Handy Guide to the Parent Handbook

Mr. George Szkapiak Principal Mr. Brian Kelly Ms. Rachel Peralta Assistant Principal Assistant Principal

“Providing all students access to success.”

School Mission Statement

John F. Kennedy High School challenges all students to become critical thinkers in an increasingly connected global society. The school aims to develop students into productive, knowledgeable, active, and reflective lifelong learners who positively impact their community, country, and world.

School Contact Information

Address: 6325 W. 56th St Chicago, IL 60638 General Phone Number: 773-535-2325 PEOPLE TO KNOW: NAME: PHONE: Principal Mr. George Szkapiak (773) 535-2325 Ext. 25810 Assistant Principal Mr. Brian Kelly (773) 535-2334 Assistant Principal Mrs. Rachel Peralta (773) 535-2332 Athletic Director Mr. Mario Silva (773) 535-2325 Ext. 25803 Dean of Students Mr. Clifford Scott (773) 535-2057 Dean of Students Mr. Irvin Duffy (773) 535-2488 Dean of Attendance Mr. Algis Hermanas (773) 535-2030 Driver Education Program Coordinator Mr. Richard Lopez (773) 535-2083 Counselor (A-E) Mrs. Angelique Fleming (773) 535-2393 Counselor (F-L) Mr. Jonathan Best (773) 535-2330 Counselor (M-Ro) Ms. Imelda Meza (773) 535-2328 Counselor (Rp-Z) Mrs. Angela Cross-Smith (773) 535-2075 Counselor (IB Students) Mrs. Joleen Kirchens (773) 535-2421 Case Manager Ms. Kim Korellis (773) 535-2325 Ext. 25800 Librarian & Testing Coordinator Mr. Santos Gutierrez (773) 535-2326 Scheduler/Grading Coordinator Mr. Tim Laughlin (773) 535-2416 IB Diploma Program Coordinator Mr. James Clarke (773) 535-2325 Ext. 25821 IB Middle Years Program Coordinator Mrs. Allision Lizzo (773) 535-2325 Ext. 25821 Nurse Nurse Bowls (773) 535-8105 Student Services Coordinator Ms. Araceli Chavez-Campos (773) 535-7370 Service Learning Coordinator Ms. Imelda Meza (773) 535-2325 Ext. 25824 Bilingual Coordinator Ms. Jadwiga Pytlik (773) 535-0247 Speech Pathologist Ms. Elisavet Megremis (773) 535-2325 Ext. 25834 Social Worker Ms. Sheila Hassan (773) 535-2329 School Psychologist Mr. Michal Misiaszek (773) 535-2325 Ext. 25823

Phone Numbers To Know: Main Office (773) 535-2325 Attendance Office (773) 535-2325 Ext. 25794 and 25795 Disciplinarian’s Office (773) 535-2486 and (773) 535-2057 Nurse’s Office (773) 535-8105 Drivers Education Center – Located at 6400 South Major Avenue (773) 535-2083

LOCAL SCHOOL COUNCIL: [Meetings are First Monday Each Month at 6:00 p.m. in Library] Community Representative Mr. Nicholas Dirscherl Community Representative Mr. James Homan Parent Representative Mr. Joseph Salas (Chairperson) Parent Representative Mr. Patrick Coogan Parent Representative Mr. Robert Chen Parent Representative TBD Parent Representative TBD Parent Representative TBD Student Representative Mr. Giovanni Calderon Teacher Representative Mrs. Magdalena Golucki Teacher Representative Mr. Rolando Gonzalez ESP/PRSP Representative Ms. Christine Gename Principal Mr. George Szkapiak

PARENT ADVISORY COUNCIL: [Meetings are Second Monday Each Month at 6:30 p.m. in Library]

Chairperson Mrs. Lisa Kopac Vice-Chairperson Mrs. Shelly Surdic Secretary Mrs. Angelica Aguilar Correspondence Secretary Mrs. Martha Zapolsky Freedom of Information Act and Open Meetings Act Coordinator Mrs. Maria Rodriguez

PLEASE REFERENCE JOHN F. KENNEDY H.S. WEBSITE at www.kennedyhschicago.org

SCHOOL CALENDAR DAILY SCHEDULE:

Doors open for student entry at 6:45 A.M. Students are dismissed from the auditorium at 7:00 A.M. to go to the cafeteria for breakfast. No students are permitted to go to their lockers until the 7:20 A.M. school bell without written permission from a teacher and/or coach for morning practices. We only have one entrance time for all of the students. Classes begin at 7:30 A.M. and they end at 2:45 P.M. All of the classes as well as lunch periods will be 50 minutes long with 5 minute passing period.

STUDENT DISCIPLINE AND BEHAVIOR:

School follows guidelines for effective discipline using the CPS Student Code of Conduct that is given to each student at Kennedy. Students at Kennedy are expected to conduct themselves in a manner that reflects self- control and respect for others. Remember the behavior should be that of a serious student who is a credit to themselves, your family and Kennedy HS.

STUDENT DRESS STANDARD: The Local School Council has approved that Kennedy High School shall establish a new Dress Standard for all students for the following school year 2018-2019.

STUDENT ID CARDS: • All students must wear their school-issued permanent ID on a lanyard/string around their neck during the school day. • A temporary ID good for ONLY one day must be purchased for $2.00 and worn on the front of their shirt on the chest area when students do not have their permanent ID. New permanent IDs can be purchased for $5.00, if students lose, destroy, or deface their ID. • Students are prohibited from defacing or decorating their ID with drawings and/or stickers.

CLOTHING FIT AND APPEARANCE:

Clothing worn by all students must be appropriate. No gang affiliated images or colors will be tolerated, as well as images or clothing that may mock, offend, or degrade any individual. Clothing must fit properly. Skirts and shorts must be no shorter than fingertip length; spaghetti straps, sheer tops, plunging necklines, crop-tops, tube tops are not permitted. All sports jerseys must be worn with an undershirt, likewise an undershirt by itself shall be deemed as inappropriate. Pants in particular should show no undergarments (i.e. “sag” or be overly-sheer). All pants must be at least the thickness of workout attire: such as Adidas/Nike/Gaiam leggings, yoga pants, tight-fitting soccer pants, etc, identifiable by patterns or thick stitching associated with such clothing. If pants are sheer, such as thin leggings and tights, and undergarments can be seen, they must be accompanied with a skirt, dress, long shirt, cardigan or tunic. Dress as if you have a job, and expect to run into your boss on your day of. (Revised and Approved by LSC Effective May 2, 2016)

Clothing Graphics, Wording and Color Combinations Must Be Appropriate For School:

At no time may students wear clothing with depictions of alcohol, drugs, tobacco, obscene images, gestures and/or demeaning language toward any group of people. (Obscene images or wording may include, but is not limited to, an offensive image like that of a boy urinating on a rival sports team or automobile manufacturer and language which is profane or meant to insult.). No gang affiliated graphics or colors are permitted.

School Safety Requirements for Clothing:

• Hoodies may be worn during the school day, but may not have the hoodie over their head. • No Head Coverings, including but not limited to: hats, hoodies, caps, bandanas, sunglasses, or beanies. (Religious exemptions must be on file in the Attendance Office in a student’s records folder) • No flip flop type of foot wear, open-toed and/or backless (slip-on) shoes, or slippers. • No pajamas or clothes meant to be worn to bed. • Kennedy PE clothes are not permitted to be worn during the school day EXCEPT during PE class. • No spikes on wristbands or collars; wallet chains; choke chains. • No gang clothing/colors; paraphernalia. • No clothing that contributes to an offensive environment or destructive behavior. • No graphics shaved into hair will be permitted. • No visible tattoos which are gang related, obscene or inappropriate for school.

DISCLAIMER:

• Administration reserves the right to make a judgment call regarding appropriateness of student attire for the school. • John F. Kennedy High School is not responsible for providing students with appropriate attire. • The Chicago Board of Education grants schools the ability to issue discipline to students when they wear clothing or accessories that display affiliation with gangs or other criminally motivated organizations OR students who dress in a manner that causes serious disruption to the orderly educational process (p 12, CPS Student Code of Conduct). • The purpose of the dress restrictions above are to ensure that students do not represent gangs/criminally motivated organizations AND/OR seriously disrupt the orderly educational process with the decisions they make regarding their attire.

Possible consequences for violating the John F. Kennedy Dress Standard will be any one of the following:

• Delayed from attending class until appropriate clothes are obtained by the student. • Issued a detention for a group 2-8 Inappropriate Behavior that MUST be served within 2 school days. Failure to serve the detention is a group 3-5 Inappropriate Behavior and will result in a 1 day out of school detention. • Suspended from school for a group 3-9 Inappropriate Behavior.  Suspended from school for a group 5-6 Inappropriate Behavior and possibly put up for Expulsion.

ELECTRONIC EQUIPMENT (Cellular Phones, Laptops, I-Pads, etc.):

Students are not allowed to use radios, I-Pods, mini—stereos, laser pointers, electronic games, cell phones or any other electronic equipment or related materials in school. If these items are seen or used during the school day, they will be confiscated. The confiscated materials will be returned to the student’s parent or legal guardian on Friday’s ONLY between the hours of 3:00pm and 5:00pm. If the student’s parent or guardian is unable to retrieve the item, that Friday, it will be returned the following week to only parent or guardian. If the electronic equipment is not retrieved it will be returned to the student at the end of the semester. Failure to surrender any item when directed by a Kennedy staff member could result in an automatic out of school suspension or detention, depending on the situation and further investigation.

LATEX AND PEANUT FREE SCHOOL:

We are considered a latex-free and peanut school due to allergies students, faculty, and staff may have in our building. Please refrain from bringing any latex to school, especially balloons! Also, prohibited are peanuts and/or any peanut products. If they need any of these things as part of assignments, the teachers will provide an alternate material.

This is including, but not limited to:

 paste, glue, tape, rubber cement  calculator and phone buttons  balloons  koosh balls  basketballs and playground balls  erasers  clay  mouse pads  no slip foam on plates  pencil grips  elastic cords in fleece clothes  elastic in clothing  peanut butter  snacks containing peanut products  trail mix with trace amounts of peanuts

*Basically if it has any of the "S's" you should be suspicious: sticky, stretchy, smelly (like rubber bands)

BELL SCHEDULE 2018-19 Monday - Friday PER START END MIN. 1 7:30 AM 8:20 AM 50 2 8:25 AM 9:15 AM 50 3 9:20 AM 10:10 AM 50 4 10:15 AM 11:05 AM 50 5 11:10 PM 12:00 PM 50 6 12:05 PM 12:55 PM 50 7 1:00 PM 1:50 PM 50 8 1:55 PM 2:45 PM 50 GRADE SCALE 2018-19 Alpha Grade **Alpha to Numeric Numeric High Numeric Low Median/Default Value A 100 90 95 B 89 80 85 C 79 70 75 D 69 60 65 F 59 and below 59 ATTENDANCE POLICY There is a high correlation between student attendance and academic success. Parents must be aware that the number of absences a student incurs could directly affect the student’s academic progress. Students will be rewarded throughout the school year for excellent attendance. The School Code of Illinois, Section 26-1 states: Whoever has custody of any child between the ages of seven and seventeen years shall cause such child to attend some public school in the district wherein the child resides the entire time it is in session during the regular school term. Responsibility for regular school attendance lies with the student and parent/ guardian. The State Compulsory Attendance Law states that the parent is obligated to see that the student is

in school. For the protection of students and sincere concern for the family, the following attendance procedures will be strictly enforced.

****ABSENCE FROM SCHOOL*** IMPORTANT CHANGE IN PROCEDURE

Kennedy High School will no longer be able to accept calls for student absence. This is based on Chicago Public School policy on attendance. The only acceptable form excusal are the CAUSE of ABSENCE FORM available in the Attendance Office or available on the school web site (www.kennedyhschicago.org). The causes for absence per CPS Policy are:

Students Illness.. Family Emergency.. Observance of a religious holiday.. Death in the immediate family.. Circumstances which cause reasonable concern to you for your child’s safety or health. Family Vacation is not an accepted cause of absence and that period of time will be recorded as Absence Unexcused (AUX).

All correspondence must have student name, date of the absence, the appropriate cause of absence, an explanation if available, parent signature, and the correct parent phone number where the parent can be reached during the business day. Incomplete forms will be returned to the student for correction. Students absent for the day will show up on the Daily Absence Bulletin. Upon returning to school, the student is to bring the “Cause of Absence” form to the attendance office with all the necessary information. The “Cause of Absence” is best received immediately after the absence as students will receive a detention for each individual class period that is marked as Absence Unexcused (AUX). Forged signatures or notes that are found to be altered may result in severe disciplinary action. Immediately upon returning to school, the student is responsible for arranging to complete make-up work within the timeline established by the teacher. Missed work due to unexcused absences may be made up at the teacher’s discretion. When a student is absent from school, the parent/guardian should: 1. On the day of the absence the parent can go on our website (kennedyhschicago.org) and fill out our Cause of Absence Form. 2. Parents can fax the form to Kennedy if they so desire at (773) 535-2485 3. If steps 1 and 2 are not completed, parents can only clear AUX days by coming to Kennedy to verify the attendance.

