of Monte Cristo, To Kill a Mockingbird, Othello, Fahrenheit 451, The Catcher in the Rye, Great Expectations, David Copperfield, Jane Eyre, The Return of the Native, Anthem, and Things Fall Apart. Throughout the year students read closely and learn by heart several poems and passages from the literature. Vocabulary is studied with each literary work. Intensive grammar instruction and review is also part of the grade 10 curriculum. Writing skills are developed through a variety of frequent written responses to the literature including informal and formal essays. Students also continue to write from observation and may keep journals or journal folders. Prerequisite: None Tech Competencies: 1, 2, 4, 5

031, 032 ENGLISH 11 Level: 1, 2 Grade: 11 Required Full Year - 5 Credits The eleventh grade curriculum gives students a historical perspective on American life and values through the study of a wide variety of literary genre by famous Americans including novels, biographies, short stories, poetry, essays, journals, speeches, and letters. Some of the works offered are The Adventures of Huckleberry Finn, The Great Gatsby, The Scarlet Letter, One Flew Over the Cuckoo’s Nest, Their Eyes Were Watching God, Our Town, The Crucible, Narrative of the Life of Frederick Douglass, and Into the Wild. Writing skills are developed through both short, analytical responses to the literature and longer, more formal expository, analytical, and argumentative essays. The technical skills stressed include variety of sentence beginnings, variety of sentence structures, parallel structure, and organization of ideas. Prerequisite: None Tech Competencies: 1, 2, 4, 5

23 030 ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION Grade: 11 By Application Full Year - 5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board, which oversees the Advanced Placement program. Emphasis will be on writing. In keeping with the emphasis of English 11, the literature studied will be primarily, although not exclusively, American. All students are required to take the AP examination administered in May. Prerequisite: Selection based on the AP Application Process. This includes student motivation and achievement as demonstrated by past performance, recommendations by previous teachers, letter of application, writing sample essay, and statistical data such as GPA, grades in relevant courses, PSAT/SAT scores, and relevant MCAS scores. Students must earn the following Semester I grade averages in sophomore English in order to be considered as applicants: Honors (level one) students: 87% or higher. College preparatory (level two) students: 93% or higher. Tech Competencies: 1, 2, 4, 5

041, 042 ENGLISH 12 Level: 1, 2 Grade: 12 Required Full Year - 5 Credits Following the emphasis on American Literature in grade 11, seniors study the fiction, non-fiction, and poetry of other countries. Students carefully read key literary works to sharpen their awareness of the universality of ideas and language and to understand the ways in which other environments have affected a writer's craft. Some of the works offered include Hamlet, Pride and Prejudice, Madame Bovary, Candide, The Canterbury Tales, Crime and Punishment, All Quiet on the Western Front, The Things They Carried, A Doll’s House, The Color of Water, Cry, The Beloved Country, No Exit, Red Harvest, and Henry IV, Part One. Throughout the year students read many poems closely. Vocabulary is studied with most literary works. Writing assignments will focus on the critical analysis of literature and will include essays in exposition and argument, and the college application essay. Essays vary in length and often require more than one draft. Students will keep journals or journal folders. Often students will give oral presentations on topics that are relevant to works being studied. Prerequisite: None Tech Competencies: 1, 2, 4, 5

040 ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION Grade: 12 By Application Full Year - 5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board, which oversees the Advanced Placement program. Emphasis in this class will be on the study of English and other world literatures, in keeping with the emphasis of Grade 12 English. All students are required to take the AP examination administered in May. Prerequisite: Selection based on the AP Application Process. This includes student motivation and achievement as demonstrated by past performance, recommendations by previous teachers, letter of application, writing sample essay, and statistical data such as GPA, grades in relevant courses, PSAT/SAT scores and relevant MCAS scores. Students must earn the following Semester I grade averages in junior English in order to be considered as applicants: AP students: 80% or higher. Honors (level one) students: 87% or higher. College preparatory (level two) students: 93% or higher. Tech Competencies: 1, 2, 4, 5

044 BEYOND THE BASICS: CREATIVE WRITING Unleveled Grade: 12 Elective Half Year - 2.5 Credits Conducted in a workshop setting, this course is for students who enjoy writing and wish to go beyond the basics of writing as an essential tool. Students will write in a variety of literary and journalistic forms which may include poetry, dialogue, sketches, editorials, columns, feature stories, parody, satire, and possibly a full-length short story. Reading is required to provide models for student writing. Class sizes will intentionally be kept small to maximize individual attention. This course may not be taken in place of grade 12 English. Prerequisite: None Tech Competencies: 1, 2, 4, 5

24 045 SPEECH AND DEBATE Unleveled Grade: 12 Elective Half Year - 2.5 Credits Formal debate is a structured activity. The student must learn research skills, speech preparation and delivery, and be able to work cooperatively with a team. Speech is the individualized section of the course designed to improve all speech techniques. This course may not be taken in place of grade 12 English. Prerequisite: None. Tech Competencies: 1, 2, 4, 5, 6

049 ELEMENTS OF WRITING Unleveled Grades: 9, 10, 11 Elective Half Year - 2.5 Credits This course is designed for students who have experienced difficulty with writing and need to develop fundamental writing skills. Such students may have been identified through our Writing Sequence Portfolio Program or through the Massachusetts Comprehensive Assessment System i.e. MCAS testing. After the teacher clarifies various areas of weakness, students will be given instruction in such areas as fluency, organization of ideas, supporting a topic completely and coherently, sentence structure, grammar, usage, and mechanics. Word processing with computers will be an integral part of the instruction. Class sizes will intentionally be kept small to maximize individual attention. This course may not be taken in place of grade 9, 10, or 11 English. Prerequisite: English teacher recommendation. Tech Competencies: 1, 2, 4, 5

055 JOURNALISM Level 1 Grades: 10, 11, 12 Elective Full Year - 5 Credits Journalism is a hands-on class in which students will apply the essential skills in a journalist’s toolbox--- researching, interviewing, writing and revising---by publishing the DHS newspaper, The Dragon Flyer. In addition to news, feature, sports and editorial writing, students will learn and apply basic elements of photography and page design. As responsible journalists, students will consider the First Amendment and analyze how it affects the relationship between the media and government, focusing on the rights and ethical responsibilities of the journalist in reporting the news. As educated decision makers of the future, students will explore the various forms of news media including newspapers, magazines, radio, television and the Internet, evaluating the strengths and weaknesses of each. The successful journalism student will be curious about culture and current events, and will be able to set goals, work independently and meet deadlines. This course may not be taken in place of grades 9- 12 English. Prerequisite: English teacher recommendation. Tech Competencies: 1, 2, 4, 5, 6

SENIOR SEMINAR

A long-standing tradition at DHS, Senior Seminar is a voluntary program in which students who are interested in speaking at graduation meet for a series of five evenings in April and May to explore the methods of effective speech writing.

In addition to the Class President and the Valedictorian, three speakers are chosen from among the participants at Senior Seminar. In order to have their speeches considered, students must attend all of the scheduled sessions, write a polished speech, and deliver it in front of the other members of the group. The group then votes for three candidates to represent the class at graduation.

Senior Seminar meetings are held on Tuesday evenings from 5:30 p. m. to 7:30 p. m., with dates to be announced.

25 MATHEMATICS

The 6-12 Mathematics program at Duxbury Middle School and High School is designed to offer equal opportunity to all students. It blends the basic skills necessary for college entry-level mathematics with the abstract, application with theory, and conceptual understanding. As students progress through their mathematical sequence, they are exposed to a myriad of mathematical skills, and are frequently presented with challenges that test their higher order thinking skills. Such skills include analyzing, predicting, learning through discovery, and making sound conclusions based on mathematics.

Our approach to the teaching of mathematics is based upon the accumulation and analysis of several respectable sources. Professional development opportunities coupled with expertise and experience created the foundation for the department's teaching philosophy. Varied instructional techniques offer students opportunities to learn cooperatively, improve their sense of responsibility, and become self- motivated, knowledge- enriched individuals.

The Mathematics Department has minimum grade prerequisites for entry into mathematics courses/levels (approved by the Board of Education). Only students earning minimum grade prerequisites may take the next course in sequence. Careful consideration was given to these prerequisites and the benefits of adopting them. The reason for having minimum grade prerequisites is for students to enroll in a course commensurate with their needs and past achievement and to maintain the integrity of the sequential courses. The minimum grade prerequisites decrease the number of students who are inappropriately placed in courses.

MATH COURSE SEQUENCES (Other combinations are possible) GRADE SEQUENCE A SEQUENCE B SEQUENCE C

6 Everyday Math Everyday Math

7 Pre-Algebra • Pre-Algebra Grade 7 Math Skills • Math Connections 8 Algebra I Algebra 1 Grade 8 Math Skills

9 Geometry Algebra 1B Algebra 1B

10 Algebra II • Geometry • Geometry • Elements • Elements 11 Pre-Calculus Algebra 2 Algebra 2

12 • Calculus • College PreCalculus • College PreCalculus • Probability & • Business Courses • Business Courses Statistics • Math Technology • Math Technology • Business Courses

26 • Math Technology

27 Duxbury Public Schools Mathematics Department 6 - 12 Calculator Use Policies

The following policies were developed in accordance with guidelines dictated by the Massachusetts State Curriculum Frameworks and recommendations provided by the National Council of Teachers of Mathematics and the National Center for Education Statistics.

Guiding Principle III from the Massachusetts State Frameworks states: Technology enhances the mathematics curriculum in many ways. Tools such as measuring instruments, manipulatives, scientific and graphing calculators, and computers with appropriate software, if properly used, contribute to a rich learning environment for developing and applying mathematical concepts. However, appropriate use of calculators is essential: calculators should not be used as a replacement for basic understanding and skills. Moreover, the fourth and sixth grade state assessments do not permit the use of a calculator. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.* Although the use of a graphing calculator can help middle and secondary students to visualize properties of functions and their graphs, graphing calculators should be used to enhance their understanding and skills rather than replace them.

Technology enables students to communicate ideas within the classroom or to search for information in external databases such as the Internet, and important supplement to a school’s internal library resources. Technology can be especially helpful in assisting students with special needs in regular and special classrooms, at home and in the community.

Technology changes what mathematics is to be learned and when and how it is learned. Available technology provides a dynamic approach to such mathematical concepts as functions, rates of change, geometry, and averages. Some mathematics becomes more important because technology requires it, some becomes less important because technology replaces it, and some become possible because technology allows it.

Mathematics Department Recommendations: (1) Students in grades 3 - 7 and grade 8 not enrolled in Algebra 1, Course #280, should be familiar with a four function calculator to enhance their understanding of previously learned concepts and to support the validity of answers in a problem solving situation. Students should learn to perform basic arithmetic operations without a calculator. (2) It is strongly recommended that all students enrolled in an Algebra I or subsequent course own a TI 83, 83 Plus or 84 graphing calculator. (3) A graphing calculator is required for all students enrolled in an Algebra II or subsequent course. (4) All high school students will be assessed both with and without a graphing calculator. (5) All midyear and final exams will include graphing calculator and non-calculator sections Massachusetts State Frameworks strongly support these recommendations:

24 Number Sense and Operations Technology in the Number Sense and Operations strand is used to facilitate investigation of mathematical concepts, skills, and strategies. Calculators and computers enhance students’ abilities to explore relationships among different sets of numbers, investigate alternative computational methods, verify results of computations done with other tools, compute with very large and very small numbers in scientific notation form, and learn the rule for the order of operations.

Patterns, Relations, and Algebra Graphing calculators and computer software with spreadsheet and graphics capabilities are ideal resources that help students make connections among different representations of the functions. The meaning and importance of domain, range, roots, optimum values, periodicity, and other terms come alive when experienced through technology. With appropriate instruction, students move readily among symbolic, numeric, and graphic representations of functions. Through insightful examples, secondary students learn that functions are a key concept with connections not only to calculus but also to transformations geometry and topics in discrete mathematics.

* “U.S. fourth graders use calculators and computers in mathematics class more frequently than do students in most other TIMSS countries. Use of calculators in U.S. fourth grade mathematics classes is about twice the international average... In six of the seven nations that outscore the U.S. in mathematics, teachers of 85 percent or more of the students report that students never [or hardly ever] use calculators in class.” National Center for Education Statistics, Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science Achievement in International Context, chapter 2 “C Contexts of Learning,” accessed June 15, 2000, .

The National Council of Teachers of Mathematics’ Technology Principle:

Calculators and computers are reshaping the mathematical landscape, and school mathematics should reflect those changes. Students can learn more mathematics more deeply with the appropriate and responsible use of technology. They can make and test conjectures. They can work at higher levels of generalization or abstraction. In the mathematics classroom envisioned in Principles and Standards, every student has access to technology to facilitate his or her mathematics learning.

Technology also offers options for students with special needs. Some students may benefit from more constrained and engaging task situations possible with computers. Students with physical challenges can become more engaged in mathematics using special technologies.

Technology cannot replace the mathematics teacher, nor can it be used as a replacement for basic understandings and intuitions. The teacher must make prudent decisions about when and how to use technology and should ensure that the technology is enhancing students’ mathematical thinking.

25 HIGH SCHOOL MATHEMATICS COURSES

9-12 Mathematics Department at Duxbury High School Placement Requirements

If students don't meet the Final Grade requirement, they are placed one level lower. If they are in the lowest level already, they are recommended to repeat or complete summer school.

FINAL PLACEMENT CRITERIA Advanced Placement Calculus 80% or higher in Course 230 or 93% or higher in Course 231 AND Approved AP Mathematics Application AP Probability and Statistics 80% or higher in Pre-Calculus or 83% or higher in Course 220 or 233 AND Approved AP Mathematics Application Accelerated Level 80% or higher Honors Level 73% or higher College Prep Level 65% or higher

64% or below: A student needs to repeat the course. No summer school will be offered to students who score below a 55% final average.

MOVING UP A LEVEL / DOUBLING UP:

1) A teacher can recommend a student to move into Level 1 from Level 2 OR into Accelerated from Level 1 if and only if the student achieves a 93% or higher the year before. If the student is taking Courses 221 and 233, they must have a 93% average in both to move into AP Accelerated Pre-Calculus (Course 230).