ARRIVAL TO SCHOOL

All students are to enter through the auditorium doors and use their ID to swipe in. Every student and employee must have their ID clearly visible on their upper torso during the entire time they are in the building. The school doors officially open at 6:45 A.M. and students should arrive early enough to eat breakfast, go to their locker, and/or attend to any personal business in order to be in class and ready for work just before 7:30 a.m. when first period starts. Although students will be allowed to enter the building beginning at 6:45am, they must remain in the auditorium until 7:00 a.m. Breakfast will be served from 7:00 a.m. to 7:25 a.m. Students will be allowed onto the 2nd and 3rd floors at 7:20 a.m. Students arriving late for their first class will receive a tardy from their classroom teacher. Students who enter the building after 7:30 a.m. will receive a detention that MUST be served that same day for every infraction along with a tardy from their classroom 7

teacher. Disciplinary action will be taken if tardiness is habitual. Further disciplinary action will be imposed if detentions are not served.

CLASS ATTENDANCE

Students are expected to attend all classes on their schedule. Non-attendance will result in consequences ranging from automated phone calls in the morning and afternoon to Parent Conference to In-School Suspension and Out-of-School Suspension. If a student is not present for a full-day, an automated phone call will be generated to the home for the day. Text messaging is also available for parents to receive daily information about attendance and grades. Missed work due to unexcused absences may be made up at the teacher’s discretion and it is the student’s responsibility to request work for excused absences. According to the Chicago Board High School Promotion policy, section 605.1 “Students must attend their classes in order to learn and retain course subject matter. Consequently, students’ success in earning credits towards promotion shall be determined by attendance in class as well as by performance on academic assignments. Therefore, students who have unexcused absences in 20% or more of the classes in a particular course during the period for which a unit of credit is earned shall not pass the course and shall receive no credit towards promotion.”

DISMISSAL FROM SCHOOL All students are required to leave school after 8th period by exiting ONLY through the main entrance on 56th street. Students have 5 minutes to exit the building OR travel to tutoring, an extracurricular activity, or other school-related meetings in the building. Students are PROHIBITED from leaving the building from any other exit EXCEPT the main entrance on 56th street. Students are PROHIBITED from loitering, “hanging out”, or “waiting” for friends or siblings in the building after 8th period. Upon exiting the building, students must move away from the Main Exit doors and proceed immediately off school property. After the school day, students are not permitted to exit the building and re-enter. If students have a commitment in the building after school, they MUST stay in the building.

SCHOOL FUNCTION (SF) EXCUSAL FROM CLASS Students who are to be excused from one or more classes to participate in an activity (field trip, performance, game, assembly, etc.) must secure the permission of the teacher of the class to be missed prior to the event. Official forms or tickets of admission must be signed by the classroom teacher and the parent. If a student is failing a class, frequently tardy, absent, or missing assignments, or with LOP status a teacher may refuse to sign a student out of class. If the student does not receive the teacher’s written excuse prior to missing the class, the absence will be considered and marked as an AUX. All students are entitled to work missed due to a school function excused absences. Work missed due to unexcused absences may be made up at the teacher’s discretion. In either case, it is the student’s responsibility to communicate with the teacher. Trip forms are due two school days prior to the event!

EARLY DISMISSAL (ED) An early dismissal is only granted with parental consent. No student, regardless of age, is allowed to leave the school without an ED from the Attendance Office and a parent/ guardian escort. Early Dismissals will be issued for illness, personal/ family emergency, appointments and/ or any other unavoidable occurrence.

CLOSED CAMPUS Kennedy High School is a closed campus school. Students are prohibited from leaving school without permission. Students violating this rule will be disciplined accordingly.

IN CASE OF ILLNESS DURING SCHOOL HOURS 1. Students are to be sent or escorted to the Nurse’s Office with a pass. If the nurse is not in or not available the student should proceed to the Attendance Office. 2. If the student is too ill to remain in school, the parent/ guardian will be contacted to pick the student up from school and an ED will be issued.

EXTENDED ILLNESS Parents should immediately contact the Attendance Office, the child’s counselor, and the nurse in case of extended illness or hospitalization.

TARDY TO CLASS Classroom teachers are to close their doors when the bell rings. All students late to class are to be admitted in class ONLY with a Hall Sweep Pass and marked tardy. Students who received a Hall Sweep Pass must serve a detention. Habitual tardiness will result in lowering of a student grade, loss of privileges, detentions and out of school suspensions. Students exceeding fourteen (14) tardies in a single quarter will be placed on LOP status for the remainder of that quarter. Parents will be notified via trigger (text messages), emails, phone calls, and requests for parent conferences.

HALL SWEEPS Hall sweeps will be conducted throughout the day either at random for individual periods or every period depending upon the day. Hall sweeps are not meant to be punitive. They are conducted in an effort to increase the classroom instructional time for all students and eliminate constant hallway loitering and classroom disruptions. Students caught in a hall sweep must serve an after school detention. Further disciplinary action will be imposed if detentions are not served.

TRUANCY FROM SCHOOL A truant is defined as a child subject to compulsory school attendance who is absent without valid cause for a school day or portion of the school day. In case of truancy, the student’s parents are notified through mailings and phone calls. Kennedy’s attendance policies are in effect to help students stay in school, maximize their learning potential, graduate from high school and become successful citizens. Parental cooperation is both essential and appreciated.

ATTENDANCE CONSEQUENCES Students who fail to comply with school policies regarding attendance may subject themselves and families to the Truancy Adjudication procedures set forth by the Chicago Board of Education. Disciplinary actions will include parent and student conferences, demotions of grades, detentions, in and out of school suspensions, automated phone calls before and after school or withdrawal from school. Students who demonstrate a disregard for these policies may forfeit participation in any or all extracurricular or school sponsored events. These may include, but are not limited to, field trips, sports, clubs and participation at the graduation ceremony. 9

ATTENDANCE & EXTRA-CURRICULAR ACTVITIES Students MUST attend a minimum of four (4) academic classes in a given school day in order to participate in any after school extracurricular activity, club, sport, or other school sponsored event.

LOSS OF PRIVILEGES (L.O.P) Students will be placed on the Loss of Privileges List (L.O.P) if their year-to-date overall attendance falls BELOW 92%. This includes all absences, full day AND half-day excused (EXC), suspensions out of school AND unexcused (AUX) absences (Administrative discretion will be applied to extended documented illness, emergency, or uncontrollable event). Students will receive an AUX for each period that they are absent without notice. Each AUX will be enforced with a detention.

Detentions received due to accumulation of AUX (absence unexcused periods), school tardiness, and hall sweeps must be served in a timely manner. Students accumulating 5 or more unserved detentions will be placed on LOP status.

Detentions for any attendance related infractions do not clear automatically at any time, they will only be removed from the record upon serving the detention.

A third and important component in LOP is the CLASS TARDY. This is a tardy marked by the classroom teacher. Each quarter the student has a limit of 14 class tardies. Upon reaching the 15th class tardy the student remains in LOP status until the end of the quarter. This is the component that clears back to zero at each quarter’s end. This is not a detention, serving detentions will not change the effect this number has on a student’s LOP status.

Students on the Loss of Privileges (L.O.P.) List will forfeit ALL opportunities to participate in ANY school sponsored activities until the conclusion of that quarter they were placed on the list OR their overall year-to- date attendance rate rises to 92% or better, and/or clear any LOP standards. School sponsored activities include but are not limited to sports, clubs, graduation ceremonies, senior luncheon, prom, eligibility for Driver Education range after school, etc. Privileges also include but are not limited to daily hallway passes, practicing with their sport teams, watching sporting events, and field trips.

Parents and students may check all students’ LOP Status by visiting Kennedy HS’s website at www.kennedyhschicago.org and scrolling down to the attendance portion of the home page in the right column. Parents may request their child’s LOP Status from Mr. Hermanas by emailing him at [email protected] .

Academic Information International Baccalaureate Programme

Kennedy HS is a fully authorized IB Diploma World School (11th and 12th grades) and is a candidate school for the Middle Years Programme (9th and 10th grades). This is a tremendous achievement in bringing a world class college preparatory program to our students and community. The International Baccaulaureate Programme’s mission is “to develop inquiring, knowledgeable and caring young people who help to create a better and

more peaceful world through intercultural understanding and respect." It is a challenging curriculum that focuses on fostering the child’s intellectual, social, and cultural needs.

John F. Kennedy HS Academic Honesty Policy

Rationale: Academic honesty is highly valued at John F. Kennedy High School as in other learning institutions around the world. It is expected that students will conduct academic research properly and follow proper policies for all assessments. We stress to our learning community the value of the IB Learner Profile and the importance of being a principled learner---that academic work is the property of its author and that considerable time and effort have gone into the preparation of academic work.

John F. Kennedy High School expects academic honesty and integrity of all its students. The members of the JFK community, both faculty and students, expect that students will assume responsibility for their own learning and honestly demonstrate the extent of that learning. We hope to produce graduates who are honest, trustworthy, respectful of others and responsible for their own actions. Respecting the need for authentic student work is an important part of this goal.

This policy stresses our belief in creating a learning environment where students produce original work while respecting the work of others. The presentation of genuine work is essential to good study and practice. This policy clearly outlines the school’s expectations for honest academic conduct, the teachers’ roles in promoting academic honesty and the consequences of academic misconduct.

What is Academic Honesty?

Academic Honesty – A set of values and skills that promote personal integrity and good practice in teaching, learning and assessment (“Academic Honesty” 2007).

All students’ work—homework, notes, quizzes, tests, essays, group projects, research papers, lab reports— should be a product of their own effort. To offer someone else’s work—whether a student or not—as if it were one’s own is dishonest. Behaviors such as copying homework, taking information from another during a quiz or test and plagiarism constitute serious lapses in judgment and diminish a student’s own capabilities and original thoughts.

Assisting a person to be dishonest , supplying another with one’s homework to be copied so that the other student can submit it as his/her own, supplying information to another during a quiz or test, or writing a paper for another are violations of academic honesty. Stealing a quiz or a test and/or to share the information from a stolen quiz or test, using an electronic device that can store or communicate information also constitute violations.

CPS Requirements for Graduation

COURSES DESCRIPTION YEARS REQUIRED

English / English I – Survey Literature 4 years English as a Second Language (ESL) English II – American Literature English III – British Literature English IV – World Literature ESLcourses satisfy the graduation requirement for English.

Mathematics *One credit is required in Algebra, Geometry, and Advanced 3 years Algebra/Trigonometry. Advanced mathematics courses are substituted for Algebra and/or Geometry if successfully completed prior to entering high school. Science One credit is required in Biology along with two credits from any of the 3 years following options: Chemistry; Earth/Space Science; Environmental Science; and Physics. Social Science One credit is required in both World Studies and U.S. History along with 3 years one half credit in Civics or AP US Government and one half credit in any other Social Science course. World Language Two years of the same world language are required. This requirement 2 years cannot be met by earning one credit in two different world languages. Fine Arts Two credits are required. This requirement can be met by earning two 2 years credits in the same category, or one credit in any two of the following four categories: Music; Theatre/Drama; and Visual Art. Physical Education Two credits in PE are required with Health and Driver’s Education as 2 years mandated components. ALL high school students are required to be enrolled in daily physical education or have an authorized individual exception on-file. Career Education One credit from any of the following options: Career & Technical 1 year Education; Dual Enrollment; and Advanced Academics, Fine Arts, and ROTC (courses that are not aligned to the above graduation requirements or meet requirements already satisfied). Computer Science One credit is required in Computer Science. 1 year Electives (Flexible) 3 years Service Learning Students must complete two (2) Service Learning Projects. One project 40 hours (no credit) must be completed in conjunction with Civics. The other project may be completed independently or in conjunction with a course offering during 9th or 10th grade. Passing Constitution Test (PL 195), Consumer Education Test (SB 977), Health Class (Given in P.E. I), Taking the SAT Test and Driver Education (Given in P.E. II) are required for graduation. TOTAL (CARNEGIE UNITS): 24 Credits See The Chicago Public Schools High School Promotion: Section 605.1 (Board Report 04-0128- PO1) for more specific details. College Admission Requirements College entrance requirements differ with each college. Students who plan on continuing their education in colleges or universities should become acquainted with specific entrance requirements of the school they hope to attend and should choose high school subjects which will enable them to meet these requirements. A library of college catalogs is maintained by the Counseling Department and the Barbara Fischer Memorial Media Center for the use of college-bound students.

The Counseling Department urges students to make inquiries concerning specific college requirements during their freshman and sophomore years. Minimum requirements to most colleges and universities are: 1. Students who entered high school for the first time as of September 1997 will be required to have 24 credits to graduate. 2. High school work including at least four units in English (literature and traditional writing courses), three units of mathematics*, three units of laboratory science*, two units of fine arts (art, music, foreign language)* and three units of social science. *Add 1 to 2 units each for selective colleges. 3. Scholarship rank in the upper fifty percent of high school graduating class.

4. Above average test scores on national examinations such as the American College Testing Program (ACT), or College Entrance Examination Board (SAT).

In addition, selective colleges look at the type of courses students take such as IB Diploma course work, Advanced Placement courses, honors level courses, etc., as well as involvement in extra-curricular activities which will demonstrate such qualities as leadership ability, intellectual curiosity, and special abilities.

During the four years of high school, our students are faced with many decisions involving admission to college and their choice of a career. To help our students make these decisions, we have installed a College/Career Center in Room 223. Here, a student will have access to an information bank for several hundred colleges and universities about programs, student body, admission requirements, majors and occupations.

College Placement Tests College Entrance Examination Board tests may be taken at various times during the school year. The PSAT/NMSQ is given in October and the SAT will be given in April to juniors. All students who are college- bound should definitely plan to take the SAT.

The ACT may be required by some colleges and may be taken in the spring of the junior year or the fall of the senior year. All information and manuals regarding these important tests are available in the Counseling Office during the entire year. It is the student’s responsibility to pick up such materials and register for tests, which the student must take.