2.) Advanced Placement Calculus: Students must take Course 230 to qualify for AP Calculus OR achieve a 93% final average in Course 231. All students must apply by the specified deadline. An AP Mathematics board decides on accepted applicants based upon the application. Only students who meet the final criteria will be considered.

3.) Students may choose to double up in their math classes if and only if they achieve a 93% or higher in a prerequisite course.

NEW STUDENTS: Students new to Duxbury will take a Mathematics placement exam to determine correct level placement. The department head will make a placement recommendation to guidance based upon the results of this exam and students’ previously completed classes.

26 Grades 9-12 Course Descriptions

214-UL ELEMENTS I (FIRST SEMESTER) / 10-12 2.5 cr. ELEMENTS II (SECOND SEMESTER) 2.5 cr. Prerequisite: None. This course is designed for students who have experienced difficulty in mathematics, especially in areas covered by the MCAS exams in Grades 8 and/or 10. These students may have been identified by their results of the Massachusetts Comprehensive Assessment System. The teacher in this course will seek to identify the areas of weakness and instruct in the appropriate areas. The first semester will concentrate on Number Sense and Operations, Patterns, Relations, and Algebra. The second semester will concentrate on Geometry and Measurement, Data Analysis, Statistics and Probability. Both semesters will involve consistent review of MCAS- type problems. The course will have a strong focus on the fortification of mathematical skills necessary to succeed on the MCAS, as well as journal writing and open- ended problem solving. Tech Competencies: 1, 3, 6

212-L2 ALGEBRA 1B 9, 10 5 cr. Prerequisite: None This is a standard high school math course designed for students who want to take a sequence of Algebra I, Geometry, and Algebra II in preparation for a four- year college. Students should have a strong background in whole numbers, fractions, decimals, and percents. This course covers factoring, solving linear equations and inequalities, graphing systems of linear and quadratic equations. Content also includes applications of all topics covered. Next Sequential Course: 221 (93% or higher is absolutely required) OR 222 (65% - 92%) Tech Competencies: 1, 3, 6

210-L1 ACCELERATED GEOMETRY 9 5 cr. Prerequisite: 85% in 280 (DMS) Students who enter this course should have an excellent understanding of Algebra one concepts and procedures. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relations, solve systems of equations, solve quadratic equations and simplify radicals. This course is a rigorous college preparatory geometry in the AP sequence and a forerunner to Accelerated Algebra Two.

Students will learn the definitions, postulates and theorems of plane and solid geometry concerning parallel lines, angles, congruence, similarity, right triangles, special right triangles and trigonometry, areas, volumes, circles, coordinate and transformational geometry and some ruler and compass constructions. Algebraic applications and formal proofs are emphasized. Use of Geometry Sketchpad to discover new concepts is offered during the year. Next Sequential Course: 220 (80% or higher is required) OR 233 (70%- 79%) OR 234 (65%- 69%) Tech Competencies: 1, 3, 4, 5, 6, 7

221-L1 GEOMETRY HONORS 9-11 5 cr. Prerequisite: 85% in 281 or 73% in 280 Students who enter this course should have a very good understanding of Algebra I concepts and procedures. They should be able to solve linear equations and inequalities in many forms, graph linear relations, simplify radicals and solve systems of equations. This course is a college preparatory course that leads to Honors Algebra Two. Students will learn the definitions, postulates and theorems of plane and solid geometry ( angles, parallel lines, congruence, similarity, right triangles and trigonometry, areas, volumes, circles, coordinate and transformational geometry). Algebraic applications and real world applications will be stressed. Some proof will be discussed but not in great depth. Use of Geometry sketchpad for discoveries is an integral part of the course. Next Sequential Course: 233 (73% or higher is required) 27 OR 234 (65%- 72%) Tech Competencies: 1, 2, 3, 4, 5, 7 222-L2 COLLEGE GEOMETRY 9-11 5 cr. Prerequisite: 93% in Course 282 or 73% in 281 or 65% in 212 Students who enter this course should have good understanding of solving linear equations in various forms, graphing linear relations and simplifying radicals. This course is a college prep course that leads to College Algebra Two.

Students will learn the key concepts of Euclid's geometry ( angles, parallel lines, congruence, similarity, right triangles, special triangles and trigonometry, areas, volumes, circles, coordinate and transformational geometry) Hands on discovery approaches including the use of Geometry Sketchpad, patty paper and ruler and compass will be used. Real world applications of Geometry will be emphasized. Next Sequential Course: 233 (93% or higher is required) OR 234 (65%-92%) Tech Competencies: 2, 7

220-L1 ACCELERATED ALGEBRA 2 10 5 cr. Prerequisite: 80% in 210 or 93% in 221 Students who enter into this course should have a thorough understanding of Algebra 1 concepts and procedures. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relationships without the use of technology, and solve linear applications of algebra in a problem- solving situation.

This is a fast paced, highly analytical, discovery oriented course. Students will be able to understand relationships among real and complex numbers, compute fluently, and make reasonable estimates. They will represent and analyze a variety of mathematical situations and structures using algebraic symbols, and use mathematical models to represent and understand quantitative relationships. They will analyze change in various contexts, characteristics and properties of two-dimensional geometric shapes, and develop mathematical arguments about relationships. Students will formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Students will develop and evaluate inferences and predictions that are based on data with and without the use of technology. They will understand and apply concepts of all types of functions, including exponential and logarithmic. The graphing calculator will be used as the primary technological tool, and its instruction will be incorporated into every unit of material. Students will use technology both collaboratively and independently to acquire, organize, make mathematical connections, and problem solve. Next Sequential Course: 230 (80% or higher is required) OR 231 (70%- 79%) OR 232 (65%- 69%) OR 250 (83% or higher AND approved AP application is absolutely required) Tech Competencies: 3

233-L1 ALGEBRA 2 HONORS 10-11 5 cr. Prerequisite: 93% in 222 or 73% in 221 or 70% in 210 Students who enter into this course should have a strong understanding of Algebra 1 concepts and procedures. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relationships without the use of technology, and solve linear applications of algebra in a problem- solving situation.

Students will be able to understand relationships among real and complex numbers, compute fluently, and make reasonable estimates. They will represent and analyze a variety of mathematical situations and structures using algebraic symbols, and use mathematical models to represent and understand quantitative relationships. They will analyze change in various contexts, characteristics and properties of two- dimensional geometric shapes, and develop mathematical arguments about relationships. Students will formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Students will develop and evaluate inferences and predictions that are based on data with and without the use of technology. They will understand and apply concepts of all types of functions, including exponential and logarithmic. The graphing calculator will be used as the primary technological tool, and its instruction will be incorporated into every unit of material. Students will use technology both collaboratively and independently to acquire, organize, make mathematical connections, and problem 28 solve.

Next Sequential Course: 230 (93% or higher is absolutely required) OR 231 (73%- 92%) OR 232 (65%-72%) OR 250 (83% or higher is required AND Approved Math AP Application is absolutely required) Tech Competencies: 3

234-L2 COLLEGE ALGEBRA 2 10-12 5 cr. Prerequisites: 65% in 222 or 221 Students who enter into this course should have a basic understanding of Algebra 1 concepts and procedures. They should be able to solve linear equations and inequalities in a variety of forms, graph linear relationships without the use of technology, and solve linear applications of algebra in a problem- solving situation.

This course prepares the student for college topics of algebra and trigonometry. Students will be able to understand relationships among real and complex numbers. They will represent and analyze a variety of mathematical situations and structures using algebraic symbols. They will analyze change in various contexts, characteristics and properties of two-dimensional geometric shapes. Students will formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. The graphing calculator will be used as a supplemental technological tool in the graphing sections. Next Sequential Course: 231 (93% or higher is required) OR 232 (65%- 92%) Tech Competencies: 3

230-Pre-AP ACCELERATED PRE-CALCULUS 11,12 5 cr. Prerequisite: 93% in 233 or 80% in 220 This course is an accelerated class that prepares students for AP Calculus. Students must enter this course with an excellent understanding of the basic properties of real/complex numbers, methods of solution to linear/quadratic equations and inequalities, properties of exponents and/or polynomial expressions and must be well acquainted with the dynamics of the graphing calculator.

This course will provide lessons, examples and exercises that will establish the importance of mathematics to everyday life and a variety of scientific and technical fields and will lay the groundwork for further study of mathematics at the collegiate level. Technology will be integrated throughout all lessons and students will be expected to work independently and to actively participate in group activities. Topics include linear/quadratic/polynomial functions, exponents/logarithms, some analytic geometry and an intense study of trigonometric functions. Next Sequential Course: 240 (80% or higher is required AND Approved Math AP Application) OR 260 (93% or higher is required AND Approved Math AP Application) OR 242 (73% or higher) OR 243 (65% or higher) OR 250 (80% or higher is required AND Approved Math AP Application) Tech Competencies: 3, 7

231-L1 PRE-CALCULUS HONORS 11,12 5 cr. Prerequisite: 93% in 234 or 73% in 233 or 65% in 220 Students who enter this course should have a solid grasp of the concepts covered in 233, including solving linear equations and inequalities in various forms, using mathematical models to represent various problem-solving situations, solving quadratic equations and graphing quadratic relations, and solving linear systems.

Students will study a variety of topics in advanced algebra, including linear, quadratic, polynomial, exponential and logarithmic relations and functions, polynomial equations and inequalities, and operations on functions. They will learn how to graph these functions with and without the use of technology, and use technology appropriately in solving problems. Students will apply a variety of function models to problem- 29 solving situations. Course content includes trigonometric functions, relationships, and identities, modeling periodic behavior, and the laws of sines and cosines.

Next Sequential Course: 240 (93% or higher AND approved AP Application is absolutely required) OR 242 (80% or higher) OR 243 (65% or higher) OR 251 (70% or higher) OR 250 (83% or higher and Approved AP application) Tech Competencies: 3

232-L2 COLLEGE PRE-CALCULUS 11,12 5 cr. Prerequisite: 65% in 234 or 233 This course is designed for college bound students who wish to strengthen and expand their algebra skills and receive an introduction to the study of trigonometry. An emphasis on problem solving will be a key component of the class. Topics include: solution to linear, literal, quadratic, absolute value and radical equations/ inequalities, systems of equations and linear programming, properties of exponents and logarithms, an introduction to conics (parabolas and circles only) and right/oblique triangle trigonometry. Students will be instructed in the use of a trigonometric or graphing calculator. Next Sequential Course: 242 (93% or higher is absolutely required) OR 243 (73% or higher) OR 643 (65% or higher) OR 251 (80% or higher) Tech Competencies: 3, 7

242-L1 CALCULUS HONORS 12 5 cr. Prerequisite: 77% in 231 or 70% in 230 or 93% in 232 This is an advanced mathematics course in introductory calculus with elementary functions. Topics include piece-wise defined, polynomial, exponential, logarithmic and trigonometric functions. Students must be able to evaluate properties and algebra of functions, including asymptotics, rationals, complex, and compositions. Also, students must be able to graph polynomials without the use of technology. In addition to functions and graphs, topics include conic sections, parametric equations, limits and continuity, differential calculus and an introduction to integral calculus. A graphing calculator is required.

This course will concentrate on the understanding of concepts rather than process and product. Students will understand the meaning of the derivative in a variety of forms and interpretations. Students will communicate mathematics both orally and in well-written sentences. They will be able to model a written description of a physical situation, determine the reasonableness of solutions, and apply calculus as a coherent body of knowledge. Students will be able to use technology to help solve problems, experiment, interpret results, and verify solutions. Tech Competencies: 2, 3, 7

243-L2 COLLEGE CALCULUS 12 5cr. Prerequisite: 73% in 232 or 65% in 231 College Calculus provides an interactive curriculum that is visual, exploratory, and discovery-oriented. Course content includes linear and non-linear functions, finding the derivative, graphical relationships of the derivative, applications of the derivative, and an introduction to integration. Instruction will be supplemented with hands- on technology. The course’s software coupled with a SMARTboard creates graphical animations, shows intermediate steps to several different types of mathematical calculations and algebraic simplification rules, moves 2D and 3D graphs, post web notebooks, has “MathSpeak” for visually-impaired learners, communicates with TI Graphing calculators by importing and exporting data, and applies Calculus procedures and concepts. Students in the course will have the opportunity to learn introductory Calculus through applications and investigations. Tech Competencies: 2, 3, 4, 6

30 251- UL PROBABILITY AND STATISTICS 11, 12 5 cr. Prerequisite: 80% in Course 234, 70% in Course 233 or 65% in Course 220 Students who enter this course need to have a good understanding of Algebra 2 concepts and procedures. They should be able to solve linear and second-degree equations and inequalities, and work fluidly with exponents.

Through hands-on activities and project-based learning, students will discover introductory probability and statistical applications with the utilization of technology. Students will analyze normal, binomial and geometric distributions, utilize correlations and regressions, design samples and experiments, find probabilities in several situations and apply hypothesis testing and confidence intervals. This course requires the use of a TI-83 or TI-84 graphing calculator by Texas Instruments. Tech Competencies: 3

250-AP ADVANCED PLACEMENT STATISTICS 11, 12 5 cr. Prerequisite: 80% in Pre-Calculus or 83% in 233 or 220 Approved Math AP Application is required. Students who enter this course should have a strong understanding of Algebra two concepts and procedures. They should be able to solve linear and second- degree equations and inequalities in many forms and work with exponents.

Students will learn about normal distributions, correlation and regression, power transformations, designing samples and experiments, computing probabilities, discrete and continuous random variables, binomial and geometric distributions, hypothesis testing and confidence intervals. Requirements also include the use of a graphing calculator and the completion of the AP exam in May. The College Board exam requires the use of a graphing calculator. Tech Competencies: 3

240-AP ADVANCED PLACEMENT CALCULUS (AB) 12 5 cr. Prerequisite: 80% in 230 or 93% in 231 Approved Math AP Application is required. This is an intensive mathematics course whose content consists of college- level Calculus. Students must enter the course with an excellent understanding of trigonometric, logarithmic, piece-wise defined, exponential, and polynomial functions. They must be able to meticulously evaluate properties and algebra of functions, including inverse trigonometry, asymptotics, rationals, complex, and compositions. They must also be able to graph polynomials without the use of technology. Requirements also include the use of a graphing calculator and the completion of the AP exam in May. The College Board exam requires the use of a graphing calculator.