High School Report Of Student Progress Student progress reports are issued four times each year: October, December, March and May. These grade reports are the permanent record of the student’s progress. Grade Report Pick-Up Days are scheduled for Thursday, November 19, 2015 and Thursday, April 14, 2016. On these dates parents must pick up grade reports at school, so parents can meet with their child’s teachers conferences.

January and June mark the end of the semesters. This is the time that credit is awarded in all classes. Semester report cards will be mailed home to parents.

Report of Unsatisfactory Progress Notices to parents of the possibility of student failure in a course if corrective measures are not taken are issued the 5th, 15th, 25th and 35th weeks of the school year.

Teachers, additionally, may send these at any time between marking periods to parents of students who may require additional support.

Parents who would like a conference with the teacher as a result of the unsatisfactory progress report are requested to call the counselor to make an appointment so that a mutually agreeable time can be arranged. The counselor’s telephone number is listed in this handbook.

Granting Of Credit Credit is granted for the successful completion of a subject. Most subjects are granted .50 credits per semester of work completed with a D or better. No credit is given for a subject in which an F is received.

Service Learning The Service Learning program at John F. Kennedy HS consists of two components. Students graduating must earn the required 45 hours of community service and site based learning either as part of a pre-approved classroom integrated service-learning project. Each student must have documented evidence of community service by creating with teacher supervision (1) a planning activity prior to the service project and (2) a reflection/evaluation activity following the project. Thus, the community service becomes service learning when the student integrates instructional guidance with community service. Students earn graduation credit for only the time spent on the actual service project not for the planning nor reflection activities.

Students who do not submit a reflection exercise to the service learning coach do not receive service learning hours on their high school transcript.

Seniors must submit 45 hours of service learning by the end of the 2nd week of May in order to attend Prom & Graduation.

Sophomores must submit 20 hours by the end of the second week in June in order to enter a Junior division in September.

Academic Excellence The Academic Excellence list is displayed two times a year in the showcase bulletin board on the first floor to recognize students who are excelling in their academic subjects. Students who have a 3.0 cumulative average (GPA) and above in all subjects are placed on the Academic Excellence list. No D or F grades are acceptable. A Quarterly Excellence list is also displayed to recognize students whose grades are B or better in all subjects.

Homework Policy Homework is an essential part of the learning process and will be assigned and evaluated in all classes. To succeed, it’s important that students understand the benefits of doing homework. How does homework help you? 1. It helps develop independent learning habits, self-esteem, pride, and responsibility that prepares you for adulthood. 2. It helps students understand that learning does not stop when the school bell rings. 3. It allows the class to cover new material and more material. Students should keep a written record of all assignments in this handbook and budget their time so they will be able to turn in all their assignments on the date they are due. Also, it is the students’ responsibility to get assignments when they are absent.

Failures Students who fail a course make up the credit by successfully completing course work in summer school and/or night school. If the subject is required for graduation, the course must be repeated. If it is not

required, another subject may be taken in its place. Courses failed during “day school” MUST be made up in summer school OR evening school ONLY.

Physical Examinations and Immunizations A certificate of Child Health Examination, including a complete record of immunization dates, must be presented upon entrance into ninth grade. A report of a physical examination and the dates of all immunizations must be included. Students who do not comply with the State Board of Education and Illinois Department of Public Health regulations will be excluded from school until they are in compliance. The same procedure applies to any student new to the Chicago Public Schools.

A yearly physical is mandatory for any student who is interested in participating in any extra-curricular activity that requires any type of physical activity. This includes but is not limited to all Kennedy High School sports, weightlifting, and other sports or physical conditioning events.

Accidents Accidents must be reported to the teacher or immediate adult supervisor and the Main Office. An incident form needs to be filled out and given to the clerk so she can give it to the proper person. In the event the accident occurs during class, the teacher should arrange for the student to report to the nurse/attendance office.

Parent Conferences and Visitors Parents are always welcome. If they wish to see a particular person, they should call in advance to assure the availability of that person. Counselors can assist in making an appointment for a parent to see a teacher during the teacher’s non-class period. Classes will not be interrupted for parent conferences. No guests or visitors (non-parents) will be allowed into the building without prior arrangements having been made through an Assistant Principal. All parents, guests and visitors MUST sign-in and present identification upon entering the building and be announced to the person they are seeing before they officially enter. Parents may not walk around the building without an escort and without prior permission so that disruption does not occur when instruction is happening. Small children (non-Kennedy students) may enter the building ONLY if accompanied by their parent or legal guardian. Parents are NOT permitted to drop off food purchased from fast-food restaurants or any similar type of eateries. Other foods for parties (cake, cupcakes, etc.) are prohibited from being brought into the building by parents AND students.

Guidelines for Student Conduct John F. Kennedy HS is committed to providing a safe and orderly school environment where students may receive and school personnel may deliver quality educational services without disruption or interference. Responsible behavior by all is essential to achieving this goal. In order to promote appropriate student conduct, Kennedy HS has adopted Crusader PRIDE utilizing the Positive Behavior Interventions & Supports (PBIS) Framework to create a school environment that is conducive to student learning. In order to teach what it means to be Positive and Respectful, have Integrity, Determination, and a sense of Excellence, the purpose of Crusader PRIDE at John F. Kennedy High School is to: • Create a feeling of “cohesiveness” within the entire school community. • Improve the culture and atmosphere of Kennedy HS. • Improve/boost the morale of the school, which results in teachers and students working harder.

• Nurture pride in the school. • Provide incentives that encourage positive behaviors/attitudes. • Promote healthy relationships among students/teachers and their peers. • Create a set of rules/systems that students understand and can achieve. • Promote, teach, encourage, & motivate positive, appropriate, acceptable behavior. • Change the climate at Kennedy HS where negative behaviors have stunted student growth. • Promote order and a safe place to learn.

Conduct To and From School When you are on the street or on public transportation, you are in the public eye and citizens are fully aware you are a student of Kennedy HS. You are expected to behave in a manner that includes observation of all laws, respect for the property of others, and showing courtesy and kindness for others. Additionally, you have your rights as a citizen and are encouraged to report any violations of your rights to school authorities and the Police Department so that your trip to and from school is enjoyable and safe.

Respect the Property of Others Remember—the person or property of others is sacred. You have no right to trespass or violate these rights. 1. Walk on the sidewalk. Respect the lawns, gardens and shrubbery of our neighbors. 2. Do not damage the property of others or loiter on porches or lawns. 3. Do not throw food, cans, bottles, wrappings or paper on our neighbors’ property or on the school campus.

Departure from School 1. Students are to depart from school within 5 minutes after their last class. Do not loiter in the locker areas or in the building after school. Students serving detentions must bring all materials with them such as books, coats, etc. to study and use that time productively. All students must leave the building immediately after detentions are served. Students who are not participating in after-school activities need permission from the administration to stay in the school after their last class of the school day. 2. Students should not loiter outside the building, under the bridge or between the Kinzie-Kennedy buildings, or on the porch or stairs of any part of the school building.

Extracurricular Activities Students are expected to behave in an exemplary manner and to show good sportsmanship. Misconduct at school-sponsored events is subject to discipline code sanctions.

Teams or individual students who violate the ethics of competition or the principles of good sportsmanship during a sports activity will be subject to disciplinary action that can include barring from future participation as spectators and/or participants.

Students who participate in after-school sponsored events must remain with their sponsor or coach at all times. When dismissed, they must immediately leave the school building.

No student may participate in any extracurricular activities if they are on LOP Status which includes, but is not exclusive of team tryouts, practices, and competitions.

Local School Councils Chicago Public Schools have Local School Councils (LSC) which are responsible for three main duties: 1. Approving how school funds and resources are allocated 2. Developing and monitoring the annual School Improvement Plan 3. Evaluating and selecting the school's principal

Local School Councils include the following members:  6 parents  2 community members  2 teachers  1 non-teacher staff  school's principal  student representative (high school LSCs only)

All parents, community members and teachers who want to strengthen their local schools and have a positive impact on student achievement are encouraged to run.

No experience or formal education is required.  LSC members are elected by parents and community residents in an election held every two years. This year, elections will be held April 7, 2014 for elementary school LSCs and April 8, 2014 for high school LSCs.  Teacher representatives and the non-teaching staff representative are appointed by the Board, following a preference poll of all full-time staff.  The school principal is automatically a member of the LSC.  A high school student is appointed by the Board, following a preference poll of the students at the school.

Office of Local School Council Relations 125 South Clark Street 5th Floor Chicago, Illinois 60603 Phone: (773) 553-1400 Fax: (773) 553-1402 TTY: (773) 553-3332 Parent Advisory Councils (PAC) CPS has formed NCLB Title I Parent Advisory Councils (PAC) at the local school level. The PACs exist to provide parents/legal guardians, teachers/staff, and concerned community individuals with the opportunity to work with their principal in the planning, design, implementation, and evaluation of the Title I Program.

The PACs serve as an advisory group by providing input on amendments and future Title I programs. PACs jointly develop and approve a parent involvement policy which includes the school-parent compact. PACs also provide and share NCLB Title I information updates received from the New Region PAC.

For more information, contact the principal, Mr. George Szkapiak at 773-535-2325.

John F. Kennedy’s Course Description Catalog

S.Y. 19-20

Table of Contents

Career and Technical Education………………..Pg. 22 English Language Arts…………………………Pg. 25 Fine Arts…………………………………………Pg. 33 Mathematics……………………………………...Pg. 38 Physical Education……………………………….Pg. 43 Science…………………………………………...Pg. 48 Social Science……………………………………Pg. 52 World Language…………………………………Pg. 57 Appendix………………………………..……….Pg. 61

Career & Technical Education Career & Technical Education (CTE) is a collection of high school programs that follow a prescribed sequence of courses preparing students for life-long success. Students receive a college-prep education as well as technical skills/training that allow them to graduate from high school with more than a high school diploma. Other benefits of CTE include: • CTE students have the opportunity to earn industry-recognized certifications • CTE students can gain college credits through our partnerships with City Colleges of Chicago and other postsecondary institutions • CTE students engage in real work experiences with professionals in their field

Careers to Course: Digital Media I Education Course Number: 693101R Grade Level: 10 Description: This is the first course in a three-year sequence of Digital Media classes. In this course you will identify the basic principles of graphic design. You will acquire an understanding of high-resolution images and be able to differentiate between a raster and a vector image. Additionally, you will explore appropriate uses of typography (font), additive and subtractive color. Finally, you will embark upon career eN/Exploration for the graphics industry. Assignments for this course include creating collages and advertising covers for a magazine and t-shirt design on light colors; illustrated art, buttons, posters, advertising, stickers, and packaging using Illustrator; animation and interactive web buttons; and multiple page documents, such as calendars, brochures, greeting cards, and a 12 page magazine. Careers to Course: Digital Media II Education Course Number: 692101H Grade Level: 11 Description: This is the second course in a three-year sequence of Digital Media classes. During the second year you will become proficient in Photoshop, InDesign, 3D printing- TinkerCad, 123D Design (cad program), and Illustrator. Applying basic principles of design, you will create movie posters and movies, design public service posters, vinyl cutting, sublimation printing on wood and plastic, t-shirt design on dark colors, create post card mailers and packaging (Cereal Box), and create 3D images for printing using a 3D printer. Students will also complete practice ACA Photoshop Exams to prepare for certification. Careers to Course: Digital Media III Education Course Number: 692201H Grade Level: 12 Description: This is the third course in a three-year sequence of Digital Media classes. You will demonstrate increased proficiency in multimedia skills and the application of design principles. At this level you will plan and develop a website, movie, and DVD through the import and manipulation of different file formats. Students will also focus on entrepreneurship, business and marketing skills by using Adobe software to create business logos, signs, stationary and other advertising including web design and apps designs like Twitter and Facebook. At the end of this course, students will take Adobe Certified Associate exams in Illustration and Printing in addition to the 22

Photoshop ACA Exam. Careers to Course: Dual Credit Business 111 Education Course Number: 493211A Grade Level: 11, 12 Description: This course is a survey of modern US business, analyzing organization and types of businesses, major business functions, business and the environment, roles played by business and consumers in our economy and various economic systems. Writing assignments, as appropriate to the discipline are part of the course. Course Objectives: This course will explain how today’s business workforce is and the changing nature of its work, will describe the factors that influence business ethics, will discuss how economic conditions affect business outcomes, covers the global and local economic marketplaces and describes how one affects the other, will describe the steps in formulating a business plan, covers the many issues facing the entrepreneur, will identify the key aspects and considerations of the business firm, will define supply, demand, and market equilibrium and explain how these concepts affect market outcomes, will describe various marketing strategies that may affect business outcomes, will describe the role information systems play in promoting business production, and will cover how the application of proper accounting standards and the production of financial statements improve business performance. Careers to Course: Dual Credit Business 269 Education Course Number: 493212A Grade Level: 11, 12 Description: Second semester only and must pass Business 111. Analysis of major functions and principles of management; emphasis on supervisory and operating levels of management; theories, policy-making, effective communications and art of decision- making. Writing assignments, as appropriate to the discipline, are part of the course. Course Objectives: This course will explore the four functions of management and the SWOT Analysis, will identify key competencies in leading, managing, and levels of management, will examine the concept of motivation and motivation theorists, will explore the essentials skills of delegation and working in teams, will introduce different business strategies to compete in the global and business environments, and will provide students with the capabilities to apply theoretical knowledge in simulated and real-life settings. Careers to Course: Ethics and Professional Skills I Education Course Number: 256101A Grade Level: 11 Description: The Ethics and Professional Skills course, one of the core requirements of the IB Career-related Certificate, is designed to introduce students to life-skills. It is intended to develop students’ critical thinking, intercultural understanding, communication, and personal development. ATL aims to challenge students to draw on personal resources and skills to engage critically with the world around them. Students may encounter topics as diverse as ethical dilemmas, deductive and inductive reasoning, culture shock, academic honesty, and emotional intelligence.

Careers to Course: Exploring Computer Science Education Course Number: 668201R/H Grade Level: 11, 12 Description: Exploring Computer Science (ECS) is designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics. Rather than focusing the entire course on learning particular software tools or programming languages, the course is designed to focus on the conceptual ideas of computing and help students understand why certain tools or languages might be utilized to solve particular problems. The goal of Exploring Computer Science is to develop in students the computational practices of algorithm development, problem solving and programming within the context of problems that are relevant to the lives of today’s students. Students will also be introduced to topics such as interface design, limits of computers, and societal and ethical issues. Careers to Course: Occup. Related I- V Education Course Number: 870101R-870501R Grade Level: All Description: Occupational Prep. is a course deigned to provide students in the Low Incidence program exposure to career exploration. Students enrolled in this course will focus on gaining an understanding of jobs within the community. Basic job skills will be introduced and some community based instruction will be offered. Classroom activities will include performing work tasks, filling out mock job applications, and practicing interviewing skills.

English Language Arts

All high school English Language Arts courses adhere to the Literacy Content Framework and the Common Core State Standards with an emphasis on teaching literary and informational text through literacy-based skills that support reading, writing, speaking, and listening. English Language Arts instruction will provide students with the content knowledge and skill sets that will enable them to do the types of analytical reading and writing, inquiry-based research projects, and argument writing that make them college and career ready. The expectation is that students do not just learn literary content, but acquire the habits of mind for reading, writing, and engaging in discourse that can be applied for analyzing the variety of texts that they will encounter in their post- secondary education or career.

English Course: 2 Per E.S.L. 1 Course Number: 185101R Grade Level: All Description: The beginning ESL students will develop basic communication skills in the areas of listening, speaking, reading and writing. Emphasis will be placed on being an effective communicator in a new environment and culture. English Course: 2 Per E.S.L. 2 Course Number: 185201R Grade Level: All Description: ESL 2 students will develop comprehensive reading, writing, research and technology skills. The course is designed to enrich and widen vocabulary, writing and critical thinking skills. The use of context clues, prewriting and self-editing strategies will be introduced. The course will be supplemented with additional reading materials, books reports and projects. English Course: A.P. English Language Course Number: 175101A Grade Level: 11,12 Description: AP Language and Composition is a class that looks at the ways writers use language, style and rhetoric to create meaning. A large part this class is the careful and critical analysis of texts which will help students become aware of how writers use language skillfully. AP Language and Composition is primarily a writing course. However, it's not a creative writing course. Students won't be asked to write poetry or about only their own experiences. This course is comparable to the first English class required by most colleges/universities for all students, no matter what major they choose. As indicated by the AP English Language and Composition Course Description, students in this course read and carefully analyze a broad and challenging collection of writings as well as visual texts to deepen their awareness of how writers use language effectively. Through close reading and frequent writing, students will develop their ability to analyze text. Formal writing will be process-driven, meaning we will work through the process of pre-writing, writing and revision. Readings will be mostly non-fiction, but will also include some works of fiction appropriate for study because of their complexity of language. Grammar, usage, and mechanics instruction will occur in the context of student writing and in the analysis of written passages. Creative Writing 3 is dropped to 25

accommodate this course. Students must pay A.P. course fee and complete A.P. exam in May. English Course: A.P. English Literature Course Number: 170101A Grade Level: 11, 12 Description: AP Literature provides students with the intellectual challenges and workload consistent with a typical undergraduate university English Literature/Humanities course. The class focuses reading and analyzing literature from across eras. Students study novels, short stories, plays and poetry through the type of in- depth analysis that commonly takes place in a college classroom. The main skills that students will master are in-class timed writing, analytic essays, close reading, formal presentations, and facilitating discussions. Writing to explain a literary work involves analysis, interpretation and argument. Therefore, the works taught in the course require careful, deliberative reading. Students must learn how to make careful observations of textual detail, establish connections among their observations, and draw from those connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing. Reading must be done actively- thoughtful annotating with a clear purpose in mind. Students must take the AP exam in May. English Course: Argument. Lit. (Debate) Course Number: 131801H Grade Level: 11, 12 Description: The purpose of this course is to prepare students to be successful in competitive debate by building on basic fundamentals learned as a novice debater. If you are a novice debater enrolled in this course, the goal is to prepare students to be successful in competitive debate by learning basic fundamentals. Students will learn and practice the skills of advanced debate argumentation, including writing cases and blocks, refining files, structuring arguments, analyzing the current topic and developing effective methods of communication and refutation. Advanced debaters will be expected to assume a greater level of individual responsibility and to serve as role models for both their classmates and novice debaters. Because this is a co-curricular class, students are required to participate in afterschool practices and weekend debate competitions. Students need to ensure their personal schedules will enable them to devote some evening and weekend time to be successful in this course. This course will seek to familiarize students with various forms and types of arguments; types of logic and reasoning systems (and their corresponding fallacies); types and methods of research; and means of organization, preparation and presentation, similar to a introductory writing course or AP English Language. Argumentation theory will also be studied in an effort to understand and appreciate argument and debate as epistemic. English Course: Communication III Course Number: 167301R Grade Level: All Description: Written-Oral Communication teaches students to read, comprehend, evaluate, and use variety of written material. The course is designed to teach the writing process, focusing on the following types of writing: expository, descriptive, narrative, persuasive, and argumentative. Special attention is given to support School Literacy 26

Program and CFP initiatives, focusing especially on reading and writing. Concepts of Standard English grammar, ACT prep, the use of context clues, and pre-writing, revision strategies will be introduced. Students will also work on academic essay assignments as well as explore creative writing such as poetry, short stories, newspapers, and advertising. English Course: Composition I Course Number: 189311R/H Grade Level: 9 Description: Creative writing will support the development of narrative writing as identified in the CCSS. The course will focus on the fundamentals of writing fiction, e.g. short stories, plays, personal narratives, screenplays, poetry, etc. Students will delve into the craft of writing technique, tone, style, and voice as they draft, revise, and provide and receive feedback from peers and teacher. English Course: Composition II Course Number: 189321R/H Grade Level: 10 Description: This course contains a writing and grammar intensive curriculum with an emphasis on the English College Readiness Skills. The students will closely and critically read both fiction and non-fiction texts which will serve as models for their writing assignments. This class will complement the English 2 class by following its themes, subjects, and materials. There will be some shared assignments between the two classes. Students will complete a variety of writing assignments including: MEL-Con paragraphs, five paragraph essays, info-graphics, newspaper articles, short stories, poems, opinion/editorial pieces, and creative pieces. English Course: Composition III Course Number: 189331R/H Grade Level: 11 Description: Junior Writing is designed to prepare students for post secondary educational pathways. Students will study challenging nonfiction, fiction, and informational texts. In addition, students will continue to develop and use vocabulary and grammar skills. Junior Writing students are expected to produce coherent and well- organized assignments using the writing process. Students will develop analysis, narrative, argumentative and informational pieces. Students also participate in targeted practice to improve their skills on the SAT English section. The key skills are practiced while students analyze, evaluate, and engage in thoughtful discussions about important issues in our society English Course: Dual Credit English 101 Course Number: 184511A Grade Level: 11, 12 Description: Eligibility for English 101 is needed to partake in the course (see college and career coach). The course is focused on the development of critical and analytical skills in writing and reading of expository prose; writing assignments, as appropriate to the discipline, are required, but oral engagement in the form of Socratic Seminars is also a major component of the course. The class focuses on enabling student to read critically and write effectively so as to meet the requirements of college writing. The emphasis of this course is therefore on the writing process, revision, and writing in response to

reading. By the end of the semester, students will have demonstrated competence in the following skills: the ability to generate a manageable topic and a clearly stated purpose for an essay addressed to a particular audience; the ability use of prewriting techniques; the ability to formulate and write a thesis statement that effectively implies, or states the essay’s plan of development; the ability to develop a thesis with concrete, relevant, and cohesive support, both during writing and oral engagement; the ability to use such basic organizational forms as narration, description, illustration, definition, process analysis, comparison/contrast, classification/division, cause and effect, analysis, and analogy; the ability to employ good diction, appropriate vocabulary, and a sensitivity to connotations of words, both during writing and oral engagement; the ability to write coherent sentences that are varied in structure and complexity and are correct in grammar, spelling, and punctuation; the ability to structure and connect paragraphs, using transitions and other devices that foster cohesiveness; the ability to read, understand, and respond to expository prose at the college level, including the incorporation of quotations into writing and oral engagement; the ability to analyze and synthesize written material such as essays/articles in one’s own writing and oral engagement; the ability to utilize integrated quotations throughout large bodies of written materials. English Course: Dual Credit English 102 Course Number: 184612A Grade Level: 11, 12 Description: Eligibility for English 102 is dependent upon a final grade of C or higher in English 101. English 102 is a continuation of the work begun in English 101. The goal is to enable student to read critically and write effectively so as to meet the requirements of college writing, critical analysis, research, and synthesis. The course encompasses the writing process, revision/editing, research, oral presentation, as well as Socratic Seminar discussions in response to reading and writing. All assignments and activities prepare students for the final extended research project, which begins in the first few weeks of the semester, continues throughout the course, and is submitted as part of the final exam at the end of the course. By the end of the semester, students will have demonstrated competence in the following skills: generate a manageable topic and a clearly stated purpose for an essay addressed to a particular audience, using prewriting techniques; through writing and oral engagement, recognize and formulate a concrete thesis statement that effectively states an essay’s or discussion’s plan of development; develop research skills and strengthen the ability to analyze and synthesize sources of considerable length, employ effective diction, appropriate vocabulary, and a sensitivity to connotative meaning during writing and oral engagement; write coherent sentences that are varied in structure and complexity and effectively and correctly use Standard English Conventions; structure a large body of material, maintaining the thesis statement as the controlling principle/argument of an essay; read, understand, and respond to expository prose at the college level, including the incorporation of quotations into writing and oral engagement; analyze and synthesize written material such as essays/articles in one’s own writing and oral engagement; utilize integrated quotations throughout large bodies of written materials; use mechanics within a large paper, such as the ability to acknowledge and cite sources using MLA, employ internal and/or footnotes, compose an annotated bibliography, works cited page, etc. English Course: E. S. L. 3 Course Number: 186301R 28

Grade Level: All Description: ESL 3 students will enhance their abilities to comprehend, speak, read, and write English with fluency, competency, and proficiency. Special emphasis will be placed on reading authentic English texts of various genres, improving critical thinking skills and on writing academic assignments. English Course: E.L.L. 1 Course Number: 167101R Grade Level: All Description: The course has the development of communicative competence as its goal. The immediate needs of limited-English speaking students are addressed. The course seeks to develop the language proficiency of low-beginning level English as Second Language students in listening, speaking, reading and writing skills. Emphasis is placed on learning social English and introductory general academic language. English Course: E.L.L. 2 Course Number: 167301R Grade Level: All Description: Intermediate ESL students will develop and improve communication skills in four language domains: listening, speaking, writing and reading as well. English Course: English I Course Number: 184101R/H Grade Level: 9 Description: English I – Survey of Literature is an introduction to a variety of literature and writing styles. During the course of the year, students will read, respond to and discuss a variety of issues connected with the theme of “Identity; Finding Your Voice”. Students are expected to learn and apply reading, writing, listening, speaking, and collaborative strategies to their own learning styles and build upon their strengths. Students will strengthen skills in reading and writing to achieve the Common Core State Standards. English Course: English II Course Number: 184201R/H Grade Level: 10 Description: This course focuses on preparing students for college by focusing on the college readiness reading skills. Through the reading, analyzing, and discussion of texts students will become proficient readers. Their culminating project for the year is a period long group presentation of an assigned Chicago neighborhood.. Novels / units of study include a cultural conflict unit, The Absolutely True Diary Of a Part Time Indian, Bend It Like Beckham, excerpts from The Odyssey, Greek Mythology, and Percy Jackson and the Lightning Thief, the Renaissance time period, Shakespeare, The Tempest, Poetry, Chicago history, and A Raisin In the Sun. If you are enrolling in the honors level, there will be a required summer reading. English Course: English III Course Number: 184301R/H Grade Level: 11 Description: American Literature focuses on the concept of the American Dream and 29