This course will concentrate on the understanding of concepts rather than process and product. Students will understand the meaning of the derivative and integral in a variety of forms and interpretations. Students will communicate mathematics both orally and in well-written sentences. They will be able to model a written description of a physical situation, determine the reasonableness of solutions, and apply Calculus as a coherent body of knowledge. Students will be able to use technology to help solve problems, experiment, interpret results, and verify solutions. Tech Competencies: 1,2,3,4,5,6,7

260-AP ADVANCED PLACEMENT CALCULUS (BC) 12 5 cr. Prerequisite: 93% in 230 Approved Math AP Application is required. This is fast-paced, intensive mathematics course whose content consists of college- level Calculus 1 and 2. Students must enter the course with an excellent understanding of trigonometric, logarithmic, piece-wise defined, exponential, and polynomial functions. They must be able to meticulously evaluate properties and algebra of functions, including inverse trigonometry, asymptotics, rationals, complex, and compositions. They must also be able to graph polynomials without the use of technology. Requirements also include the use of a graphing calculator and the completion of the AP exam in May. The College Board exam requires the use of a graphing calculator. 31 This course will cover more topics than AP Calculus (AB). It will also concentrate on the understanding of concepts rather than process and product. Students will understand the meaning of the derivative and integral in a variety of forms and interpretations. Students will communicate mathematics both orally and in well-written sentences. They will be able to model a written description of a physical situation, determine the reasonableness of solutions, and apply Calculus as a coherent body of knowledge. Students will be able to use technology to help solve problems, experiment, interpret results, and verify solutions. Tech Competencies: 1,2,3,4,5,6,7

266- UL MATH TECHNOLOGY APPLICATIONS (MT) 12 5 cr. Prerequisite: Seniors only This course emphasizes project-based learning by applying mathematical content and strategies into technology-enriched projects. Some technologies and applications integrated into the course include the 3- D application of “Google Sketch-up”, the visual programming language “Scratch”, the Math Webquest project, Podcasting, Digital Storytelling, Data-studio software with motion sensors and probes, SMARTboard software, Sketchpad labs, Web 2.0 interface and multi-media tools.

Projects involve work in cooperative groups where students work together in a constructivist setting to explore and understand mathematics. Students will acquire technology skills and critical thinking strategies. Through hands-on technology-based activities, they will discover mathematical applications used in the real world, and become involved in several interdisciplinary associations.

Math credit is given toward graduation requirement. Tech Competencies: 1,2,3,4,5,6,7

643-UL FUNDAMENTALS OF THE BUSINESS WORLD Prerequisite: 77% in 212 or 65% in 232 10-12 2.5 cr. This course is designed for students interested in learning about the world of business in today’s dynamic society. The course will explore the business cycle, economics, the stock market, marketing, accounting, finance, investments, and the world economy. Students will learn about small sole proprietorships as well muti-national corporations. Business ethics and entrepreneurship will also be studied. Current business shows on TV will help reinforce the business concepts as well as knowledge from reading the Wall St. Journal. Guest speakers from various sectors of the economy and a field trip to a company in the Boston area are planned. Math credit is given toward graduation requirement. Tech Competencies: 1,2,3,4,5,6,7

625-UL ACCOUNTING I 10-12 2.5 cr. This course is for students who have a variety of career objectives: 1) Beginning vocational preparation for careers in accounting, 2) Accounting knowledge and skill needed for careers in related business fields, 3) A foundation upon which to continue studying business and accounting at the collegiate level. This course will cover accounting for a service business and partnership accounting for a merchandise business. Contemporary accounting software, including Windows, will be integrated into the curriculum. Math credit is given toward graduation requirement. Tech Competencies: 3

642-UL PERSONAL FINANCE 10-12 2.5 cr. This course is designed for students interested in improving their understanding of how to manage their income wisely. The course will explore the benefits of saving, investing, mutual funds, stocks, index funds, money markets accounts, types of credit, and insurance. Students will learn about personal tax structure and how to maximize investment growth related to the tax treatment of various investments. Students will manage a portfolio of stocks. Math credit is given toward graduation requirement. Tech Competencies: 1, 4, 5

32 MUSIC AND PERFORMING ARTS

Program Design / Sequence

The Music Department offers elective courses in band, orchestra, and chorus. They are designed to nurture the creative instincts of students and to help develop strong, secure personalities. Making music is a very individual process that is different for each student. The concepts are the same for everyone, yet music production is different for each student on an instrument or voice. At the high school level, grades 9-12, performance skills are developed to a high degree, strengthening the student’s self-confidence and self-motivation. All of the music courses are designed to have aesthetic value which students carry with them long after leaving music classrooms.

Also offered is a drama and theater class.

Grades 9-12 Course Descriptions

502 CONCERT BAND Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is designed to expand the individual’s knowledge of music through the rehearsals and performances of concert band music. All selections are chosen to maximize the student’s development in musical knowledge, appreciation and technique. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisite: Two years of study on a band instrument or approval of the instructor.

503 SYMPHONIC BAND Unleveled Grades: 9, 10, 11, 12 By Audition Full Year- 5 Credits This course is designed to expand the individual’s knowledge of music through the rehearsals and performances of concert band music. All selections are chosen to maximize the student’s development in musical knowledge, appreciation and technique. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisite: Students must audition and meet standardized criteria to prove they have the necessary technical skills needed to play challenging musical literature.

504 WIND ENSEMBLE Unleveled Grades: 9, 10, 11, 12 By Audition Full Year - 5 Credits This course is designed to expand the individual’s knowledge of music through the rehearsals and performances of concert band music. All selections are chosen to maximize the student’s development in musical knowledge, appreciation and technique. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisites: Students must audition and meet standardized criteria to prove they have the necessary technical skills needed to play challenging musical literature.

33 505 CONCERT ORCHESTRA Unleveled

Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is designed to expand the individual’s knowledge of music through rehearsals and performances. All selections are chosen to maximize the student’s development in musical knowledge, appreciation, and technique. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisite: Two years of study on a string instrument or approval of the instructor.

506 STRING ENSEMBLE Unleveled Grades: 9, 10, 11, 12 By Audition Full Year - 5 Credits This course is designed to expand the individual’s knowledge of music through rehearsals and performances. All selections are chosen to maximize the student’s development in musical knowledge, appreciation, and technique. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisites: Students must audition and meet standardized criteria to prove they have the necessary technical skills to play challenging musical literature.

507 SYMPHONIC ORCHESTRA Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is designed to expand the individual’s knowledge of Full (strings, winds, percussion) Orchestral Symphonic Literature through rehearsals and performances. All selections are chosen to maximize the student’s development in musical knowledge, appreciation, and techniques of symphonic literature. This course is open to all string, wind, and percussion players who are currently enrolled in band or orchestra, as well as students currently enrolled in choir. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisites: Currently enrolled in either band, orchestra, or choir. Students must audition and meet standardized criteria to prove they have the necessary technical skills to play this Symphonic Literature.

508 CHAMBER MUSIC Unleveled Grades: 9, 10,11, 12 Elective Half Year - 2.5 Credits This course is designed to expand the individual’s knowledge of music through the rehearsals and performance of a variety of chamber music. All selections are chosen to maximize the student’s development in musical knowledge, appreciation, and vocal/instrumental technique. This course is open to all vocal, string, instrumental, and percussion players who are currently enrolled in band, orchestra, or chorus. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisites: Currently enrolled in either band, orchestra, or choir.

500 CONCERT CHOIR Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is designed to expand the individual’s knowledge of music through the rehearsals and performances of choral music. All selections are chosen to maximize the student’s development in musical knowledge, appreciation, and choral technique. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisites: None.

501 CHAMBER SINGERS Unleveled 34 Grades: 9, 10, 11, 12 By Audition Full Year - 5 Credits This course is designed to expand the individual’s knowledge of music through the rehearsals and performances of choral music. All selections are chosen to maximize the student’s development in musical knowledge, appreciation, and choral technique. Taking this course involves a large commitment since most performances take place in the evenings and on weekends. Attendance at all performances is mandatory. Prerequisites: Students must audition and meet standardized criteria to prove they have the necessary technical skills needed to sing challenging musical literature.

511 MUSIC HISTORY/APPRECIATION Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is designed for any student who wishes to learn about the history of all types of music including classical, jazz, and rock. This is a listening and study course that will examine many of the major musical works from the different historical periods with specific units devoted to American Music and the history of Rock ’n Roll. Prerequisite: None.

512 MUSIC THEORY Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is for students who are interested in the concepts and principles utilized in the language of music. This course is designed to develop techniques in music notation, composition, listening, and ear training. Utilizing the latest technologies and MIDI workstations, students will be creating their own music and sequencing synthesized sound. Prerequisite: None

513 MUSIC TECHNOLOGY I Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course will encompass the use of technology in the music world today. Students will study and experience computers and sequencers, MIDI keyboard, synthesized sound, and music software capabilities. Students will use these contemporary techniques to compose and learn more about music. Prerequisite: None. Tech Competencies: 5, 6, 7

514 MUSIC TECHNOLOGY II Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course will be a continuation of the study of musical sequencing and composition from # 513 Music Technology I. The course will use more advanced techniques and software to create their own musical compositions. Prerequisite: Music Technology I or Music Theory. Tech Competencies: 5, 6, 7

514A MUSIC TECHNOLOGY III Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is an advanced composition class. It will be a continuation of the study of musical sequencing and composition from Music Technology II. The course will use more advanced techniques and software for students to create their own musical compositions. Further development of music theory concepts will be demonstrated and used in compositions. Prerequisite: Music Technology I and II or instructors permission. Tech Competencies: 5, 6, 7

515 PIANO LAB Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is designed for those students interested in learning how to play the piano. It is geared for the beginner who has no previous knowledge of the piano. This course will encompass the use of music technology throughout the entire semester. Students will be performing keyboard music of all styles and genres, composing music, and playing along with computer generated accompaniment. Students will be able to play in duet, trio, quartet, and class ensembles. Prerequisite: None. Tech Competencies: 6, 7

35 515A PIANO LAB II Unleveled Grades: 9, 10, 11, 12 Elective Half Year – 2.5 Credits This will be a continuation of piano study from course 515 Piano Lab. This class is geared for the student with previous piano experience and student should be able to read piano music at a proficient level. The course will focus on advanced performance techniques and various genres of piano literature. Prerequisite: Piano Lab, Audition Tech Competencies: 6, 7

516 MUSIC BUSINESS Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits Music Business is a business course based in the entertainment and music industry. Geared toward those students who do not play an instrument the class will focus on all aspects of music other than those based in performance and theory. Students will study contracts, record deals, promotion, management, and other aspects of the entertainment industry as it applies to pop culture. The course will also spend some time covering other careers in music such as Audio/Video, Music Production, and Music Engineering. Prerequisite: None. Tech Competencies: 1, 4, 5, 6, 7

517 JAZZ IMPROVISATION Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is designed to expand the individual’s improvisation technique through study, rehearsal, and practice. Music will be chosen per the specific needs and abilities of the class, and is designed to maximize the student’s improvisatory learning. Individual ensembles will be formed in class based on the instrumentation, when students will spend their time equally between the study of improvisation and its application. Prerequisite: Open to any orchestra, band, choral, or rhythm instrument with instructor’s approval. Tech Competencies: 5, 7

520 DRAMA AND THEATER I Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is open to all students in grades 9-12. No prior experience in drama is required. Students will develop basic acting skills such as diction, voice projection, and movement. They will use improvisation to create characters and scenes. They will learn how to analyze a scene’s character using more classical plays as well as student written skits and monologues. They will study and perform scenes and monologues drawn from a variety of plays. The course outline includes the following units: scene analysis and staging, performance and direction of a play, original scene performance and direction, monologue performance, and improvisation. The half-year will end with a performance of skits, mini-scenes, and monologues that the students choose to perform. The completion of this task will serve as the final in the course. Other activities might include field trips to Boston and surrounding areas to see theater, and performance of a one-act play for the final project. Prerequisite: None.

521 STAGE CRAFT Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits Stage Craft is an introduction to a theatre experience. This course concentrates on the skills necessary to build, light, and sell a show. The areas of set design, execution, and finishing techniques, as well as rigging, lighting, scene and box office management are discussed. Students build and paint sets, learn basic light theory, and work with simple electrical problems. In the area of selling a show, students learn about publicity, ticket sales, and promotional stunts. The course is designed to give all the students a working vocabulary of stage equipment and techniques, and to develop confidence in management as well as mechanical skills. Prerequisite: None.

36 PHYSICAL EDUCATION AND HEALTH The Health and Physical Education Department offers courses designed to promote the well-being of the individual: physically, mentally, socially, and emotionally. Self- improvement is essential to success in life. The physical education program and its system of evaluation stresses individual improvement through participation in a variety of courses designed to meet the needs and interests of the students. Evaluation of student performance is completed through homework, readings, research projects, tests, quizzes and written reports. All courses are offered on a coeducational basis in grades 7-12.

Grades 9-12 Course Descriptions

911 INTRODUCTION TO PHYSICAL EDUCATION Unleveled Grade: 9 Required Half Year - 2.5 Credits This course is designed to introduce students to the important components of the Physical Education curriculum and will encompass the overall goal of what a physically educated person should be. The course is divided into four components: Introduction to Project Adventure (7 weeks), Weight Training and Nutrition (3 weeks), Aerobics (3 weeks), Human sexuality (3 weeks). Prerequisite: None. Tech Competencies: 1, 3, 5

912 LIFETIME INDIVIDUAL PHYSICAL EDUCATION Unleveled Grades: 10, 11, 12 Elective Half Year - 2.5 Credits This course includes individual type sports: Archery, Golf, Badminton, Tennis, Yoga, Aerobics, CPR Training, Weight Training. The students will learn the importance of maintaining a healthy life-style by participating in sports that they can continue throughout their lifetime. Students will learn the skills, theory, and strategies needed for each lifetime sport. Tech Competencies: 1

913 LIFETIME TEAM SPORTS PHYSICAL EDUCATION Unleveled Grades: 10, 11, 12 Elective Half Year - 2.5 Credits This course includes Volleyball, Flag Football, Ultimate Frisbee, Softball, Team Handball, Indoor Soccer. Students who wish to pursue lifetime team sports will learn the importance of maintaining a healthy life- style through active participation in team sports. Students will have the opportunity for advanced skill development. Emphasis will focus on the dynamics of working in a group as well as strategies needed for team play. Tech Competencies: 1

914 HEALTH/STUDENT LIFE ISSUES Unleveled Grades: 11, 12 Elective Half Year - 2.5 Credits This elective course will assist students in addressing personal health and life issues. These issues will include AIDS/HIV, interpersonal relationships, human sexuality, refusal skills, violence prevention, drugs and alcohol, smoking, and family living issues. In compliance with School Committee policy, juniors and seniors may elect either this course, a Physical Education course or both to fulfill their Physical 37 Education requirement. This course may be taken only once. Prerequisite: None. Tech Competencies: 1, 2, 4, 5, 6, 7

917 PROJECT ADVENTURE –OUTDOOR PURSUITS/CABLES AND ROPES

Unleveled Grades: 10, 11, 12 Elective Half Year - 2.5 Credits This course will concentrate on two levels of Project Adventure (outdoor pursuits/cables and ropes) and is designed to reinforce the importance of cooperation, communication, building self-esteem, self-confidence and decision making skills. In Outdoor Pursuits, activities will expand from experiences in Introduction to P.E.; the Project Adventure section. Course content includes: cooperative game presentation to the class, knots, belay techniques, and beginning level climbing. In Cables and Ropes, students will take on leadership roles and responsibilities. Students will be challenged to achieve climbing the high elements, learn to belay for fellow students. Prerequisite: Introduction to Physical Education. Tech Competencies: 1

SPORT STRENGTH AND CONDITIONING – Unleveled 919 – FALL 920 - Spring Grades: 10, 11, 12 Elective Half Year - 2.5 Credits Offered to 10-12 grade students. This half year activity course will seek to improve an individual's functional sport strength. All Sports have common actions that require the integration of muscular strength, flexibility, core stability, speed, power, and agility. This course will utilize a variety of strength and conditioning techniques to improve one’s baseline levels and help reduce your risk of sport related injury. Programs are designed towards your sport related needs. This physically demanding course is ideal for those individuals seeking to improve their skill and sport-related fitness. This course will be offered in the fall and spring. Tech Competencies: 1

38 SCIENCE AND TECHNOLOGY EDUCATION NATURAL SCIENCE

Program Design / Sequence

The Science Department introduces students in grades 6-12 to scientific investigation in the physical, biological, and earth sciences. All science courses stress the knowledge of scientific information, the “scientific method” by which this knowledge is obtained, verified, and expanded, and the relationship of science to everyday life. Science students receive formal instruction and practical experience in hypothesizing, measuring, experimenting, and analyzing data. The goals of science instruction are to stimulate student interest in the wonders of science, to provide a foundation of scientific knowledge, skills, and attitudes which will allow students to pursue their interests in science at college and as a career, and to lay a foundation of “scientific literacy” which will enable students to become active, productive, and informed participants in an increasingly technological society.

The 6-12 science curriculum offers a series of increasingly sophisticated courses in the physical, biological, and earth sciences that spiral through the six years of instruction. Although the elective program at the high school level produces a great variety of possible course sequences, most of these will be variations on three typical sequences:

SEQUENCE 1: Grade Six General Science Grade Seven Life Science Grade Eight Earth Science and IPS Grade Nine Biology Grade Ten Standards-based Physical Science Grade Eleven Chemistry Grade Twelve Physics/ Science Electives/ AP course

SEQUENCE II: Grade Six General Science Grade Seven Life Science Grade Eight Earth Science and IPS Grade Nine Biology Grade Ten Chemistry Grade Eleven AP Biology or Chemistry Grade Twelve Physics/ Science Electives/ AP course 39 SEQUENCE III: Grade Six General Science Grade Seven Life Science Grade Eight Earth Science and IPS Grade Nine Biology Grade Ten Standards-based Physical Science Grade Eleven Chemistry/ Earth Science Grade Twelve Physics/Science Electives/ AP course

Science Course Selection Table 6-12

COURSE NAME GRADE

6 7 8 9 10 11 12 General Science (Unleveled) X

Life Science (Unleveled) X

Earth Science (Unleveled) X

Introductory Physical Science (Unleveled) X

Biology (Level 1 and 2) X

Topics in Biology (Level 2) X X X

Biology II (Level 1) X X

AP Biology X X

Standards-based Physical Science (Level 1 and 2) X

Chemistry I (Level 1) X X

Chemistry I (Level 2) X X

AP Chemistry X X

Physics (Level 1, 2) X X

AP Physics X X

Earth Science (Unleveled) X X

Oceanography / Marine Biology (Level 1) X X

AP Environmental Science X X

40 Biotechnology and Society (Unleveled) X X X

Environmental Science (Unleveled) X X

Topics in Human Anatomy (Level 1) X X X

Topics in Science (Unleveled) X X X Grades 9-12

The Science Department offers courses in the physical, biological and earth sciences. These courses stress scientific concepts and principles, investigative and problem solving skills, and the development of scientific attitudes. Attitudes such as curiosity, suspended judgment, objectivity and honesty are fostered, helping students to effectively use scientific knowledge and methods in everyday life. Students are strongly encouraged to take at least one course in the three major areas of natural science: Biology, Chemistry and Physics.

Grade 9 Placement Requirements

Grade 9 Options: Biology / Full year course  Level 1 and 2

Requirements for Level 1 Biology:(321) 1. B+ average of eighth grade science for the first and second quarters.* Requirements for Level 2 Biology:(324) 1. C- to a B average of eighth grade science for the first and second quarters.* 2. Teacher recommendation. Requirements for Level 2 Biology:(327) 1. Students who benefit from additional classroom support will be recommended by their teacher. *Placement decisions will be reviewed after term 3 and term 4 as necessary.

Grades 9-12 Course Descriptions

321, 324 Biology I Level : 1, 2 Grade: 9 Requirement Full Year--5 Credits This mixed-level standards-based course covers the core standards from the Massachusetts Science and Technology/Engineering Curriculum Framework for a full first-year course in biology. The course examines the basic concepts upon which all life is based: energetics, evolution, genetics, and structure and function. Students should know that passing a biology course is a requirement for graduation and successful completion is necessary before moving on to the next science course. All students must take and pass the MCAS exam in June. Prerequisites: See Grade 9 Placement Requirements on preceding page. Tech Competencies: 4, 5, 7

327 Biology Level: 2 Grade: 9 Full Year – 5 Credits

41 This level 2 standards-based course covers the core standards from the Massachusetts Science and Technology/Engineering Curriculum Framework for a full first-year course in biology with additional classroom support for students. The course examines the basic concepts upon which all life is based: energetics, evolution, genetics, and structure and function. Students should know that passing a biology course is a requirement for graduation and successful completion is necessary before moving on to the next science course. All students must take and pass the MCAS exam in June. Prerequisites: See Grade 9 Placement Requirements on preceding page.

320 Topics in Biology Level: Unleveled Grade: 10 Elective Half Year –2.5 Credits This semester course is designed for students who have experienced difficulty in biology, especially in areas covered by the MCAS exams in Grades 8 and/or 9. These students may have been identified by their results on the Massachusetts Comprehensive Assessment Exam. The teacher in this course will seek to identify areas of weakness and tailor instruction in the appropriate areas. The course content will involve consistent review of MCAS-type problems. The course will have a strong focus on the fortification of biology skills necessary to succeed on the MCAS. Prerequisites: Teacher Recommendation Tech Competencies: 5

342 Biology II Level: 1 Grades: 11, 12 Elective Full Year—5 Credits This in-depth, lab-based course provides review and reinforcement of some of the topics from Biology I including biochemistry, cell biology, genetics and evolution. The course also introduces advanced topics such as population ecology, infectious disease, forensic applications of DNA and population genetics. Emphasis is placed on critical thinking skills as well as synthesis and analysis of concepts. This course is designed around long term labs and projects and requires students to be able to work effectively in both group and independent settings. Prerequisites: Recommendation of previous science teacher and Biology I, Level 1 (grade of C or better), Chemistry I, Level 1 (grade of C or better) or Biology I, Level 2 (grade of B or better), Chemistry I, Level 2 (grade of B or better). Tech Competencies: 4, 5, 6, 7

340 ADVANCED PLACEMENT BIOLOGY Level: AP 340A ADVANCED PLACEMENT BIOLOGY LAB Level: AP Grades: 11, 12 By Application Three Semesters - 7.5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. This course is a fast-moving study of all biological systems. Extensive reading from several texts and essays to express scientific literacy are required. All students enrolled in this course are required to take the AP examination administered in May. NOTE: To meet the curriculum requirements of the Advanced Placement program, this course will be scheduled for two blocks in one semester and a single block in the other semester. Students should consider this additional time factor when planning their course selections. Prerequisites: Biology I, Level 1 (grade of B- or better) and Chemistry I, Level 1 (grade of B- or better). Tech Competencies: 1, 4, 5, 7

345 BIOTECHNOLOGY AND SOCIETY Unleveled Grades: 10, 11, 12 Elective Half Year - 2.5 Credits This course is designed to familiarize students with the many aspects of biotechnology including applications in agriculture, medicine, forensics, and pharmaceuticals. Students should have an interest in and a basic understanding of DNA and genetic principles. This lab-based course will also include discussions and presentation based on ethical considerations in biotechnology. Career options in this developing field will be explored. Prerequisite: Successful completion of an introductory general biology course and concurrently taking a chemistry course. Tech Competencies: 4, 5, 7

346 TOPICS IN HUMAN ANATOMY Level: 1 Grades: 10, 11, 12 Elective Half Year - 2.5 Credits 42 This one semester course explores anatomical and physiological topics within many of the eleven human body systems. Case studies are used to enhance relevance to real-life situations. Dissection of major body organs is an integral part of the course. Many common myths and misunderstandings will be dispelled and replaced by the thorough and accurate understanding of the inner workings of the body. This is an ideal course for students planning to pursue a health care related field of study. This course requires mature and motivated students; it is designed primarily for students in grades 11 and 12. Prerequisites: Grade of B or better in first-year biology and Grade of B or better in Chemistry I. Tech Competencies: 1, 4, 5, 7 312, 315 STANDARDS-BASED PHYSICAL SCIENCE LEVEL: 1, 2 Grade: 10 Elective Full Year – 5 Credits This standards-based course covers the core standards from the Massachusetts Science and Technology/Engineering Curriculum Framework for a full first-year course in physics. Topics include Motion and Forces, Conservation of Energy and Momentum, Heat and Heat Transfer, Waves, Electromagnetism, and Electromagnetic Radiation. This course will prepare students for the end-of-course MCAS test in physics. Level 1 and Level 2 are taught together with different expectations for each level. Prerequisite: Successful Completion of biology and 312 Level 1: Biology Level 1 (grade of B- or better) or Biology Level 2 (A- or better). 315 Level 2: Biology Level 1 or Level 2 (C- or better) or Teacher Recommendation. 317: Level 3: Biology Level 2 (D) or Biology Level 3 or Teacher Recommendation. Tech Competencies: 1, 7

328 CHEMISTRY I Level: 1 Grades: 10, 11 Elective Full Year - 5 Credits This course uses an experimental approach to the development of chemical concepts. There is a heavy emphasis on mathematical problem-solving. This is a college preparatory course for students planning careers in science, engineering, or medicine. Prerequisite: Science: Biology I, Level 1 (grade of A- or better) and 210 Accelerated Geometry (grade of B+ or better). Physical Science, Level I (grade of A or better) and 221Honors Geometry concurrently. Tech Competencies: 3

329 CHEMISTRY I Level: 2 Grades: 11, 12 Elective Full Year - 5 Credits This is a college preparatory course for students who are not planning a college major in science or engineering. This course will meet most college requirements for laboratory chemistry. Prerequisite: Science: Physical Science, Level 1 or 2 (grade of C or better) Tech Competencies: 3, 5, 7

362 CHEMISTRY II Level: 1 362A CHEMISTRY II LAB Level: 1 Grades: 11, 12 Elective Three Semesters - 7.5 Credits This course follows the College Entrance Examination Board's curriculum and is equivalent to a first-year college course in chemistry. While the course prepares students for the AP Chemistry Exam, students enrolled in Chemistry II are not required to take it. NOTE: To meet the curriculum requirements of the Advanced Placement program, this course will be scheduled for two blocks in one semester and a single block in the other semester. Students should consider this additional time factor when planning their course selections. Prerequisite: Algebra II, Level 1 (grade of B or better). Tech Competencies: 3

360 ADVANCED PLACEMENT CHEMISTRY Level: AP

43 360A ADVANCED PLACEMENT CHEMISTRY LAB Level: AP Grades: 11, 12 By Application Three Semesters - 7.5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. The course involves extensive laboratory work and the application of chemical principles to the solution of problems. All students enrolled in this course are required to take the AP Chemistry exam in May. NOTE: To meet the curriculum requirements of the Advanced Placement program, this course will be scheduled for two blocks in one semester and a single block in the other semester. Students should consider this additional time factor when planning their course selections. Prerequisites: Chemistry I, Level 1 (grade of B or better), or Chemistry I, Level 2 (grade of A or better). Tech Competencies: 3 331 PHYSICS Level: 1 Grades: 11, 12 Elective Full Year - 5 Credits This is a college-prep course for those planning a career in science, engineering or medicine. Problem solving skills and the use of more than one fundamental concept at a time are emphasized. The course will include much homework, frequent quizzes, tests and laboratory experimentation. Topics will include mechanics, conservation principles of energy and momentum, waves, electricity, magnetism, optics and time permitting, modern atomic and nuclear physics. Attention to conceptual understanding is emphasized as well as the mathematical principles necessary to problem solve. Prerequisites: Taking or successfully passed Pre-Calculus Tech Competencies: 3, 4, 7

333 PHYSICS Level: 2 Grades: 11, 12 Elective Full Year - 5 Credits This is a college preparatory course in the fundamental principles of physics. The course introduces the basic principles of physics and develops problem solving skills. Homework and quizzes can be expected on a regular basis. Attention to conceptual understanding is emphasized through demonstrations and laboratory experiments although students will be expected to apply basic algebraic skills to problem solve as well. Topics will include mechanics, conservation principles of energy and momentum, waves, electricity, magnetism, and optics. Prerequisite: Successfully completed Algebra II Tech Competencies: 3, 4, 7