Journey through various genres. Each unit presents unique experiences to the idea of self- discovery and students will be exposed to short stories, poetry, drama, film, nonfiction, and a novel. Students will study diverse genres and writings that build on reading, writing, oral, and collaborative strategies and skills. English Course: English IV Course Number: 184401R/H Grade Level: 12 Description: English IV is a course designed to explore literature from the first text ever written down in the English Language to much more contemporary pieces of the 19th, 20th, and 21st centuries. This course focuses on four primary themes: A Hero's Journey, Light vs. Darkness, Playing God, and I Am Me. Each of the four, 10 week-long units, includes and focuses heavily on, but is not limited to: college preparatory instruction in English, reading and annotation, analysis and synthesis, independent research, use of technology in and outside of the classroom, original creative writing, philosophical discussion and debate, as well real world application of themes, motifs, symbolism, theories, and controversial topics and the self, while using formative, interim, and summative assessments. English IV explores texts such as William Shakespeare's plays Macbeth and Othello, Dante Alighieri's The Inferno, Beowulf by an unknown author, Geoffrey Chaucer's The Canterbury Tales, Gothic Literature such as Mathew Lewis' The Monk, Emily Bronte's Wuthering Heights, James Joyce's Dubliners and many more. English Course: Humanities Course Number: 196201H Grade Level: 12 Description: Students will study what can be broken down under the umbrella of Philosophy. A sustained focus will be on history of philosophy, moral philosophy (ethics), and epistemology (theory of knowledge). These subjects are not studied in isolation but are connected to help student understand how they are coming to know things, how they make decisions, how these philosophies play out in the real world, and how all these things combine and affect our lives and the world around us. Throughout the course, the philosophies and theories of the past will be considered not as museum pieces, but as living evidence of enduring responses to the perplexities of life. These achievements have always been, and always will be, part of mankind's attempt to make sense of the universe. The work in this course is centered on reading, writing, projects, presentations, experiments, discussions, and debates. Humanities can be a difficult and demanding course. However, students with a wide range of abilities enjoy success in the class precisely because of its challenging nature. English Course: IB HL English A I Course Number: 180111A Grade Level: 11 Description: This course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non-literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into four parts, each focused on the study of either literary or non-literary texts. Students develop skills of 30

literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. Students study 6 works at higher level from a representative selection of genres, periods and places. English Course: IB HL English A II Course Number: 180211A Grade Level: 12 Description: This course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non-literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into four parts, each focused on the study of either literary or non-literary texts. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. Students study 6 works at higher level from a representative selection of genres, periods and places. English Course: IB MYP English I Course Number: 178101H Grade Level: 9 Description: Students in IB MYP English I will engage in practices to support their emerging mastery of the CCSS for Writing in their grade band, and express themselves in multiple writing formats including narratives, investigative reports, literary analyses, and research papers. Across all writing formats, students will write in the conventions of the CCSS writing modes. Students in English I will employ academic English in discussion that align to CCSS for Speaking & Listening. In an honors class students will be expected to meet the standards with less teacher scaffolding and more collaborative and independent practice. Although students at all levels of learning will have access to rigorous texts and grade level appropriate experiences, honors level courses may include advanced expectations in the following areas: text complexity, complexity of tasks and responses, and pacing. Students in English I honors will engage in practices that will prepare them for future honors and IB and AP coursework as well as participate in a summer reading project. Honors courses are weighted. English Course: IB MYP English II Course Number: 178201H Grade Level: 10 Description: IB English II will examine literary works from around the world. The goal is for students to gain a global perspective in an increasingly globally connected world. Class will be student centered. Students in this class will be responsible for working in groups, creating projects, and running discussion seminars. This course will emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication, as well as personal and reflective writing. Grammar, mechanics, and usage will be reviewed and then enhanced through writing, both formal and informal in nature. Students will also work to increase their working vocabularies through word study and usage. Texts will be varied in content, context, language, and structure. Students will read non-fiction articles, essays, novels, short stories, and plays to help prepare them for entrance into the Diploma Programme. English Course: IB Theory of Know. I

Course Number: 255101A Grade Level: 11 Description: The interdisciplinary Theory of Knowledge course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. This course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound. Theory of knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of that they encounter. English Course: IB Theory of Know. II Course Number: 255201A Grade Level: 12 Description: The interdisciplinary Theory of Knowledge course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. This course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound. Theory of knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of that they encounter. English Course: Journalism Course Number: 156101R Grade Level: 11, 12 Description: This course will present an overview of the field of journalism. It will teach students to understand news-gathering and production. It includes basic news writing, reporting, editing and legal and ethical issues. These journalism skills are applied to our collaborative projects such as writing, editing, and designing the school yearbook and school newsletters, as well as other projects. It is essential that all staff members demonstrate leadership, cooperation, a positive attitude and commitment. Students will be required to commit some after school time (approx. 8 hours a month) to covering school events in order to complete assignments. This time is flexible. Students should have skill in at least one of the following areas and be willing to learn the others: writing, photography, layout, and graphic design. This course also focuses on practical skills, such as teamwork, meeting deadlines, and modeling professionalism. Students will be graded on a combination of skills: design, writing, photography, teamwork and professionalism. Students must be able to stay after school at least 1-2 times per month.

Fine Arts An education in the arts (theatre, music, dance, and visual art) provides students with skills, knowledge, and understanding of the arts as powerful tools for communicating ideas and messages, solving problems, and reflecting our history and culture. An arts education builds the foundation for critical and abstract thinking, reasoning, analysis, interpretation and cognitive demonstration. These higher-order thinking skills are essential for success in college, career, and beyond. Instruction that is developmentally appropriate begins with a sequential curriculum based on a scope and sequence for arts learning.

Fine Arts Course: A.P. Studio Art Course Number: 916101A Grade Level: 11, 12 Description: AP Studio Art 91610 (2-D Design, Drawing or Photography) offers talented and focused visual artists opportunities to explore art through the AP portfolio. Students will complete both the breadth (diversity in subject matter and media) and concentration (focused idea or theme explored in depth) components during the year. Students complete the portfolio in spring and may choose from the drawing portfolio (drawing and painting emphasis) or 2-D portfolio (graphic design, digital media, mixed media, photography, and design-oriented drawing). Successful students may earn college credit for their scores. Interested students must receive pre-approval slips from one of the art teachers in room 110 or 118 (Ryder, Barron, or Hendricks). Students must pay A.P. course fee and complete A.P. Portfolio in May. Fine Arts Course: Advanced Art Lab 1 Course Number: 918201H Grade Level: 11, 12 Description: Advanced Art Lab I 91813 is an art class where regular education students partner with special needs students and assist them in making art, creating social bonds and in developing their interpersonal skills. Fine Arts Course: Art I Course Number: 915101R Grade Level: 11, 12 Description: Art is the required foundation-level class that introduces students to the elements and principles of art. Fine Arts Course: Art II Course Number: 915201R Grade Level: 11, 12 Description: This secondary level art course gives students an opportunity to create artwork based on their own ideas in addition to assignments given by the art teacher. Students will build on the skills and techniques acquired in Art 1 and begin to develop a personal style. Fine Arts Course: Art Lab (Cluster) Course Number: 918101R Grade Level: All Description: Make art and make friends. Students work together and participate in a 33

wide variety of art focused activities. The emphasis of the class is on having fun with art and making friends. Fine Arts Course: Culture Through Movement I: Course Number: 902101R Grade Level: 11 Description: Culture Through Movement is a fine art dance elective. Senior students will develop a yoga practice that includes guided meditation, static poses and flowing movement through the sun salutations and beyond. Yoga practice will take place three days a week with the remaining days devoted to classroom time during which students study the history & philosophy, anatomy, nutrition and language (Sanskrit) of yoga. Interested students must receive a pre-approval slip from Ms. Barron in room 110. Fine Arts Course: Culture Through Movement II Course Number: 920101R Grade Level: 12 Description: Culture Through Movement is a fine art dance elective. Senior students will develop a yoga practice that includes guided meditation, static poses and flowing movement through the sun salutations and beyond. Yoga practice will take place three days a week with the remaining days devoted to classroom time during which students study the history & philosophy, anatomy, nutrition and language (Sanskrit) of yoga. Interested students must receive a pre-approval slip from Ms. Barron in room 110. Fine Arts Course: Electronic Music Course Number: 964101R Grade Level: 11, 12 Description: Electronic Music focuses on the fundamentals of multi-track recording. The lectures and labs concentrate on the production of short-form audio works of voice (spoken word, rap), music and sound effects to develop musical production skills. Topics also include audio theory language, musicianship, anatomy of audio equipment, songwriting, basic recording and editing techniques and the business of the recording industry. This course fulfills one year of music or elective credit. Fine Arts Course: General Music Course Number: 955101R Grade Level: 11, 12 Description: General Music provides varied musical activities and experiences to suit the interests and abilities of the students enrolled. It is a course in music performance and appreciation combined with functional music theory and correlated music history. Students will learn to perform notes and rhythms in musical notation by learning the basics of guitar, piano, recorder, drums, singing techniques, and dance. Fine Arts Course: Guitar I- Beginning Course Number: 971101R Grade Level: 11, 12 Description: This one-year course is designed for students with no previous guitar experience. Students will receive guidance and direction in solving problems related to playing the guitar on a beginning level and will learn many of the different styles, skills and techniques required to become a successful guitarist. Areas of concentration include:

correct posture, note reading, flat picking, rhythmic patterns, chord study, song writing, improvisation, and performing experiences. Students will also be introduced to the history of the guitar as well as key guitar players throughout history. Fine Arts Course: Guitar II- Intermediate Course Number: 971201R Grade Level: 11, 12 Description: Students will build on the knowledge and skills obtained in the Beginning Guitar course. The class will focus on improving their guitar playing skills which include strumming chords, note reading, soloing and improvisation, song writing, and performing. Fine Arts Course: IB MYP Art I Course Number: 977101H Grade Level: 9 Description: The International Baccalaureate Middle Years Programme (MYP) is a philosophy of teaching and an approach to instruction. Students in the MYP explore significant content, develop skills, and deepen conceptual understanding through their engagement with global contexts. Teachers will plan using the MYP objectives and assess using the MYP criteria. This is an intensive visual arts course that meets the high school graduation requirement. Students will plan and create both two and three-dimensional artwork using a variety of media, study International, national, and local artists, participate in critique sessions, learn about career opportunities in the arts, and understand the broader context of the art world and how their work fits in the discourse. Participants will also research and write artist statements and reports on the arts. Each student is required to explore and document ideas within a Developmental Workbook. Fine Arts Course: IB MYP Theatre Arts I Course Number: 983111H Grade Level: 10 Description: IB students will use the creative cycle (inquiry, planning, creation, and reflection) to explore and apply theatre techniques (both onstage and off), and theatre history (from ancient to modern). Students will also learn the importance of the ensemble, while becoming critical listeners, viewers, and risk-takers. Students will be required to perform in class. Fine Arts Course: IB SL Theatre Arts I Course Number: 978301A Grade Level: 11 Description: Students will build on the skills that they have obtained in the MYP Theater Arts Academy and/ or other Drama classes and theatrical experiences to broaden their foundational skills both onstage and off. Students will investigate published plays, their own original work, theatre traditions and practices and theatre theory through the lens of the creator, designer, director, performer, and spectator. Moreover, students will leave this two-year program with the understanding of what it takes to be an internationally minded theatre maker. Performances and field trips are required. For non- DP students you must have at least one full year of applicable theatre experience (including MYP Theater Arts Academy), be in good standing in an honors or AP level English or History class, and must be signed off by Ms. Stone.

Fine Arts Course: IB SL Theatre Arts II Course Number: 978401A Grade Level: 12 Description: Students will build on the skills that they have obtained in the MYP Theater Arts Academy and/ or other Drama classes and theatrical experiences to broaden their foundational skills both onstage and off. Students will investigate published plays, their own original work, theatre traditions and practices and theatre theory through the lens of the creator, designer, director, performer, and spectator. Moreover, students will leave this two-year program with the understanding of what it takes to be an internationally minded theatre maker. Performances and field trips are required. For non- DP students must have successfully completed the DP Theatre Arts Year 1 class with a C or higher and be signed off by Ms. Stone. Fine Arts Course: IB SL Visual Arts I Course Number: 977301A Grade Level: 11 Description: Theory and practice in visual arts are dynamic and everchanging, and connect many areas of study and human experience through individual and collaborative production and interpretation. This course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts. Students at HL have the opportunity to develop ideas and skills, and to produce a larger body of work, or work of greater depth. Students are assessed both externally and internally. Fine Arts Course: IB SL Visual Arts II Course Number: 977401A Grade Level: 12 Description: Theory and practice in visual arts are dynamic and everchanging, and connect many areas of study and human experience through individual and collaborative production and interpretation. This course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts. Students at HL have the opportunity to develop ideas and skills, and to produce a larger body of work, or work of greater depth. Students are assessed both externally and internally. Fine Arts Course: Mixed Chorus I- Beg. Course Number: 956101R Grade Level: 11, 12 Description: This course is the entry-level course for male and female students desirous on learning proper vocal techniques. Basic music training will also be given in rhythm, pitch, sight-singing, and solfege. No previous experience required. Fine Arts Course: Mixed Chorus II- Adv. Course Number: 966101R Grade Level: 11, 12 36

Description: Advanced Mixed Chorus 1 and 2 are for students to expand their choral experience. Advanced chorus concentrates on the fundamentals of sight-reading (both rhythmic and melodic), breathing and vocal exercises and emphasizes performance preparation and public performance. These levels deal with interpretation and presentation adhering to a number of different musical styles. The chorus features movement along with choral performance, uses a variety of music for mass appeal, and creates a vehicle for choral expression. The choir participates in many activities and trips including concerts and assemblies. Reflection and self-assessment are used to improve future performances. Fine Arts Course: Modern Band Course Number: 960101R Grade Level: 11, 12 Description: Course Description: Modern Band is modeled after the Little Kids Rock band curriculum. Students learn to perform, improvise and compose using the popular styles that they know and love including rock, pop, reggae, hip hop, R & B and other modern styles. Students in Modern Band classes will learn guitar, bass, keyboard, drums, vocals, technology, and computers related to performance and song composition. If students play other instruments besides the ones listed, they can bring them and the music will be adapted to fit that instrument. Students will participate in performances throughout the school year. This course satisfies one music credit or one elective credit. If students wish, they may bring guitar picks, drumsticks, their own guitar and/or other accessories, but they are responsible for their own equipment. Fine Arts Course: Piano I- Beginning Course Number: 941101R Grade Level: 11, 12 Description: Beginning Piano class focuses on Piano basics such as music theory, piano techniques, ear-training and sight-reading skills. The students also focus on chords in popular music. Fine Arts Course: Piano II- Advanced Course Number: 969101R Grade Level: 11, 12 Description: Advanced Piano classes build upon the basics and develop students on more advanced piano techniques, music theory, and electronic studio recording and composition. Accompaniment and performance opportunities are required. Field trips that focus on various music careers that utilize piano training are a part of the advanced classes. Fine Arts Course: Studio Draw and Paint Course Number: 921101R Grade Level: 11, 12 Description: Studio Drawing and Painting is focuses on drawing from observation and developing a personal creative style. Advanced experiences in this class include drawing in pencil, charcoal, pastel, watercolor and acrylic painting.