350 ADVANCED PLACEMENT PHYSICS Level: AP 350A ADVANCED PLACEMENT PHYSICS LAB Level: AP Grades: 11, 12 By Application Three Semesters -7.5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. The course content is based on the materials covered in previous B level tests. It involves extensive homework, frequent recitation, and laboratory experimentation. All students enrolled in this course are required to take the Advanced Placement examination administered in May. NOTE: To meet the curriculum requirements of the Advanced Placement program, this course will be scheduled for two blocks in one semester and a single block in the other semester. Students should consider this additional time factor when planning their course selections. Prerequisite: Pre-Calculus, Level 1 (grade of B or better) or permission of the instructor. Tech Competencies: 3, 4, 7

335 EARTH SCIENCE Unleveled Grades: 11, 12 Elective Full Year - 5 Credits This course includes topics in astronomy, geology, meteorology, oceanography, and environmental science. The course employs a hands-on, lab-oriented approach to bring students into closer contact with their home planet. Students will learn about the processes that affect life on Earth, including weather, earthquakes, volcanoes and the relationship between our planet, the sun and the moon. Prerequisite: Passing grade in Biology, any level. Tech Competencies: 4, 5

44 344 OCEANOGRAPHY/ MARINE BIOLOGY Level: 1 Grade: 11, 12 (Senior preference) Elective Full Year - 5 Credits This full year course is split into semesters. One semester focuses on physical oceanography and deals with the chemical, geographical, and geological aspects of oceans. Topics include: properties of seawater, ocean geography, plate tectonics, tides, currents, and waves. One semester focuses on marine biology and deals with the biological aspects of oceans. Topics include a study of the ecological relationships between living things and the relationships between living things and their environment. This semester finishes with an in- depth study of the major phyla of the Kingdom Animalia. This is highlighted by the dissections of representative marine invertebrates and a marine vertebrate. This course is designed for students with an interest in marine science, outdoor field studies, and dissections, but who do not wish to take an AP science course. Prerequisite: Chemistry I, Level 1, grade of C or better, or Chemistry, Level 2, grade of B or better. Tech Competencies: 3, 4, 5, 7 380 ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE Level: AP 380 ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE LAB Level: AP Grades: 11, 12 By Application Three Semesters—7.5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEED), which oversees the Advanced Placement program. Advanced Placement It parallels a one- semester introductory college environmental science course. The course provides students with the scientific principles, concepts, and methodologies required to understand the inter-relationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. All students enrolled in this course are required to take the AP examination administered in May. Note: To meet the curriculum requirements of the Advanced Placement program, this course will be scheduled for two blocks in one semester and a single block in the other semester. Students should consider this additional time factor when planning their course selections. Prerequisites: Biology I, Level 1 (grade of B- or better) and Chemistry I, Level 1 (grade of B- or better). Tech Competencies: 1, 4, 5, 7

385 Environmental Science Unleveled Grades: 11, 12 Elective Half-Year-2.5 Credits Students will identify and research environmental issues and practice scientific protocols while investigating environmental problems. An emphasis will be placed on students using critical thinking and analytical skills to make a positive impact on the environment. Prerequisites: Successful completion of Biology 1 and concurrently taking a chemistry course. Tech Competencies: 1, 4, 5, 7

320 TOPICS IN SCIENCE Unleveled Grade: 10, 11, 12 Elective Half Year – 2.5 Credits This course will take an in-depth look at a topic in science. The topic will relate to the teacher’s area of specialization. Students should be prepared to read, write, discuss and perform experiments related to a topic. This course can be taken multiple times as long as the teacher is different. Prerequisite: Successful completion of Biology Tech Competencies: 4, 5

45 PRACTICAL ARTS FAMILY AND CONSUMER SCIENCE

Program Design/Sequence

The Family and Consumer Sciences Department offers hands-on courses that fulfill DHS Graduation Credit Requirements for the Fine, Performing or Practical Arts (10 credits) as well as the Technology Graduation Requirements.

Family and Consumer Science courses are designed to assist individuals in career exploration (The Bread Board and The Magic Dragon Children’s Center) as well as practical life skills. Courses focus on the culinary arts, nutrition, healthy lifestyle choices and wellness, child development, consumerism, and interpersonal relationships. All students can benefit from these Practical Arts classes.

Grades 9 -12 Course Descriptions

727 THE STUDENT CHEF Unleveled Grades: 9, 10, 11, 12 Elective Half Year-2.5 Credits This course is for students who have an interest in learning about basic food preparation techniques and nutrition. The focus is on successful preparation of recipes, measuring techniques and sanitation. Special emphasis is placed on adapting the dietary guidelines and the food pyramid to today’s lifestyles. This course is open to students of all ability levels. Prerequisite: None. Tech Competencies: 2

737 ADVANCED STUDENT CHEF Unleveled Grades: 9,10, 11, 12 Elective Half Year- 2.5 Credits This course is designed to teach advanced level food preparation. The planning and preparation of well- balanced meals is the focus of each unit with an emphasis on time management, menu planning, food cost, and nutrition. This course offers students an opportunity to make multi-step recipes using the basic knowledge that they have acquired in Student Chef. Prerequisite: The Student Chef. Tech Competencies: 2, 5

722 INTERNATIONAL FOODS Unleveled Grades: 10, 11, 12 Elective Half Year – 2.5 Credits Students have the opportunity to prepare authentic foods from different countries. Learn about cultural influences, geography, and historical events and their influence on food choices and food preparation techniques. Explore traditional recipes, food habits, and local customs to gain an understanding of different ethnic groups from around the world. Prerequisite: The Student Chef Tech Competencies: 4, 5, 7

46 724 AMERICAN CUISINE Unleveled Grades: 10, 11, 12 Elective Half Year – 2.5 Credits Learn how “American” foods originated throughout the history of the United States. By preparing foods typical to each region of the United States, students will gain an understanding of the people who settled in that area. Food customs will be explored. Foods native to New England, the South, the Mid-West, the West, Penn Dutch, and Creole cooking will be incorporated into class recipes. Prerequisite: The Student Chef Tech Competencies: 4, 5, 7

725 THE BREADBOARD – ProStart FOOD SERVICE Unleveled Grades: 11, 12 Elective Full Year - 5 Credits This course may be elected for two years. In this hands-on program, students learn to run the school restaurant that provides meals for faculty and senior students. Culinary basics of cooking techniques, safe food handling/preparation and nutrition are combined with practical business skills including menu planning and pricing, inventory and purchasing, accounting and customer service. This course follows the ProStart National Restaurant Program that introduces students to careers in Culinary Arts/ Food Service. Successful completion of the two-year class and internship program will qualify students for the nationally recognized certification, college credits and scholarships for advanced study in the culinary field. Prerequisite: The Student Chef and recommendation from Family and Consumer Science teacher. Tech Competencies: 2, 3, 5, 7

741 CHILD GROWTH AND DEVELOPMENT Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2. 5 Credits Students will gain an understanding of why infants, toddlers, and preschoolers behave as they do. Learn effective ways to deal with children as well as gain a realistic view of what it takes to be a parent. Personal values, goal setting, and decision-making as related to parenthood are explored. Topics include: parenthood readiness factors and responsibilities, conception, and childbirth. Class projects allow students to plan a baby’s nursery, to learn how much it costs to raise a child the first year and to investigate careers working with children. Prerequisite: None Tech Competencies: 1, 2, 4, 5, 7

742 EARLY CHILDHOOD EDUCATION/MAGIC DRAGON Unleveled Grades: 9, 10, 11, 12 Elective Full Year- 5 Credits This course may be elected for multiple years since the course content will rotate. Students interested in learning about and working with young children or in a career involving children should consider taking this course. It provides the opportunity for working with children in a laboratory situation in The Magic Dragon Children’s Center at Chandler School. Each student will be involved in assisting teaching lessons, supervising activities, and observing children in various situations. Class time will be divided between laboratory experience and course work. Topics explored include: developmental discipline, nutrition and the development of the child development. This course is open to students of all ability levels. Prerequisite: None Tech Competencies: 1. 2. 4, 5

47 TECHNOLOGY AND ENGINEERING EDUCATION

Program Design / Sequence

The Technology and Engineering Education Department offers courses in which students engage in problem solving by designing, building, and testing solutions to real world problems. Implementing problem-solving strategies involves the hands-on application of science and mathematics through the safe use of tools, materials, and processes. Hands- on / minds-on developmentally appropriate activities nurture the formal thinking skills that are required by citizenry of the twenty-first century in a global economy.

Technology and Engineering Education courses focus on the technological areas of communication, construction, manufacturing, transportation, power, and bio-related technologies. Students are encouraged to consider how the study of technology applies to their future career options whether they are on a (1) college preparation pathway, (2) technology and engineering pathway, or (3) workplace preparation pathway.

Grades 9-12 Course Descriptions

701 PRINCIPLES OF TECHNOLOGY Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits In this course you will learn important principles of science and engineering by building a solar powered, magnetically levitated electric motor. This motor will become the subject of your work in the Technical Drawing unit where you will use a computer assisted drawing program to make technical drawings of the motor. In the invention unit, you will design and research the information you need to fabricate a device that demonstrates some aspect of science, technology and engineering. With the approval of the Science Department Head, this course may be used to fulfill 2.5 credits of the core curriculum science requirement for students who have not fulfilled that requirement by the end of grade 10. Prerequisite: None. Tech Competencies: 1, 2, 4, 5, 6, 7

710 STANDARDS-BASED TECHNOLOGY/ENGINEERING Level: 1 Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course will introduce you to all the areas of technology and engineering through hands-on activities. Units include: Engineering Design and Manufacturing, Construction and Integrated Systems, Fluid and Thermal Systems, Electricity, Communication and Invention. This course introduces many hand and power tools and working with a variety of materials including wood and metal to make prototypes and finished products. If you are considering a career as an engineer, architect, or if you want to understand complex systems and work with your hands, this might be the class for you. This course will prepare students for the end-of-course MCAS test in Technology and Engineering. Prerequisite: None. Tech Competencies: 1, 2, 4, 5, 6, 7

48 707 BUILDING AND REPAIRING COMPUTERS Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits Description: Have you ever wondered why and how your computer works? If you wish you could make a computer do more, be faster, have a bigger hard drive, or you want to get rid of a virus and keep your machine running properly, then this could be class for you. In this class, we will make basic repairs and upgrades, experiment with networking and operating systems. The computers we work on can be used for a variety of purposes, including programming, internet access, word processing, gaming and more. If you are planning on studying computer engineering, or if you just want to know how to fix your computer, you will get some valuable experience by taking this class. Prerequisite: 701 Principles of Technology or 710 Standards-based Technology/Engineering Tech Competencies: 1, 2, 4, 5, 6, 7

716 ROBOTICS Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits In this course you will design, build, and program robots ranging from simple to complex. You will use computers and code to control motors and sensors like those found in modern robots. In the spring semester, the course will be focused on robotics competitions. If you like to work with mechanical devices, if you are considering a career in computer science or mechanical engineering, or if you just enjoy building things with your hands and mind, you should consider taking this course. Prerequisites: 701 Principles of Technology or 710 Standards-based Technology/Engineering Tech Competencies: 1, 2, 4, 5, 6, 7

1000 TECHNOLOGY INTERNSHIP Unleveled Grades: 9,10,11,12 Half Year - 2.5 Credits Students with advanced technology skills and knowledge of software applications specific to Duxbury High School curriculum may apply for a Technology Internship. Students enrolling in this course will apply and expand their existing knowledge and skills as they work collaboratively with faculty and students in the solution of real-world problems. Students will work under adult supervision on projects that focus on the hardware side of the internship such as maintenance, upgrading, trouble-shooting, software installation, etc. and/or the software side of the internship such as providing assistance to teachers in computer labs and classrooms. Students interested in this internship must have a strong interest and knowledge of computers, as well as good communication skills, ability to work collaboratively in a group, and be an independent learner. Prerequisites: Prior computer courses such as AP Computer Science and Creative Imaging II. Students must be recommended by a former teacher(s) to be eligible for this program. The Technology Director will make all final decisions on students accepted for a technology internship. Tech Competencies: 3, 4, 5, 6, 7

49 COMPUTER SCIENCE

Program Design / Sequence

The Computer Science Department offers computer programming courses covering a wide range of student experience and ability. Introduction To Programming and C++ and Introduction to Programming in Java are intended for students with an interest in computers but little or no programming experience. The AP Computer Science course is for students with considerable programming experience and who may be planning a computer-related college major.

Grades 9-12 Course Descriptions

207 COMPUTER APPLICATIONS Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This class combines in one course both common software applications and an introduction to programming concepts. High school students should possess a good general knowledge of common computer processing applications such as desktop publishing, spreadsheet applications, database management, presentation programs. multimedia software, and basic programming skills. This project-based course provides students with the opportunity to explore a variety of computer technology applications and meet many of the district’s technology graduation requirements. Students are encouraged to continue on in programming or application classes upon the completion of this course. Prerequisite: None Tech Competencies: 1, 7

201 INTRODUCTION TO PROGRAMMING AND C++ Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits Many of the systems and devices we depend on today rely on computer programming. In this class, we will explore the concepts behind programming. If you are curious about what makes web pages look like they do, how to get a computer to do mathematics, or how to control devices such as lights, sensors and motors, then this class will introduce you to these ideas and more. The programs you write may be used on a single computer or may be used on websites. This class is considered the introductory course in Computer Science. Prerequisite: None. Tech Competencies: 1, 7

204 INTRODUCTION TO PROGRAMMING IN JAVA Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course introduces the fundamental concepts of computer programming using the Java programming language. The course emphasizes the basic elements of programming including fundamental data types, input and output, conditional branching, looping, operators, and classes. This is a project-based course in which students will make Java applets which can be used over the Internet and problem-solving skills are emphasized throughout the course. Prerequisite: 201 Introduction to Programming and C++. Tech Competencies: 1, 7

50 206 WEB SITE DESIGN Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course will introduce students to some of the basic concepts of web site design and management. Students will work in small teams to design and maintain their own classroom web sites. Topics include a brief history of the Internet, an introduction to HTML, some principles of web site design, and an introduction to javascript. Prerequisite: None. Tech Competencies: 1, 7

200 ADVANCED PLACEMENT COMPUTER SCIENCE Level: AP Grades: 10, 11, 12 By Application Full Year - 5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. This course follows the CEEB AP Computer Science curriculum. Topics include specification, design, and implementation of programs; type and constant definitions; scope of variables; functions; arrays and classes; algorithms for searching and sorting data; and the responsible use of computer systems. Additional topics in dynamic data structures will be covered for students preparing for the AP Computer Science “AB” exam. All students enrolled in this course are required to take the AP Computer Science exam administered in May. Prerequisite: 201 Introduction To Programming and C++ and 204 Introduction to programming in Java Tech Competencies: 1, 7

51 SOCIAL STUDIES

The Social Studies Department offers courses designed to prepare students to be informed and involved citizens. Students must be prepared to deal not merely with the static information in textbooks, but also with the barrage of information received in a changing and complex world. These goals are approached through the mastery of key concepts from the social sciences and development of the skills necessary for applying those concepts to the world in which they live.