Mathematics

All high school Math graduation requirements are aligned to the Common Core State Standards and supported with guidance and instructional resources found in the CPS Math Content Framework. Throughout all math courses, students should be given regular opportunities to engage in the Standards for Mathematical Practice below.

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Through adequately addressing both the content and practices outlined by the Common Core, students will be speaking and writing about math on a regular basis. Students will be presented with thoughtful questions requiring them to consider multiple solution methods and will be engaged in problems that require a deep level of conceptual understanding to solve. They will be supported in developing strategies to make sense of complex tasks and persevere in solving them. Procedural fluency will be developed within non-routine tasks rather than as isolated skills allowing students to make connections within and between mathematical concepts.

Mathematics Course: A.P. Calculus AB Course Number: 471101A Grade Level: 12 Description: AP Calculus is a college-level course. The pre-requisite is College Algebra (Precalculus)/Analytical Geometry. Students must take the AP test in the Spring, which may earn them college credit. The Calculus AB course covers the content of one to two semesters of college calculus, focusing on limits, the rate of change (derivative) of functions with applications, and the integral as area under the curve or a measure of accumulated change. Students must pay A.P. course fee and complete A.P. exam in May. Mathematics Course: A.P. Statistics Course Number: Grade Level: 12 Description: AP Statistics is a college-level course. The pre-requisite is Algebra 2. Students must take the AP test in the Spring, which may earn them college credit. The AP Statistics course covers the content of one semesters of college statistics, focusing on probability, analysis of measures of central tendency and spread for sets of data, and the comparison of sets of data. Students must pay A.P. course fee and complete A.P. exam in May.

Mathematics Course: Adv. Algebra with Trig. Course Number: 435101R/H Grade Level: 10, 11 Description: This is a third year required math class. This course is designed to prepare students for success in advanced mathematics courses. They will build on the skills developed in Algebra I so as to become proficient problem solvers. The behavior of major families of functions will be investigated through the use of graphing calculators, especially to understand how changing parameters change the characteristics of the curve. Students will apply trigonometry to solve problems. Students will also synthesize content from Algebra I and Geometry. Mathematics Course: Algebra Course Number: 413301R/H Grade Level: 9 Description: Algebra is the first required math course. All freshmen take Algebra I unless they received credit in 8th grade. This course is designed to reinforce a knowledge and sense of numbers modeling real-life situations. Students will explore functions and systems of equations and inequalities. They will use technology to assist in problem solving. They will learn to communicate mathematically and improve problem-solving skills. This course also introduces content from geometry, trigonometry, and data analysis. Mathematics Course: C.C.C. Transitional Math Course Number: 458201R Grade Level: 12 Description: Mathematical Literacy for College Students is designed to enable students to develop conceptual understanding and problem solving competence as preparation for quantitative and statistical reasoning level math. This course integrates numeracy; proportional, algebraic & statistical reasoning; functions and modeling and focuses on developing mathematical maturity through problem solving, critical thinking, data analysis, and the writing and communications of mathematics. Students will develop conceptual and procedural tools that support the use of key mathematical concepts in a variety of contexts. Emphasis is placed on modeling and problem solving, with techniques and manipulations covered in context. Throughout the course, Math success content will be integrated with mathematical topics. Credit earned does not count toward any degree, nor does it transfer. Mathematics Course: College Alg.(Pre-Calculus) Course Number: 458101R/H Grade Level: 11, 12 Description: In College Algebra, students will study advanced concepts in preparation for Calculus and/or other college level mathematics courses. Students should leave the course fluent in the manipulation of complex equations, understanding of mathematical relationships, and the ability to communicate and justify their thinking. All students should regularly be engaged in the Standards for Mathematical Practice as defined by the Common Core. Mathematical content should be addressed through the study of big ideas allowing students to see the connections between multiple concepts. The mathematical content of Pre-Calculus includes Operations with Complex Numbers, Vectors and

Matrices, Inverse Functions, Composition of Functions, Trigonometric Functions and Identities, and Probability. Students who intend to take AP Calculus must take this course first, which means taking this class your junior year. Mathematics Course: Dual Credit Math 118 Course Number: 475211A Grade Level: 11, 12 Description: Focuses on mathematical reasoning and solving real life problems, rather than on routine skills and appreciation. A maximum of four of the following topics is studied in depth: geometry, counting techniques and probability, graph theory, logic, game theory, linear programming and statistics. The use of calculators and computers is strongly encouraged. Writing assignments, as appropriate to the discipline, are part of the course. Mathematics Course: Dual Credit Math 143 Course Number: 468211A Grade Level: 11, 12 Description: Pre-calculus emphasizes the notion of a function as a unifying concept for the topics of college algebra and an extension of the topics of trigonometry. The following families of functions and their characteristics are examined within this course: polynomial functions; rational functions; exponential and logarithmic functions; and trigonometric functions. Writing assignments, as appropriate to the discipline, are part of the course. Applications involving problem-solving skills will be emphasized throughout the course. Students the Course is Expected to Serve: This course is intended for students who plan to major in mathematics, engineering, or science. Mathematics Course: Financial Algebra Course Number: 494201R Grade Level: 11, 12 Description: Mathematics plays a fundamental role in today’s world, including in our complex financial environment. Using practical business problems and real-world personal financial issues, this course will explore areas of mathematics that help us understand, predict, and control our personal financial world. Topics such as investments, the stock market, business start-ups, banking, credit cards, insurance, income taxes, home buying, and budgeting are the framework in which students will explore and master mathematical concepts and skills such as data analysis; fitting data to equations; linear, quadratic, exponential, and piecewise models; interest formulas(simple, compound, and continuous); and present and future value. Interested student should have a "C" or better final grade for Adv. Algebra w/Trigonometry Mathematics Course: Geometry Course Number: 434101R/H Grade Level: 9, 10 Description: Geometry is a required math course that is designed to provide students with a strong foundation in Euclidean Geometry, the study of figures in a flat plane. Students will prove and apply properties of plane figures, particularly the properties of lines and angles as they apply to triangles, quadrilaterals, circles, and corresponding three dimensional solids. Students will develop their deductive reasoning skills. Students will connect algebra to the study of geometric objects in the coordinate plane. Students will

also begin to develop trigonometry as a tool for determining information about triangles by applying similarity. Mathematics Course: IB MYP Adv. Alg 2 Course Number: 435111H Grade Level: 10 Description: This is a required math class for MYP students who took Geometry in their freshman year. This course is designed to prepare students for success in advanced mathematics courses. They will build on the skills developed in Algebra I so as to become proficient problem solvers. The behavior of major families of functions will be investigated through the use of graphing calculators, especially to understand how changing parameters change the characteristics of the curve. Students will apply trigonometry to solve problems. Students will also synthesize content from Algebra I and Geometry. Mathematics Course: IB MYP Algebra Course Number: 433401H Grade Level: 9 Description: The International Baccalaureate Middle Years Programme (MYP) is a philosophy of teaching and an approach to instruction. Students in the MYP explore significant content, develop skills, and deepen conceptual understanding through their engagement with global contexts. Teachers will plan using the MYP objectives and assess using the MYP criteria. In Algebra I, students begin to study number properties more generally and become fluent at manipulating symbols with multiple step methods. All students should regularly be engaged in the Standards for Mathematical Practice as defined by the Common Core. Mathematical content should be addressed through the study of big ideas allowing students to see the connections between multiple concepts. The mathematical content of Algebra I includes Properties of Rational and Irrational Numbers, Creating and Interpreting Expressions and Equations, Linear Equations and Inequalities, including Linear Systems, Solving Quadratic Equations using Multiple Methods, Interpreting and Building Functions using Proper Function Notation, and Summarizing, Representing, and Interpreting Data. Mathematics Course: IB MYP Geometry Course Number: 434401H Grade Level: 9, 10 Description: The International Baccalaureate Middle Years Programme (MYP) is a philosophy of teaching and an approach to instruction. Students in the MYP explore significant content, develop skills, and deepen conceptual understanding through their engagement with global contexts. Teachers will plan using the MYP objectives and assess using the MYP criteria. In Geometry, students will reason inductively to construct geometric patterns, discover geometric relationships and formulate conjectures. Students will reason deductively to construct logical arguments and proofs using appropriate terminology. All students should regularly be engaged in the Standards for Mathematical Practice as defined by the Common Core. Mathematical content should be addressed through the study of big ideas allowing students to see the connections between multiple concepts. The mathematical content of Geometry includes Similarity and Congruence, Transformational Geometry, Right Triangles, Geometric Constructions and Proofs, Measurement and Dimension, Modeling, Coordinate Geometry, and Circles. 41

Mathematics Course: IB SL Math Calculus II Course Number: 473401A Grade Level: 12 Description: The IB DP mathematics standard level (SL) course focuses on introducing important mathematical concepts through the development of mathematical techniques at a more challenging level than that of Math Studies. The written exam focuses on six large themes over two years: Algebra, Functions, Trigonometry, Vectors, Statistics, and Calculus. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. In addition to the written examinations, students will write a paper called the mathematical exploration or internal assessment, worth 20% of their final mathematics grade toward the IB Diploma, on a mathematical topic of their own interest commensurate with the content and level of rigor of the course. The internally assessed exploration offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. Mathematics Course: IB SL Math Studies II Course Number: 473201A Grade Level: 12 Description: This course focuses on important interconnected mathematical topics. The syllabus focuses on: placing emphasis on student understanding of fundamental concepts; giving greater emphasis to developing students’ mathematical reasoning; critical thinking; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively. There is an emphasis on applications of mathematics and statistical techniques. The course includes project work, a feature unique to mathematical studies SL. Each student completes a project based on their own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. The topics covered throughout the two-year course include: Numbers and algebra, Descriptive statistics, Logic, sets and probability, Statistical application, Geometry and trigonometry, Mathematical models, and Introduction to different calculus Mathematics Course: IB SL Mathematics Application and Interpretation Course Number: Grade Level: 11 Description: This is a new Diploma Programme mathematics course replacing IB Math Studies and IB Math SL as of the 2019-20 school year. Students may take the course and exams at the Standard Level or Higher Level.

Physical Education

The Chicago Public Schools Physical Education Program is designed to develop physically literate individuals who have the knowledge, skills and confidence for academic success and lifelong health. Physical Course: Adv. Strength/ Condi. Education Course Number: 994611R Grade Level: 12 Description: This course is designed to meet the individual needs of students who wish to physically improve their fitness level through specific efforts of training. Free weights, exercise machines and cross training activities will be incorporated. Proper technique, safety precautions and the proper application of the Principles of Training will be emphasized. Students will evaluate their level of fitness regularly and set goals to improve or maintain their fitness. A plan to achieve goals will be developed and implemented during this year long course. This course will be taught primarily in the fitness lab and outdoors when weather permits. There is no team sport play involved in this course. Physical Course: Aerobic Dance Fitness Education Course Number: 985101R Grade Level: 11, 12 Description: This course is for junior and senior students and will include five-week units of various types of movement concepts and aerobic dance, such as Zumba. This course includes aerobic workouts and standing work to increase joint mobility, efficient movement patterns, core strength, proper support for dance movement and development of upper/lower connectivity. This course is intended to increase fitness levels via dance type movement and lower body and core strength exercise. Physical Course: Aquatics I Education Course Number: 994701R Grade Level: 11 Description: This course is designed for students who wish to be introduced to the 4 different competitive swim strokes. Detailed knowledge, skills in pool safety and aquatics conditioning is expected in this course. This is a yearlong course which will provide for an expanded repertoire of aquatics skills and detailed knowledge of aquatic facility management and operation. In addition, students will evaluate their fitness levels, set goals, improve or maintain their level of wellness and incorporate aquatic activities into a wellness plan, which reflects a healthy lifestyle. The course will be limited to those demonstrating proficiency in swimming. This course will be broken up into 10 week units that will include outdoor cardio training and body weight training, swimming fundamentals, aquatic cardio, and team water sports. Physical Course: Aquatics II Education Course Number: 994711R Grade Level: 12 Description: This course is designed for students who wish to be introduced to the 4 different competitive swim strokes. Detailed knowledge, skills in pool safety and aquatics

conditioning is expected in this course. This is a yearlong course which will provide for an expanded repertoire of aquatics skills and detailed knowledge of aquatic facility management and operation. In addition, students will evaluate their fitness levels, set goals, improve or maintain their level of wellness and incorporate aquatic activities into a wellness plan, which reflects a healthy lifestyle. The course will be limited to those demonstrating proficiency in swimming. This course will be broken up into 10 week units that will include outdoor cardio training and body weight training, swimming fundamentals, aquatic cardio, and team water sports. Physical Course: IB MYP P.E. 1 Education Course Number: 992101R Grade Level: 9 Description: This course is for all Freshman students. It is designed to help students develop the necessary understanding and skills to enhance their performance in physical activities and their decisions regarding personal health and wellness. Students will develop skills for individual and team sports and participate in various physical activities designed to promote and develop lifelong health and skill related fitness. In addition, students will study the effects of health habits, illnesses, injuries and aging on the body systems. During the course, students will evaluate personal fitness levels and analyze the consequences of personal health choices. During this course the Sport Education model will be used for team sports. Students are required to pass this course to meet State mandated and District graduation requirements. These activities listed may be altered by the department according to resources and availability of facilities. No Free Play. Physical Course: IB MYP P.E. 2 Education Course Number: 992201R Grade Level: 10 Description: This course is for sophomore students and will include five-week units of physical activities and one ten-week session of driver education. During the course, students will participate in various types of physical activities and fitness training and will evaluate skill performance and levels of fitness. Students will record data, interpret the data, evaluate personal fitness levels, determine short-term fitness goals and design a plan to achieve identified goals. In addition, students will demonstrate proper safety procedures and appropriate game strategies necessary to achieve individual and group goals in a safe physical activity setting. During this course Teaching Games for Understanding Model (TGFU) and the Sport Education Model will be used for team sports instruction. Students are required to pass this course to meet State mandated and District graduation requirements. No Free Play. Physical Course: Intro Strength/ Cond. Education Course Number: 994601R Grade Level: 11 Description: This course is designed to meet the individual needs of students who wish to physically improve their fitness level through specific efforts of training. Free weights, exercise machines, agility training and cross training activities will be incorporated. Proper technique, safety precautions and the proper application of the Principles of Training will be emphasized. Students will set goals to improve or maintain their fitness. A plan to achieve goals will be developed and implemented during this year long course. This course will be taught primarily in the fitness lab and outdoors when weather permits. 44