Program Design/ Sequence

The Social Studies Department offers courses designed to build on the work done in the elementary grades and to increase the student's understanding of history and the social science disciplines. It also focuses on the skills necessary to be successful in the high school social studies sequence. All social studies courses revolve around the concept of "components of culture." Every human culture is composed of certain common elements, e.g. religion, art, government, social organization, and economic structure. In grade seven, students apply their knowledge of cultural components to the study of major culture areas around the world. In grade eight, students focus on the governmental component of the state and the nation.

The development of good citizenship is one of the primary goals of public education. The Social Studies Department has particular responsibility in this area. Implicit in the goal of good citizenship is the question of values. The Social Studies Department offers an opportunity for each student to examine carefully his/her values as well as the values of this and other societies in history and in the world today.

Social Studies Course Selection Table 7-12

COURSE GRADE

7 8 9 10 11 12 Geography and World Cultures (Unleveled) x

World History I/American Government (Unleveled) x

European History / World History II (Level 1, 2) x

United States History I (Level AP, 1, 2) x

United States History II (Level AP, 1, 2) x

52 Contemporary Issues (Unleveled) x

Philosophy (Unleveled) x x

Psychology (Level AP, Unleveled) x

Sociology (Unleveled) x

International Relations (Unleveled) x x

European History (Level AP) x

The Holocaust and Human Behavior I (Unleveled) x x x

The Holocaust and Human Behavior II (Unleveled) x x

American Government (Unleveled) x x

History of Duxbury (Unleveled) x x

Economics (Unleveled) x

Internship at Duxbury Rural and Historical (Unleveled) x x

Grades 9-12 Course Descriptions

Research Paper Policy: Learning to write a research paper is an important element of the social studies curriculum, especially for those students considering continuing their education beyond high school. Successfully completing a research project draws together all of the skills one has mastered over the years, and provides a rich sense of accomplishment. A number of the courses described below, including the required World History and U.S. History I and II, require research papers. The department has established recommendations as to the length of the papers, number of sources, and types of sources that should be used. Students must satisfactorily complete the assigned research papers to receive a passing grade in the course. Students who do not satisfactorily complete the research papers will receive a grade of "INC" for the course. If the papers are not satisfactorily completed by August 15, the "INC" will be changed to an "F" for the course and the student must repeat the course. Students who have not successfully completed the required research papers by the end of school will be rescheduled for the courses in questions. No late paper will receive a grade higher than "C".

111, 112 EUROPEAN HISTORY / WORLD HISTORY II Level: 1, 2 Grade: 9 Required Full Year - 5 Credits The ninth-grade program is divided into two semester-long units of study. The “European History” section addresses selected topics from the Renaissance through the modern era. The “World History II” section 53 presents five thematic units that examine the historical development of important regions of the world. The units will always include China and the Middle East. Other units may include Japan and Korea, Latin America, Sub-Saharan Africa, India, and Russia. The course requires at least one formal research paper. Prerequisite: None. Tech Competencies: 1, 2, 4, 5

121, 122 US HISTORY I Level: 1, 2 Grade: 10 Required Full Year - 5 Credits Successful completion of two years of US History is required in order to graduate. This course offers a chronological survey of the major political, social, economic, and diplomatic events in US History from 1607 to 1877. Reading and writing assignments, as well as examinations, are designed for the highly skilled and highly motivated college-bound student. This course requires at least one formal research paper. Tech Competencies: 1, 2, 4, 5

120 US HISTORY I Level: Pre-AP Grade: 10 By Application Full Year - 5 Credits Prerequisite: See AP application procedure Tech Competencies: 1, 2, 4, 5

130 ADVANCED PLACEMENT US HISTORY II Level: AP Grade: 11 By Application Full Year - 5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. Emphasis is on political, social, economic, cultural, and intellectual history. The first year covers European background through Reconstruction and the second year covers from Reconstruction to the present. All students are required to take the Advanced Placement examination at the end of the second year. Each of these courses requires at least one formal research paper. Prerequisite: See AP application procedure Tech Competencies: 1, 2, 4, 5

131, 132 US HISTORY II Level: 1, 2 Grade: 11 Required Full Year - 5 Credits Successful completion of two years of US History is required in order to graduate. This is the second year of the course described above. It continues the chronological survey from 1877 to the present. This course requires at least one formal research paper. Tech Competencies: 1, 2, 4, 5

140 ADVANCED PLACEMENT PSYCHOLOGY Level: AP Grade: 12 By Application Full Year - 5 Credits This course presents the material of Psychology, Level I plus additional topics suggested by the College Entrance Examination Board (CEEB). These topics include motivation, emotions, sensation and perception, consciousness, and social psychology. All students enrolled in this course are required to take the Advanced Placement examination in May. This course requires at least one research essay. Prerequisites: Recommendation of previous social studies teachers and superior performance in AP application process. Tech Competencies: 1, 2, 4, 5

138 PHILOSOPHY Unleveled Grade: 11, 12 Elective Half Year - 2.5 Credits This course is designed for students who are interested in sampling the works of major Western philosophers and in analyzing some of the major problems that philosophers have addressed through the ages. Students who enjoy open-ended discussions and pondering major life questions such as “Who am I?” “Where did I come from?”; and “Where am I going?”, will enjoy and benefit from this course. Areas of focus will include: Overview of Western Philosophy, Logic, Ethics, Existence of God, and Free Will. Prerequisite: None. Tech Competencies: 1, 2, 4, 5 54 143 PSYCHOLOGY Unleveled Grade: 12 Elective Half Year - 2.5 Credits Psychology is the scientific study of animal and human behavior. The course will survey the following topics: learning, forgetting, intelligence, heredity, environment, personality, and mental illness. The course stresses the application of psychology in daily life. Practical elements of psychology such as experimentation, statistics, and ethics are part of this course. Prerequisite: None. Tech Competencies: 1, 4, 5

144 SOCIOLOGY Unleveled Grade: 12 Elective Half Year - 2.5 Credits This course is designed for the student who desires to gain an understanding of the various groupings and institutions in our society and the impact of those groupings and institutions on individual behavior and values. It allows the student to sample a subject that he/she may be considering as a college elective or major. The course will focus on the following mandatory topics: historical perspective, socialization in early childhood and adolescence, and social stratification. Additional optional topics include aging, world hunger, racism, social deviance, and religion. Prerequisite: None. Tech Competencies: 1, 4, 5

145 INTERNATIONAL RELATIONS Unleveled Grades: 11, 12 Elective Half Year - 2.5 Credits In this course, students will explore those areas of the world which have been “hotspots” since World War II. Students will analyze the significant historical, cultural, geographical, and international factors related to these areas and seek to explain the sources of international conflicts. Prerequisite: None. Tech Competencies: 1, 4, 5

146 ECONOMICS Unleveled Grade: 12 Elective Half Year - 2.5 Credits This is an elective course open to seniors only. It focuses on the roles of producers and consumers in our economy, as well as other economies around the world. It allows the student to sample a subject that he/she may consider as a college elective or major. The following major units will be covered: What is economics?, The Role of the Consumer, The Role of Labor, The Role of Business, The Role of Government, Our Global Economy, and Today’s Issues and Problems. Prerequisite: None Tech Competencies: 1, 4, 5

147 Holocaust and Human Behavior I Level: Unleveled Grades: 10, 11, 12 Elective Half Year – 2.5 Credits The Holocaust refers to a specific event in 20th century history: The systematic, bureaucratic extermination of twelve million Jews and other targeted groups by the Nazi regime. The history of the Holocaust represents one of the most effective, and most extensively documented subjects for an examination of basic moral issues. An inquiry into Holocaust history yields critical lessons for an investigation of human behavior. Students will look at identity, stereotyping, racism, hate and obedience as behaviors that contributed to the genocide of the Jews in Europe, as well as other targeted groups. Students will study the events that led to the Holocaust including the study of the Armenian Genocide. Through the use of journaling, readings, primary sources, and film, students will be able to interpret and investigate why events like the Holocaust could happen. Students will complete the class with a culminating project on some aspect of the Holocaust of Human Behavior. We will look for the underlying causes that lead to genocide and what can be done to prevent it and understand that every person can make a difference. Tech Competencies: 1, 4, 5

55 152 Holocaust and Human Behavior II (prerequisite Holocaust I) Level: Unleveled Grades: 11, 12 Elective Half Year – 2.5 Credits Holocaust and Human Behavior II is a continuation of Holocaust I. We will take an in depth look at other genocides in history including the Native Americans, slavery in the United States, the Cultural Revolution in China, Nanking, the Killing Fields of Cambodia, Bosnia, Rwanda, Darfur, and contemporary genocides. Through the use of journaling, readings, primary sources, and film, students will be able to interpret and investigate why genocides have and continue to occur. We will also have a Service-Learning component that will address the global and local community. We will have project-based learning with the African Service Project by identifying a need in the community, creating goals and ultimately solutions that will help solve the need. One goal of our class is to understand that students can help the global and local community and make a difference. Tech Competencies: 1, 4, 5

148 AMERICAN GOVERNMENT Unleveled Grades: 11, 12 Elective Half Year - 2.5 Credits This course will examine the American political system. Topics will include the constitutional foundation of American government, the structure of federal, state and local government, political parties and campaigns, civil rights, civil liberties, and public policy. A textbook will be utilized but an interest in and knowledge of current events will be necessary in the course. Prerequisite: None. Note: In order for this class to run, we must have sufficient enrollment for an equal number of sections each semester. Tech Competencies: 1, 4, 5

149 CONTEMPORARY ISSUES Unleveled Grade: 12 Elective Half Year - 2.5 Credits This course will examine contemporary issues since World War II in history, literature, science, and technology. The course will be taught from an interdisciplinary perspective and may include instructors from across the disciplines. Topics of study might include the Vietnam War, the Civil Rights Movement, the Sixties, the Energy Crisis, Nuclear Power, the Cold War, and the Middle East including Israel, the Palestinian Movement, and the Islamic Revolution. Prerequisite: None Tech Competencies: 1, 4, 5

150 ADVANCED PLACEMENT EUROPEAN HISTORY Level: AP Grade: 12 By Application Full Year - 5 Credits This is an elective course open to seniors only. Acceptance into this course is by application only. Please see the application procedure described elsewhere in this Program of Studies. This course is highly recommended for those who are considering a college major in history or a related field such as law. The course deals primarily with Europe from the Renaissance to the present. Students accepted into the course are required to take the Advanced Placement Examination. Prerequisites: US History I and II and AP application filed with department head. Tech Competencies: 1, 4, 5

142 INTRODUCTION TO SERVICE LEARNING Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits We believe that a comprehensive Community Service Learning program includes both curriculum-based classroom learning and community-based service opportunities. Therefore, this one semester elective course examines four major components of “service”: the philosophical basis for service to others, the relationship of self and society, the nature of community, and a service practicum. Each student will develop and complete a service project as part of this course.

56 Prerequisite: None Tech Competencies: 1, 4, 5

141 Internship at the Duxbury Rural and Historical Society Level: Unleveled Grades: 11 and 12 By Application Half Year – 2.5 Credits The successful applicant(s) for this course will work under the supervision of a member of the DHS Social Studies Department and the Archivist of the Drew Archival Library. The library houses the historic documents of the Duxbury Rural and Historical Society. The interests of the applicant(s) and the needs of the Library will shape the exact work of the internship at the time. Tech Competencies: 1, 4, 5

151 The History of Duxbury Level: Unleveled Grades: 11 and 12 Half Year – 2.5 Credits This course is designed to build upon the Colonial History and Early American History learned in United States History I with a distinct focus on Duxbury and its role during those years. Tech Competencies: 1, 4, 5

57 VISUAL ART

Program Design / Sequence

The Art Program at Duxbury High School is substantive and challenging. All students are welcome in art classes, and no previous experience in art is necessary to participate. The Duxbury High School Art Program places high respect on the individual’s thoughts, ideas, and work, while promoting an appreciation for the work of other artists and students. Students will learn ways to develop their work to the best of their abilities while learning innovative problem-solving techniques and critical thinking skills. Students are given assistance in the development of a body of work which will highlight individual growth and accomplishment.

A visual arts portfolio is a desirable addition to college application and is required by most art schools. Assistance with a visual art portfolio is offered. A potential art school/college applicant is advised to consult with the Guidance Department and the Art Coordinator concerning the courses best suited for that individual.

Grades 9 - 12 Course Descriptions

825 Creative Imaging & Graphic Design Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits In this course students will work on various projects involving both the creative and graphic use of the computer. Students will use image programs such as Adobe Photoshop and Corel. Students will learn to use the computer as a tool for imaginative, expressive, and graphic design purposes while producing an electronic portfolio of computer-generated artwork. Required: 2 G flash drive or higher, Digital Cameras are also helpful for this course. Prerequisite: None. Tech Competencies: 1, 4, 5, 6, 7

826 CREATIVE IMAGING II Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course gives students the opportunity to apply and expand upon concepts learned in Creative Imaging I. Students will continue to combine traditional art and design concepts with the technology of computer art on a more advanced level. Using Adobe Suite and other programs, students will investigate creative possibilities using the medium of the computer as a tool for personal expression, creative design, and imagination. Prerequisite: Creative Imaging I. Tech Competencies: 4, 5, 6, 7

811 DRAWING AND PAINTING I Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course teaches drawing and painting media and techniques while developing creative thinking skills, problem-solving techniques, personal expressions, observational skills, and imagination. This course is open to all students regardless of skill level. Potential art majors should consider this course essential; 58 however, this course is organized for successful participation by all students. Prerequisite: None. Tech Competencies: 4, 5, 6, 7

812 ADVANCED DRAWING AND PAINTING Unleveled Grades: 10, 11, 12 Elective Full Year - 5 Credits This course will involve further development and refinement of skills in Drawing and Painting I, continue to increase visual sensitivities, and challenge students on a more sophisticated level according to their experience. Potential art majors should consider this course essential. Students will have the opportunity through this course to build a portfolio of artwork which can supplement college applications. This course may be elected three times with teacher consent since course content will rotate. Prerequisite: Drawing and Painting I. Tech Competencies: 4, 7

821 3-D ART FORMS Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course will include projects in metals, clay, plaster, wire, wood, and/or other three dimensional media such as jewelry making. Emphasis will be on skill development and personal expression as well as craftsmanship. Students will work from both life and imagination as they learn basic sculptural techniques. Prerequisite: None. Tech Competencies: 1, 4, 5, 6, 7

823 PHOTOGRAPHY I Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits Students will gain skills in the use of a 35mm film camera and darkroom techniques for processing negatives and prints in black and white. Elements of fine art photography, the development of composition and design, photographic art history, and proper photographic methods will be taught. Please note: Chemical and photographic papers are provided. Students will require a 35mm film Single Lens Reflex camera for the course and D-76 developed films. Prerequisite: None. Tech Competencies: 1, 4

824 PHOTOGRAPHY II Unleveled Grades: 10, 11, 12 Elective Half Year - 2.5 Credits Photography II is for students who have successfully completed an introductory photography course. Students will study and develop advanced skills in subjects such as: portraiture, landscape, documentary, self-portraiture, montage, series photography, mixed media, and experimental photography to create a portfolio consisting of a strong variety of photographic images by the end of the course. During the course students will fine-tune their printing and processing skills as well as work on concepts, composition, contrast, subject matter, fine art and photographic history. It is recommended that a student have a strong interest in photography and good technical understanding before taking the course. Please note: Chemical and photographic papers are provided. Students will require a 35mm film Single Lens Reflex camera for the course and D-76 developed films. Prerequisite: Photography I. Tech Competencies: 1, 4

820 CARTOONING AND ANIMATION Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits The animation class is a hands-on lab featuring many of the techniques used by artists and animators. Students will look at a variety of animations while constructing their own animation shorts in Flash and Photoshop. Students will develop characters, create walking cycles, and match characters’ mouths with voice recordings—all while creating original artwork and story lines. Some of these projects will be done individually while others will be done in groups or with partners. A drawing background is recommended. Prerequisite: None. Tech Competencies: 1, 4, 5, 6, 7

822 CERAMIC ART FORMS Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits

59 This course is for students who enjoy working with clay. Students will create functional and sculptural pottery pieces, using the traditional hand and wheel throwing methods. The emphasis will be on good craftsmanship, design, and the proper use and care of tools. Students will be introduced to the history of ceramics, pottery from different cultures, and current pottery design. Prerequisite: None. Tech Competencies: 1, 4, 7 800DP ADVANCED PLACEMENT DRAWING AND PAINTING Level: AP

800DPA Pre- Advanced Placement Drawing and Painting Level: Pre-AP (1st year) Grades: 11, 12 By Application Full Year - 5 Credits AP Drawing and Painting students work to guidelines established by the College Entrance Examination Board. Emphasis is on the development of a significant studio portfolio of art in a variety of media. All students are required to submit this portfolio in the spring of their senior year. This portfolio is considered as the examination. Students apply on forms available from the Guidance Department. AP Drawing and Painting is open to juniors and seniors. The portfolio may be completed over one or two years. The First year of this sequence is Pre-AP level. Prerequisites: Recommendation by previous Drawing and Painting I and/or Advanced Drawing and Painting teacher(s); successful completion of Drawing and Painting I; application process for AP course. Tech Competencies: 1, 4

800PH ADVANCED PLACEMENT PHOTOGRAPHY Level: AP 800PHA Pre- Advanced Placement Photography Level: Pre-AP (1st year)

Grades: 11, 12 By Application Full Year - 5 Credits AP Photography students work to guidelines established by the College Entrance Examination Board. The objective is to develop a significant portfolio in a variety of black and white photographic themes and techniques. All students are required to submit this portfolio in the spring of their senior year. Students apply to the course with forms available from the Guidance Department. The application requires submission of portfolio and essay. Only one 2D portfolio may be submitted to the AP board. The First year of this sequence is Pre-AP level. Prerequisites: Recommendation by Photography I/II teacher; successful completion of Photography I; application process for the AP course. Please note: Only chemicals are provided. Students will require a 35mm film Single Lens Reflex camera; flash drive, 35-mm black and white D-76 processed films, and photographic paper for the course. Digital cameras are also beneficial to have for the course. Tech Competencies: 1, 4

800CI ADVANCED PLACEMENT DIGITAL ART Level: AP 800CIA Pre- Advanced Placement Digital Art Level: Pre-AP (1st year)

Grades: 11, 12 By Application Full Year - 5 Credits AP Digital Art students work with the guidelines established by the College Entrance Examination Board. The objective is to develop a significant 2D portfolio in a variety of digital art themes and techniques. All students are required to submit this portfolio in the spring of their senior year. This portfolio is considered as the examination along with a written essay which describes their work. Students apply to this course using the application forms available in the Guidance Department. The application requires the submission of a portfolio and essay. AP Digital Art is open to juniors and seniors. The portfolio may be completed over one or two years. Only one 2D portfolio may be submitted to the AP board, but it may include all 2D media. The First year of this sequence is Pre-AP level. Prerequisites: Recommendation by previous Creative Imaging I and/or Creative Imaging II teacher(s); successful completion of Creative Imaging I; application process for AP course. Tech Competencies: 1, 4, 5, 6, 7

60 8003D ADVANCED PLACEMENT 3-D ART Level: AP 8003DA Pre- Advanced Placement 3-D Art Level: Pre-AP (1st year)

Grades: 11, 12 By Application Full Year - 5 Credits The AP 3-D studio course focuses on the development of a slide portfolio that meets the requirements of the College Entrance Examination Board. As this course aims to assist the student in creating a 3D slide portfolio, instruction will include all aspects of setting up and photographing sculptural artwork. Instruction for each student will vary depending on the direction and nature of the student’s artwork. All AP 3-D art students are required to submit a slide portfolio in the spring of senior year, which will be considered the examination. The portfolio may be completed over two years. Only one 3D portfolio may be submitted to the AP board, but it may include all 3D media. The First year of this sequence is Pre-AP level. Students apply to this course using the application forms available in the Guidance Department. Prerequisites: Recommendation by previous 3-D Art Forms teacher; successful completion of 3-D Art Forms; application process for AP course. Tech Competencies: 1, 4, 5, 6, 7

800CR ADVANCED PLACEMENT CERAMIC ART FORMS Level: AP 800CRA Pre- Advanced Placement Ceramic Art Forms Level: Pre-AP (1st year)

Grades: 11, 12 By Application Full Year - 5 Credits AP Ceramics is a full year clay studio course consisting of a variety of advanced on and off the wheel techniques. Students will work to the guidelines of the College Entrance Examination Board. Emphasis will be on the development of a significant 3D AP Ceramic Art Portfolio in a slide format. Instruction will include all aspects of setting up and photographing clay work. This portfolio will be considered as the examination. Students will apply on forms available from the Guidance Department. AP Ceramics will be open to juniors and seniors. The portfolio may be completed over one or two years. Only one 3D portfolio may be submitted to the AP board, but it may include all 3D media. The First year of this sequence is Pre- AP level. Prerequisites: Recommendation by previous Ceramics teacher; successful completion of Ceramic Art Forms; application process for AP course. Tech Competencies: 1, 4, 5, 6, 7

61 WORLD LANGUAGES

Program Design / Sequence

The World Languages Department offers courses designed to develop the four language skills essential to communication: listening, speaking, reading, and writing. Sequences are offered in four different modern languages (French, Spanish, Russian and American Sign Language) and in classical Latin. The emphasis in the modern language course is the development of communication skills; oral participation in the language on a daily basis is required. The Latin course concentrates on reading and writing skills. Throughout each language sequence, students will develop an increased understanding of the culture(s) studied, make cultural and linguistic comparisons, and make connections with other disciplines. In modern languages, students will use the target language within and beyond the school setting. In Latin, students will recognize elements of classical languages in the world around them and share insights within and beyond the school setting.

It is highly recommended that students enter one of the three language programs at the Middle School level. It is known that students benefit from early entrance into a language sequence that allows an optimal period of development of language skills. Entrance into the program at the Middle School constitutes commitment to the full program in that language through grade eight. Each Middle School language program leads ultimately into the second year’s study of the language.

The sequence in all languages seeks to develop language skills to the degree required for success in Advanced Placement courses which are offered in French, Latin, and Spanish. As recommended by the College Board, students spend two years in the French and Spanish Advanced Placement courses that are entered after the third year high school course. The Latin program offers a one year Advanced Placement course. Students enter from both third and fourth year courses in the Advanced Placement course. See AP course descriptions for prerequisites and application process.

Courses / Levels

LATIN: Both the grade 7 and 8 two-year Latin program and the Latin I course lead into the Latin II course. Advancement from grade 7 to grade 8 requires a passing grade. 62 FRENCH: Both the grade 7 and 8 two-year French program and the French I course lead into the French II course. Advancement from grade 7 to grade 8 requires a passing grade. SPANISH: Both the grade 7 and 8 two-year Spanish program and the Spanish I course lead into the Spanish II course. Advancement from grade 7 to grade 8 requires a passing grade.

ADVANCED PLACEMENT: Advanced Placement courses in Spanish Language and French Language will take place each year. Qualified students enter these two-year courses from third year language courses. The first year of the course will be Pre-AP level and the second year AP level. The AP Latin, Vergil, is open to qualified students from Latin III and Latin IV. See individual AP course descriptions for specific prerequisites and application information.

The following courses in the World Languages Department are open to students in the indicated grades who have the appropriate prerequisites, providing there is sufficient enrollment.

Grades 9 - 12 Course Descriptions

411 LATIN I Level: 1 Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is intended to develop reading and writing skills. The inflection of Latin words and the formation of Latin sentences are the core of the material studied. Vocabulary and derivation of English words from Latin are included in each unit of the course. Translation of short readings on Roman culture and history begins the development of translation skills. Some study of classical Roman culture, mythology, and history are included in the curriculum. Learning vocabulary and studying grammar are essential elements of the daily home assignments. Prerequisite: None Tech Competencies: 1, 4, 5, 6, 7

421 LATIN II Level: 1 Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is a completion of Latin grammar in preparation for reading authentic Latin Literature in Latin III. English derivatives and roots from Latin are stressed as vocabulary is learned. The study of Roman history and culture is continued from Latin I. Prerequisites: Successful completion of the grade 7 and 8 Latin program or Latin I. Tech Competencies: 1, 4, 5, 6, 7

431 LATIN III Level: 1 Grades: 10, 11, 12 Elective Full Year - 5 Credits After completing more difficult grammatical concepts, Latin prose and poetry will be studied. Authors include Cicero, Catullus, Martial, Ovid, and others. Prerequisite: Successful completion of Latin II. Tech Competencies: 1, 4, 5, 6, 7

441 LATIN IV Level: 1 Grades: 11, 12 Elective Full Year - 5 Credits This is a literature course concentrating on poetry and drama. Strong translation skills are developed. The interpretation and background of the literature is discussed and is a significant element in evaluating student performance. Oral and written reports in these topics are required. Prerequisite: Successful completion of Latin III. Tech Competencies: 1, 4, 5, 6, 7

63 452 LATIN V Level: 1 Grade: 12 Elective Full Year - 5 Credits Strong translation skills and an appreciation for Latin literature are necessary for this course. Students continue to develop translation skills through the examination of authentic Roman comedy, tragedy, poetry, and historical documents. Latin of the Middle Ages, as it appears on illuminated manuscripts, is also investigated. Prerequisite: Successful completion of Latin IV and teacher’s recommendation. Tech Competencies: 1, 4, 5, 6, 7

451 ADVANCED PLACEMENT LATIN Level: AP Grades: 12 By Application Full Year - 5 Credits Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. The course concentrates on the Aeneid of Vergil. The curriculum consists of sight readings and frequent essays on required readings. All students enrolled in this course are required to take the Advanced Placement examination in May. Prerequisites: Application filed with Department Head. Teacher recommendation and successful completion of Latin IV. Tech Competencies: 1, 4, 5, 6, 7

415 FRENCH I Level: 1 Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is intended to introduce and develop the four language skills (listening, speaking, writing, and reading). Proficiency in listening comprehension and oral communication in authentic context is emphasized. The study of cultures and communities that share French as their common language is an important part of the course. Regular class participation in the language is required. Learning vocabulary, reading and writing in French, and practicing the language aloud are essential elements of home assignments. Prerequisite: None. Tech Competencies: 1, 4, 5, 6, 7

425 FRENCH II Level: 1 Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits Students will continue development of basic language skills (listening, speaking, reading, and writing) begun in the first year program. A variety of instructional materials includes audio and video media. Listening and speaking proficiencies are integral to the program. Reading and writing increase in importance. Skill in communication is the criterion for assessment of language proficiency. Prerequisite: Successful completion of the grade 7 and 8 French program or French I. Tech Competencies: 1, 4, 5, 6, 7

435 FRENCH III Level: 1 Grades: 10, 11, 12 Elective Full Year - 5 Credits This course continues development of listening and speaking skills through increasingly complex dialogues, class discussion and oral presentations. Reading skills and cultural understanding are developed through selections from a variety of sources including French authors. Writing skills are developed through answering questions related to readings and from original French compositions. Skill in communication is the criterion for assessment of language proficiency. Prerequisite: Successful completion of French II . Tech Competencies: 1, 4, 5, 6, 7

445 FRENCH IV Level: 1 Grades: 11, 12 Elective Full Year - 5 Credits Students further develop skills for active and precise communication on a broad range of topics pertaining to contemporary life. Class discussions and other forms of oral communication are integral to the course. The course is conducted in French. Skill in communication is the criterion for assessment of language proficiency.