There is no team sport play involved in this course. Physical Course: Junior Leaders Education Course Number: 986101H Grade Level: 11 Description: Junior Leaders is limited to those juniors who have applied by the designated date and have been accepted into the program. Applicants must have no lower than a C letter grade in the previous semester, have been recommended by faculty members and have demonstrated leadership qualities. This course is a two-year commitment as it is designed to prepare the student for Senior Leaders responsibilities the following year. This preparation is accomplished by developing the skills necessary for analyzing skill development, officiating of games, administering fitness and skill tests, assisting and leading students in safe class activity and aiding the teacher. Furthermore, the students will learn the methods and techniques of teaching physical education. In order to develop necessary skills, students will participate in a variety of activities, including individual and team sports, rhythm activities, swimming, recreational games and fitness activities. Students will analyze video of game play for the purpose of refining officiating skills. Students will demonstrate their learned skills on a continual basis throughout the course by completing tasks and assignments as directed by the teacher. In addition, students will evaluate their personal wellness, set goals and design a wellness plan which incorporates activities learned and reflects a healthy lifestyle. Physical Course: P. E. I w/ Health Education Course Number: 990101R Grade Level: 9 Description: This course is for all Freshman students. It is designed to help students develop the necessary understanding and skills to enhance their performance in physical activities and their decisions regarding personal health and wellness. Students will develop skills for individual and team sports and participate in various physical activities designed to promote and develop lifelong health and skill related fitness. In addition, students will study the effects of health habits, illnesses, injuries and aging on the body systems. During the course, students will evaluate personal fitness levels and analyze the consequences of personal health choices. During this course the Sport Education model will be used for team sports. Students are required to pass this course to meet State mandated and District graduation requirements. These activities listed may be altered by the department according to resources and availability of facilities. No Free Play. Physical Course: P. E. II w/ Drivers Ed. Education Course Number: 990201R Grade Level: 10 Description: This course is for sophomore students and will include five-week units of physical activities and one ten-week session of driver education. During the course, students will participate in various types of physical activities and fitness training and will evaluate skill performance and levels of fitness. Students will record data, interpret the data, evaluate personal fitness levels, determine short-term fitness goals and design a plan to achieve identified goals. In addition, students will demonstrate proper safety procedures and appropriate game strategies necessary to achieve individual and group goals in a safe physical activity setting. During this course Teaching Games for Understanding Model (TGFU) and the Sport Education Model will be used for team 45

sports instruction. Students are required to pass this course to meet State mandated and District graduation requirements. No Free Play. Physical Course: P. E. III (Team) Education Course Number: 990301R Grade Level: 11 Description: PE 3 continues the instruction, practice, and participation in a variety of lifetime sports and physical education activities. Introduction to step aerobics and the Nautilus Fitness Center as well as the development of a personal fitness plan will augment the fitness phase of the curriculum. Physical Course: P. E. IV (Individual) Education Course Number: 990401R Grade Level: 12 Description: Physical Education IV is an elective and includes a rotation in the Fitness Center. Students will develop skills for individual and team sports and participate in various physical activities designed to promote and develop lifelong health and skill related fitness. See Physical Education III. Physical Course: Senior Leaders Education Course Number: 986201H Grade Level: 12 Description: Senior Leaders is an extension of the Junior Leaders Program. This class fulfills the two-year commitment to the Physical Education Leaders Program. This is a yearlong course that will provide the student with an expanded application of physical education skills and leadership techniques. Students will choose to be assigned to physical education staff to assist with various classes within the physical education program consisting of freshman students or to be assigned to mentor and tutor special education students in physical activities. Students must maintain a 3.0 GPA and will demonstrate leadership qualities within the total school environment. In addition, a senior leadership PE uniform must be purchased for this class after successfully completing Junior Leadership. Physical Course: Wellness Walking I Education Course Number: 994911R Grade Level: 11 Description: This course is an introduction to the lifetime wellness activity of walking. It will provide students with an understanding of the importance that nutrition and exercise has on the pursuit of healthy living. Students will maintain logs of steps taken, distance, MVP time. Students will develop skills designed to promote and develop lifelong health related fitness. In addition, students will study the effects of health habits, illnesses, injuries and aging on the body systems. During the course, students will evaluate personal fitness levels and analyze the consequences of personal health choices. Physical Course: Wellness Walking II Education Course Number: 994811R Grade Level: 12 Description: This course is an extension of Wellness Walkin I. It will continue to provide students with an understanding of the importance that nutrition and exercise has

on the pursuit of healthy living. Students will maintain logs of steps taken, distance, MVP time. Students will develop skills designed to promote and develop lifelong health related fitness. In addition, students will study the effects of health habits, illnesses, injuries and aging on the body systems. During the course, students will evaluate personal fitness levels and analyze the consequences of personal health choices.

Science

All high school science courses are based on the Next Generation Science Standards (NGSS) and the CPS Science Content Framework. The Science and Engineering Practices and Cross Cutting Concepts of the NGSS provide common expectations across all courses about how students should be engaging in scientific inquiry, analysis, and communication. These Practices and Cross Cutting Concepts should be integrated into the major content of each core course as defined by the CPS Science Content Framework. It is expected that at the end of the each science course students will not only have learned the Big Ideas (as outlined in the CPS Science Content Framework) but also will have developed understandings about inquiry and the nature of science that connect to other science courses they will take.

Science Course: A.P. Chemistry Course Number: 374101A Grade Level: 12 Description: AP Chemistry is an in-depth study of Chemistry. The key concepts and related content that define the course and exam are organized around a few underlying principles called the big ideas, which encompass the core scientific principles, theories, and processes governing chemical systems. For each of the six big ideas, enduring understandings, which incorporate the core concepts that students should retain from the learning experiences are also identified. The course is designed with this curriculum framework as its foundation, it will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. Students must take Regular or Honors Chemistry before taking AP Chemistry. Students must pay A.P. course fee and take the AP test in the Spring, which may earn them college credit. See Mr. Laky for approval. Science Course: Biology Course Number: 332101R/H Grade Level: 9 Description: Biology is a standard introductory course into the scientific study of life and life processes that is designed for students who are developing their problem-solving and analytical skills. Students taking Biology will regularly experience hands-on, inquiry- based learning opportunities. Students will engage in the Science and Engineering Practices as outlined in A Framework for K-12 Science Education and the Next Generation Science Standards to learn about essential Big Ideas such as the structure, function and information processing, matter and energy in organisms, inheritance and variation of traits, natural selection, and evolution. Science Course: Chemistry Course Number: 334101R/H Grade Level: 10 Description: Chemistry is a standard introductory course into the scientific study of the properties of matter and the changes that matter undergoes during reactions that is designed for students who are developing their problem-solving and analytic skills. Students taking Chemistry will regularly experience hands-on, inquiry-based learning 48

opportunities. Students will engage in the Science and Engineering Practices as outlined in A Framework for K-12 Science Education and the Next Generation Science Standards to learn about essential Big Ideas such as structure and properties of matter and chemical reactions. Science Course: Earth & Space Science Course Number: 335101R/H Grade Level: 11, 12 Description: Earth and Space Science is a standard introductory course into the scientific study of earth’s lithosphere, hydrosphere, atmosphere, and celestial environment that is designed for students who are developing their problem-solving and analytical skills. Students taking Earth and Space Science will regularly experience hands-on, inquiry-based learning opportunities. Students will engage in the Science and Engineering Practices as outlined in A Framework for K-12 Science Education and the Next Generation Science Standards to learn about essential Big Ideas such as energy sources and resources, Earth’s place in the Universe, geosphere, and fluid sphere. Science Course: IB MYP Biology Course Number: 353101H Grade Level: 9 Description: Students taking Biology will regularly experience hands-on, inquiry- based learning opportunities. Students will engage in the Science and Engineering Practices as outlined in A Framework for K-12 Science Education and the Next Generation Science Standards to learn about essential Big Ideas such as the structure, function and information processing, matter and energy in organisms, inheritance and variation of traits, natural selection, and evolution. In an honors class, students will be expected to engage in more advanced problem solving and extend their learning to science projects outside of the classroom. Successful completion of Biology H will prepare students for future IB, honors, and AP coursework. Science Course: IB MYP Chemistry Course Number: 375101H Grade Level: 10 Description: Chemistry is a standard introductory course into the scientific study of the properties of matter and the changes that matter undergoes during reactions that is designed for students who are developing their problemsolving and analytic skills. Students taking Chemistry will regularly experience hands-on, inquiry-based learning opportunities. Students will engage in the Science and Engineering Practices as outlined in A Framework for K-12 Science Education and the Next Generation Science Standards to learn about essential Big Ideas such as structure and properties of matter and chemical reactions. In an honors class, students will be expected to engage in more advanced problem solving and extend their learning to science projects outside of the classroom. Successful completion of Chemistry H will prepare students for future IB, honors, and AP coursework. Science Course: IB SL Biology I Course Number: 351301A Grade Level: 11 Description: The biology course is organized by topics, SL students study six topics

and HL students study a further five, with some of these taking the first six topics to greater depth. In addition to this, students study two out of a choice of seven (at SL) or five (at HL) option topics. There are four basic biological concepts that run throughout: Structure and function; Universality versus diversity; Equilibrium within systems; and Evolution. These four concepts serve as themes that unify the various topics that make up the three sections of the course: the core, the additional higher level (AHL) material and the options Science Course: IB SL Biology II Course Number: 351401A Grade Level: 12 Description: The biology course is organized by topics, SL students study six topics and HL students study a further five, with some of these taking the first six topics to greater depth. In addition to this, students study two out of a choice of seven (at SL) or five (at HL) option topics. There are four basic biological concepts that run throughout: Structure and function; Universality versus diversity; Equilibrium within systems; and Evolution. These four concepts serve as themes that unify the various topics that make up the three sections of the course: the core, the additional higher level (AHL) material and the options. Science Course: IB SL Physics I Course Number: 363301A Grade Level: 11 Description: The IB physics course allows students to develop practical skills and techniques and to increase facility in the use of mathematics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavor and are important life-enhancing, transferable skills. While the skills and activities of IB Physics are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. Science Course: IB SL Physics II Course Number: 363401A Grade Level: 12 Description: The IB physics course allows students to develop practical skills and techniques and to increase facility in the use of mathematics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavor and are important life-enhancing, transferable skills. While the skills and activities of IB Physics are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. Science Course: Physics Course Number: 333101R/H Grade Level: 11 Description: Physics is the study of the way the universe works. Conceptual understanding of the subject will be emphasized. Although mathematical relationships

will be used, they will not be the focus of the course. The topics covered will include motion, forces, gravity, energy, and momentum. The course may also include a study of heat, fluids, waves, sound, light, optics, electricity, magnetism, and/or atomic structure. The study of physics is a valuable part of the general education of any student. Learning to examine the parts of a problem in order to find solution will be useful throughout a person’s life. Classroom activities will include laboratory experiment, classroom discussions/lectures, readings, and assessment activities.

Social Science

All high school social science courses adhere to the Social Science 3.0 Framework and the Common Core State Standards with an emphasis on teaching the social sciences through literacy-based skills that support reading, writing, speaking, and listening. The standards are designed to be relevant to the real world, reflecting the knowledge, skills, and rigor students need for success in college, career, and civic engagement. Social science instruction will provide students with the content knowledge and skill sets that enable them to ask and answer challenging questions, explore what it means to seek the common good, and develop essential literacy and communication skills. Students will learn how to access and apply social science content through a variety of complex texts that focus around the themes identified in the Social Science 3.0 Framework: Identity, Power, Conflict and Compromise, and Justice and Injustice. The service-learning requirement can be embedded into any Social Science (or other discipline) course.