64 Prerequisite: Successful completion of French III. Tech Competencies: 1, 4, 5, 6, 7

455 FRENCH V Level: 1 Grade: 12 Elective Full Year - 5 Credits This course will combine culture, conversation, grammar and literature. A thematic approach will be used. The course will be conducted entirely in French and emphasis will be on all four skills: listening, speaking, reading, and writing. The goal of this course will be to replicate real-life situations and serve as a practical guide to communication in French. Participation on a daily basis is essential to success. Skill in communication is the criterion for assessment of language proficiency. Prerequisite: Successful completion of French IV and teacher’s recommendation. Tech Competencies: 1, 4, 5, 6, 7

465 ADVANCED PLACEMENT FRENCH Level: AP 465A PRE-ADVANCED PLACEMENT FRENCH Level: Pre-AP (1st year) Grades: 11, 12 By Application Full Year - 5 Credits This is a two-year cycle course. Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. The curriculum emphasizes the use of language for active communication. The course seeks to develop the ability to express ideas accurately and resourcefully both orally and in writing with fluency of the level of third year college French students. All students enrolled in this course are required to take the Advanced Placement examination in May of the second year. The first year in this sequence is Pre-AP level. Prerequisites: Application filed with Department Head. Teacher recommendation and successful completion of French III as a rising junior. Tech Competencies: 1, 4, 5, 6, 7

419 CONVERSATIONAL SPANISH I AND SPANISH CULTURE Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is intended as an alternative to the traditional Level I language sequence. It will introduce students to Spanish language and culture and will emphasize speaking and understanding spoken Spanish in the context of the life, institutions, culture and present-day events in Spain. Students will work with pronunciation, simple grammatical structures, and vocabulary with an emphasis on oral skills. Grammar and writing will support communication ability. Students will learn to engage in dialogue dealing with practical everyday situations. Tech Competencies: 1, 4, 5, 6, 7

420 CONVERSATIONAL SPANISH II AND HISPANIC CULTURE Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits The prerequisite for this course is successful completion of Conversational Spanish I. This course will continue the development of fundamentals of oral language with an emphasis on idiomatic usage of language and its practical application to everyday situations. It will also provide an introduction to the culture and civilization of Latin America through a study of historical development of Latin American countries and aspects and issues of current social, artistic, intellectual and political life. Prerequisite: Successful completion of Spanish I or Conversational Spanish I

The combined two-year Conversational strand of World Language is considered to be a terminal course sufficient for completion of the language requirement for graduation and college entrance. Students who wish to continue their study of language in the Level 2 Spanish III course must have a teacher recommendation. Tech Competencies: 1, 4, 5, 6, 7

417 SPANISH I Level: 1 Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is intended to introduce and develop the four language skills (listening, speaking, writing, and reading). Proficiency in listening comprehension and oral communication in authentic context is emphasized. An integral part of the course is the study of the cultures and communities that share Spanish as their common language. Regular class participation in the language is required. Learning vocabulary, reading and writing in Spanish, and practicing the language aloud are essential elements of home assignments. 65 Prerequisite: None. Tech Competencies: 1, 4, 5, 6, 7

427 SPANISH II Level: 1 Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits The development of basic language skills (listening, speaking, reading, writing) begun in first year programs progresses in this course with continued use of the varied-media instructional materials, including audio cassettes, visuals, computer programs, and an integrated video. Listening and speaking proficiencies still receive special attention, but writing proficiency increases in importance. Skill in communication is the criterion for assessment of language proficiency. Prerequisites: Successful completion of the first year Spanish program (Middle School or High School). Tech Competencies: 1, 4, 5, 6, 7

437 SPANISH III Level: 1 Grades: 10, 11, 12 Elective Full Year - 5 Credits This course emphasizes further development of language communication skills. Students will improve the ability to express themselves with greater detail and accuracy on a broad range of topics with emphasis on specific Hispanic cultures. Active oral participation is essential for success in this course. Aural comprehension, reading, and writing skills are important. Skill in communication is the criterion for assessment of language proficiency. Prerequisite: Successful completion of Spanish II. Tech Competencies: 1, 4, 5, 6, 7

438 SPANISH III Level: 2 Grades: 10, 11, 12 Elective Full Year - 5 Credits This course emphasizes further development of language communication skills. Students will improve the ability to express themselves with detail and accuracy on a broad range of topics with emphasis on specific Hispanic cultures. Oral participation is essential for success in this course. Aural comprehension, reading, and writing skills are will also be stressed. Prerequisite: Successful completion of Spanish II or teacher recommendation from Conversational Spanish II. Tech Competencies: 1, 4, 5, 6, 7

447 SPANISH IV Level: 1 Grades: 11, 12 Elective Full Year - 5 Credits This course continues the emphasis on communication skills, with continued use of varied-media instructional materials. The course builds upon the proficiencies in oral and written self-expression developed in Spanish III. Active daily class participation is essential to success in the course. Course is conducted in Spanish. Skill in communication is the criterion for assessment of language proficiency. Prerequisite: Successful completion of Spanish III. Tech Competencies: 1, 4, 5, 6, 7

457 SPANISH V Level: 1 Grade: 12 Elective Full Year - 5 Credits This course continues to build the four language skills: listening, speaking, reading and writing through a thematic approach that combines culture, conversation, grammar and literature. The goal of the course will be to replicate often complex, real-life situations and serve as a practical guide to learning to interact in Spanish. Participation on a daily basis is essential to success. Course is conducted in Spanish. Skill in communication is the criterion for assessment of language proficiency. Prerequisite: Successful completion of Spanish IV and teacher’s recommendation. Tech Competencies: 1, 4, 5, 6, 7

440 ADVANCED PLACEMENT SPANISH Level: AP 440A PRE-ADVANCED PLACEMENT SPANISH Level: Pre-AP(1st year) Grades: 11, 12 By Application Full Year - 5 Credits This course is a two-year cycle course. Advanced Placement students work to guidelines provided by the College Entrance Examination Board (CEEB), which oversees the Advanced Placement program. The curriculum emphasizes the use of language for active communication. The course seeks to develop the ability to express ideas accurately and resourcefully both orally and in writing with fluency of the level of 66 third year college Spanish students. All students enrolled in this course are required to take the Advanced Placement examination in May of the second year. The first year of this sequence is Pre-AP level. Prerequisites: Application filed with Department Head. Teacher recommendation and successful completion of Spanish III as a rising junior. Tech Competencies: 1, 4, 5, 6, 7

413 AMERICAN SIGN LANGUAGE I Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is a one-year course offering basic comprehension of American Sign Language. The students will learn receptive and expressive skills in the language. Vocabulary will be included in each lesson. The expressive skills of setting up grammatical markers in space and the use of facial expressions will be emphasized in each lesson. Learning vocabulary and new expressions will be essential to homework assignments. A short history of American Sign Language will be given to ground the students in the language. Materials will include textbook, visuals, video and computer programs. Skills in communication (expressive and receptive) will be the criterion for assessment. Tech Competencies: 1, 4, 5

413B AMERICAN SIGN LANGUAGE II Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits Students will continue development of basic language skills (expressive and receptive). An emphasis will be placed on fluency of communication and their ability for circumlocutory communication. There will be a stronger emphasis on Deaf Culture as well as knowing the types of jobs available for hearing people serving the Deaf Community. The novel Train Go Sorry (Inside a Deaf World) by Leah Hager Cohen will be read to gain further understanding of the linguistic and cultural differences between a visual and verbal language. Prerequisite: Successful completion of ASL I Tech Competencies: 1, 4, 5

The combined Two-year American Sign Language program is considered to be a terminal course sufficient for completion of the language requirement for high school graduation as well as college entrance requirements by many schools. To know which universities and colleges accept ASL for entrance a quick search on the Internet and/or asking Admissions will be helpful.

67 General Electives Grades 9-12 Course Descriptions

199 INDEPENDENT STUDY Elective Half Year – 2.5 Credits Prerequisite: Special permission only and requires completed application. A student may enrich his/her program in a particular department by designing a sound proposal and enlisting the interest and support of a teacher who will act as the student's mentor and evaluator. The student must submit a written proposal to the teacher describing the project, time involvement expected, method of research to be utilized, anticipated outcomes, and expected course credit. The proposal will be reviewed by the department chairperson and approved by the principal. It should be understood that independent study is an extraordinary option, and proposals will be entertained only under exceptional circumstances. Tech Competencies: Dependent on Program

519 LIBRARY MEDIA AIDE Unleveled Grades: 11, 12 Elective Half Year - 2.5 Credits This course is designed to teach students the skills necessary to assist in all areas of the day-to-day functioning of the library. Students will assist in the gathering and shelving of books, circulating library materials, processing materials, and assisting with office tasks such as deliveries, photocopying and other duties as assigned. The wide variety of work related tasks will help students develop proper job attitudes and will provide on -the-job experience and practical training necessary for job competence. This course is graded Pass/Fail and does not count in GPA calculations. Prerequisite: None. Tech Competencies: 1, 2

550 WORK EXPERIENCE Unleveled Grades: 11, 12 Elective Full Year - 5 Credits This program involves a supervised work experience at an approved job site. The occupational/vocational counselor provides supervision. Students may work a minimum of 15 hours to a maximum of 30 hours weekly. They must complete a resume on Naviance in addition to the other requirements of the course. This course must be taken in addition to a full courseload of 35 credits unless approved by principal. Prerequisites: Good standing in both school and at current position of employment and signed agreements by parents, student, employer, and school. Eligible employers must carry appropriate workers' compensation coverage. Tech Competencies: 1, 7

648 OPTIONS/STUDY SKILLS Unleveled Grades: 9-12 * by recommendation of Guidance Counselor only Elective Half Year - 2.5 Credits

68 The Options class is designed to increase academic achievement and organizational skills. This will be accomplished by exploring the relationship between education and one’s future career, acquiring competency in study skills, and enhancing motivation/self-esteem. Students will develop a portfolio of study skills and apply these skills to their academic work. Prerequisite: recommendation of Guidance Tech Competencies: 1, 2

651 CAREER SEMINAR Unleveled Grades: 11, 12 Elective Half Year - 2.5 Credits This course is team taught and offers students challenging learning experiences while developing career exploration skills. Activities include developing a personal inventory, resume writing, the interview process, job shadowing, and job survival skills. Guest speakers and field trips to colleges and places of business offer experiential opportunities. Prerequisite: None.

675 VIDEO PRODUCTION Unleveled Grades: 11,12 Elective by Application Full Year – 5 Credits With video growing as the most popular media in today’s society, why not learn the art of video production? This new class at Duxbury High School will combine excitement and learning while creating a real-world experience using a professional TV studio. Students will learn how to create a video project from start to finish using state of the art video technology. This course will include all the mechanics of video production including directing, scriptwriting, reporting, camera techniques, digital video editing, and audio mixing. The class will emphasize teamwork as students work together to create the new high school television show called “DragonTV.” Prerequisite: TV Studio Production

676 TV STUDIO PRODUCTION Unleveled Grades: 9,10 Elective Half-Year -2.5 Credits This new class at Duxbury High School allows students interested in making television a reality. Students will learn how to create “LIVE” video productions using a professional TV studio. Projects in class include creating talk shows, game shows, and any type of live show the students can create. Students will learn about every job within a television studio and have the chance to experience them first hand during class productions. This course will include all the mechanics of video production including directing, scriptwriting, camera techniques, sound mixing, and acting. The class will emphasize teamwork, as students need to work together to create live television. Tech Competencies: 4, 6, 7

999 STUDENT AIDE Unleveled Grades: 12 Half Year - 2.5 Credits On rare occasions students are given aide responsibilities in the guidance office, main office, or some other area of the school. Students so assigned learn office, organizational, time management, and communication skills. Student aides also learn to study and work effectively by balancing competing priorities. They also learn to work independently and as part of a group. This is not a regular course offering, but rather is an option sometimes employed by a counselor and a student to solve scheduling problems. See General Information/ Student Aide

090 COLLEGE PREP VOCABULARY Unleveled Grades: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is for college-bound students. It is a heavily structured vocabulary program focusing on vocabulary building, usage and Greek word elements. Focus is placed on usage by incorporating syntax and semantics and an enhanced ability to communicate with new vocabulary. Students use current events to engage new vocabulary. Prerequisite: None. Tech Competencies: 1, 4, 7

091 COLLEGE PREP READING Unleveled Grade: 9, 10, 11, 12 Elective Half Year - 2.5 Credits 69 This course offers advanced reading skills including critical reading and textual analysis. The readings will include short stories, poems, and novels. Students are being prepared to answer comprehension questions on difficult passages in preparation for College Board examinations and course work. Prerequisite: Students must be of average or above average reading ability. Tech Competencies: 1, 4, 7

092 READING FOR COMPREHENSION Unleveled Grade: 9, 10, 11, 12 Elective Half Year - 2.5 Credits This course is designed to strengthen reading skills. Students will learn strategies to improve their skills in critical reading and thinking, as well as in vocabulary usage. Independent pleasure reading is emphasized. Prerequisite: None . Tech Competencies: 1, 4, 7

093 READING IMPROVEMENT Unleveled Grades: 9, 10, 11, 12 Elective Full Year - 5 Credits This course is for students who have experienced difficulty in reading and need a review of fundamental reading skills. Classes are designed to fit the needs of the individual student. Success is measured by progress in relation to individual ability as determined by formal and informal testing. Prerequisite: None. Tech Competencies: 1, 4, 7

850 LEARNING CENTER Unleveled Grades: 9-10 Full Year – 5 Credits The Learning Center program is a supervised, structured learning environment where a student has the opportunity to learn and apply study skills to content area subjects. Students also work to improve basic skills in reading, math, and language. The student can work independently, with peers, or with the special education teacher. Direct instruction is provided for improving basic skills and learning strategies. The Learning Center may also assist in the implementation of program modifications such as alternative testing, word processing, and assistance with research projects. * Students identified through IEP process for this course

854 LEARNING CENTER Unleveled Grades: 11-12 Full Year – 5 Credits The Learning Center program is a supervised, structured learning environment where a student has the opportunity to learn and apply study skills to content area subjects. Students also work to improve basic skills in reading, math, and language. The student can work independently, with peers, or with the special education teacher. Direct instruction is provided for improving basic skills and learning strategies. The Learning Center may also assist in the implementation of program modifications such as alternative testing, word processing, and assistance with research projects. * Students identified through IEP process for this course

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