Social Science Course: A.P. Euro History Course Number: 275101A Grade Level: 11, 12 Description: AP European History is the study of European history since 1450. It introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. Social Science Course: A.P. U.S. History Course Number: 276101A Grade Level: 10 Description: The AP U.S. History course and exam, emphasizing the development of thinking skills used by historians and aligning with contemporary scholarly perspectives on major issues in U.S. history. It is designed to encourage students to become apprentice historians who are able to use historical facts and evidence in the service of creating deeper conceptual understandings of critical developments in U.S. history. Historical thinking include: chronological reasoning, comparison and contextualization, crafting historical arguments from historical evidence, and historical interpretation and synthesis. Students must pay A.P. course fee and complete A.P. exam in May. Social Science Course: Civics Course Number: 213101R/H Grade Level: 11 Description: The class will emphasize major themes of in participatory civics, including democracy, elections, public policy, activism, service learning, and financial literacy Students will realize the opportunity civic engagement provides us to learn to advocate our rights of individuals, make and change law, voluntary participation in public life, and concern for the common good. Students will also develop a sense of perspective while being exposed to people who can serve as models of who to be, and not to be, what to be involved with and what to avoid which can serve as the basis of decision-making in 52

all our lives. Social Science Course: CollCred Social Science Course Number: 242211A Grade Level: 11, 12 Description: Exploration of the new world and its colonization; study of colonial life with emphasis on cultural heritage and the American Revolution; emergence of American nation traced through major trends and events in economic, political, cultural, social and intellectual affairs; includes past and present American cultural patterns. American history from the close of the Civil War to the present; political and economic developments, and social, intellectual and cultural changes. Definition and flowering of the classical civilizations of Eurasia, Africa, and the Americas. Emphasizes environment, cultural diffusion, and technology as shaping forces in world history; empires and trade links; the major religious systems to 1500 C.E. Effects of the military, scientific, industrial, and democratic revolutions on the balance of civilization after 1500 C.E. Topics include: the gunpower empires; the "Columbian exchange;" colonialism and the price revolution; capitalism and liberalism in global perspective; nationalism and dictatorship; the century of total war; the shifting world balance in the new millennium. Social Science Course: Economics Course Number: 239101R/H Grade Level: 11, 12 Description: Economics is a hands-on course that will incorporate the concepts of economics with sociological components to see the real impact of decisions that are made on the micro and macro levels. Simulations will be used often to make the concepts real to the students. The individual’s economic and financial goals will be highlighted in various investment and spending projects. The Stock Market Game is also part of what students will be engaging in. Social Science Course: IB HL History I Course Number: 277301A Grade Level: 11 Description: The Diploma Programme history course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past. The course provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. Social Science Course: IB HL History II Course Number: 277401A Grade Level: 12 Description: The Diploma Programme history course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past. The course provides both structure and

flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions Social Science Course: IB MYP Civics Course Number: 213121H Grade Level: 12 Description: The class will emphasize major themes of in participatory civics, including democracy, elections, public policy, activism, service learning, and financial literacy Students will realize the opportunity civic engagement provides us to learn to advocate our rights of individuals, make and change law, voluntary participation in public life, and concern for the common good. Students will also develop a sense of perspective while being exposed to people who can serve as models of who to be, and not to be, what to be involved with and what to avoid which can serve as the basis of decision-making in all our lives. Social Science Course: IB MYP U. S. History Course Number: 278201H Grade Level: 10 Description: This course examines the transitional points in American history beginning with the events leading to the American Revolution, the birth of our constitution, our many reform movements, Manifest Destiny, the Civil War and Reconstruction, the impact of the western frontier, the transformation of business and government, World War I, the Great Depression, World War II, the development of the United States as a world authority, the Cold War and the struggle of class, ethnic, racial, and gender equality. Additionally the course extends to the current day; Contemporary issues such as globalization, economic interdependence, terrorism, and world cultures. Social Science Course: IB MYP World Studies Course Number: 278101H Grade Level: 9, 11 Description: This course will focus student learning on the peoples, ideas, and forces that have shaped our world, and enable students to investigate their place in and capacity to act in an increasingly interdependent global society. It will allow students to appreciate the rich cultures that exist across the world. This course will advance through a combination of content knowledge, inquiry, and appropriate analytical skills in a literacy- rich fashion. These thematic investigations will include an emphasis on interdisciplinary social sciences and build understanding of cultural, institutional, economic, and technological patterns that, along with geography, have set the human stage. In an honors course, students will make thematic connections in a reading and writing intensive setting. Students will be expected to meet the standards with less scaffolding and more independent and collaborative practice. Increased complexity of texts, tasks, and responses will prepare honors students for advanced placement and college level coursework. Additionally, it will incorporate an extensive research project allowing students to interweave the content and skill sets they have work on throughout the year. Social Science Course: Law in Amer. Soc. I

Course Number: 280101R Grade Level: 11, 12 Description: Street Law is an elective course intended to provide students with the opportunity to study the legal, judicial, law enforcement, and corrections systems of the United States. The class will focus on constitutional law, general legal principles, and the laws and procedures derived from them. We will study constitutional law, civil and criminal laws, court procedures and civil rights. Social Science Course: Psychology Course Number: 207101R/H Grade Level: 11, 12 Description: Psychology is the study of the human mind. In this course, we will learn why people think and feel the way they do. Did you know that people can function with parts of their brains missing? Have you ever asked yourself why you sometimes “lose” things you’re already holding in your hand, or how optical illusions work? Have you ever wondered why young children can’t seem to understand certain things, even when they seem simple? Maybe you’ve asked yourself why adults don’t seem to understand you, or why teenagers are always so sleepy and moody. Perhaps you’ve wondered why you can remember song lyrics, but not the name of the person who sits next to you in class. You may have wondered what psychological disorders are, and how they can be treated and cured. In this class, we will address all of those questions, and many more. You will learn a lot about people, but most of all, you will learn about yourself. Social Science Course: Senior Seminar Course Number: 013281R Grade Level: 12 Description: Senior Seminar focuses on post secondary education, and students will explore, plan, and prepare for life after high school. Planning and applying to colleges and post secondary schools will be the primary goal of the first semester. Students will participate in every phase of college preparation and planning—researching and matching with colleges, writing personal statements, submitting applications and financial aid forms, applying for scholarships and exploring careers and other post-secondary options. During the second semester, students will strengthen and develop post-secondary life skills with units and activities regarding campus life, college issues, financial education and career preparation. All graduating seniors at Kennedy High School are required to apply for financial aid, three colleges, and at least one scholarship. This class is intended to support students in achieving those goals and developing a better understanding of their post-secondary options. Social Science Course: Sociology Course Number: 299101R/H Grade Level: 11, 12 Description: Sociology is a social science and assists in the understanding of the scientific method as applied to social groups. Sociology is the study of scientific social structure, the patterned interaction of people in social relationships. Sociology enables you to see a connection with the social forces around you and your life. Rather than looking for just the psychological roots, sociology teaches students to look for social causes as to why events have occurred around them in society.

Social Science Course: U.S. History Course Number: 236101R/H Grade Level: 10 Description: This course examines the transitional points in American history beginning with the events leading to the American Revolution, the birth of our constitution, our many reform movements, Manifest Destiny, the Civil War and Reconstruction, the impact of the western frontier, the transformation of business and government, World War I, the Great Depression, World War II, the development of the United States as a world authority, the Cold War and the struggle of class, ethnic, racial, and gender equality. Additionally the course extends to the current day; Contemporary issues such as globalization, economic interdependence, terrorism, and world cultures. Social Science Course: World Studies Course Number: 231101R/H Grade Level: 9, 11 Description: In this course, students will learn about current events affecting people throughout the world and their relationship to historical events. Students will learn about different cultures, practices, beliefs and religions. Different types of governments, policies and economies will be examined. As students learn material in this class they should have ample opportunity to develop study skills, literacy and writing skills, and the ability to express themselves in speech and writing, as well as working collaboratively with others.

World Language

The World Language program provides varied language learning opportunities and resources to all CPS students so they can become proficient in one (or more) language other than English. The World Language program is consistent with the current district priorities and its vision of promoting multilingualism, biliteracy and inter-cultural flexibility as key contributors to students’ academic success, preparation for higher education, careers and participation in the global community. The World Language program also supports the expectations set forth for students by the Common Core Standards and focuses on the development of the students’ abilities to think critically, reason, communicate effectively and solve problems that arise in everyday life, society and the workplace, so that they are equipped with the dispositions and the capacity to act on issues requiring global competencies.

World Course: A.P. Spanish Language Language Course Number: 578101A Grade Level: 11, 12 Description: This course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication. The course focuses on the integration of authentic resources including online print, audio, and audiovisual resources, as well as traditional print resources that include literature, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience. Students communicate using rich, advanced vocabulary and linguistic structures as they build proficiency in all modes of communication toward the pre-advanced level. Students must pay A.P. course fee and complete A.P. exam in May. World Course: A.P. Spanish Literature Language Course Number: 579101A Grade Level: 11, 12 Description: This course is designed to introduce students to the formal study of a representative body of literature, written in Spanish, from Spain, Latin America and the United States. The course will be conducted completely in Spanish. The course provides students with ongoing and varied opportunities to develop proficiency in Spanish across a full range of skills, with emphasis on critical reading and analytical writing. It also encourages students to reflect on the many voices and cultures included in a rich and diverse body of literature written in Spanish. Students must pay A.P. course fee and complete A.P. exam in May. World Course: IB HL Spanish B I Language Course Number: 568101A Grade Level: 11 Description: This is a language acquisition course for students with some previous experience of learning the language. While studying the language, students also explore the culture(s) connected with it. Higher and standard levels are differentiated by the depth of syllabus coverage, the required study or literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. The course is organized into themes. Three core themes are required: communication and media, global issues, and social relationships. In addition, teachers select two more themes from five options provided. 57

Finally, two works of literature are studied at HL only. World Course: IB HL Spanish B II Language Course Number: 568201A Grade Level: 12 Description: This is a language acquisition course for students with some previous experience of learning the language. While studying the language, students also explore the culture(s) connected with it. Higher and standard levels are differentiated by the depth of syllabus coverage, the required study or literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria. The course is organized into themes. Three core themes are required: communication and media, global issues, and social relationships. In addition, teachers select two more themes from five options provided. Finally, two works of literature are studied at HL only. World Course: IB MYP Mandarin I Language Course Number: 569101H Grade Level: 9 Description: The International Baccalaureate Middle Years Programme (MYP) is a philosophy of teaching and an approach to instruction. Students in the MYP explore significant content, develop skills, and deepen conceptual understanding through their engagement with global contexts. Teachers will plan using the MYP objectives and assess using the MYP criteria. This course is an accelerated version of Mandarin I as an introductory course designed to introduce students to the practical mastery of basic skills and proficiency in listening, speaking, reading and writing skills. It is also designed for students to gain an appreciation, knowledge and sensitivity to the Chinese culture. World Course: IB MYP Spanish Heritage I Language Course Number: 548121H Grade Level: 9 Description: This course is for Spanish speakers who have a basic understanding of Spanish but are not necessarily wellversed in reading or writing the language. It is a content-based, student-centered language arts and literary program. Students will work on basic grammar structures, vocabulary, writing and conversational skills and will explore the cultures of the Spanish-speaking world in an effort to gain a functional knowledge of the target language and culture/s. Students must take a placement exam before they enroll in course. World Course: IB MYP Spanish Heritage II Language Course Number: 548221H Grade Level: 10 Description: This course is for Spanish speakers who are able to speak, read and write Spanish at the basic to intermediate level. The focus is on intermediate grammar structures, vocabulary expansion and written compositions. Spanish II for Heritage Speakers provides students the opportunity to expand their global awareness as they discuss and compare the cultures, dialects, values and histories of the Spanish speaking regions of the Americas and Spain. Students will continue to work with literary texts and will continue to explore the cultures of the Spanish-speaking world. The course also emphasizes grammar and appropriateness. World Course: IB MYP Spanish I 58

Language Course Number: 558101H Grade Level: 9 Description: This course is an accelerated version of Spanish I. In this course, effective communication and confidence using the Spanish language is emphasized. The course objectives are for students to be able to converse utilizing the present and future tenses, to possess a broad basic vocabulary, and to interact with some fundamental components of the Hispanic culture. Students practice speaking Spanish in every class, take regular written and oral examinations and develop projects on local and international Spanish speaking communities. World Course: IB MYP Spanish II Language Course Number: 558201H Grade Level: 10 Description: This course is an accelerated version of Spanish II. In this course students expand the skills demonstrated in the first year of study with mastery of more sophisticated conversation skills, grammar, and vocabulary, as well as increased writing and reading practice. Students continue to expand their knowledge of the culture and of the traditions of Spanish-speaking countries. World Course: Polish I Language Course Number: 556101R/H Grade Level: 9 Description: Course designs basic language skills, within the context of the Polish culture. Content includes pronunciation, vocabulary, grammar, reading, listening, comprehension and oral and written communication. No prior knowledge of the language is required. World Course: Polish II Language Course Number: 556201R/H Grade Level: 10 Description: Course continues to develop the basic skills introduced in Polish I. Content includes expanding of polish grammar and culture through practice in reading, listening, writing and speaking the language. Students learn how to engage in discourse for informative or social purposes, write expressions or passages that show understanding of sentence construction, the rules of grammar, and comprehend the language when spoken slowly. Students also explore customs, history, and art forms to deepen their understanding of the culture(s). World Course: Polish III Language Course Number: 556301R/H Grade Level: 11 Description: Course continues to develop the basic skills introduced in Polish II. Content includes expanding of polish grammar and culture through practice in reading, listening, writing and speaking the language. Students learn how to engage in discourse for informative or social purposes, write expressions or passages that show understanding of sentence construction, the rules of grammar, and comprehend the language when spoken slowly. Students also explore customs, history, and art forms to deepen their understanding of the culture(s).

World Course: Spanish I Language Course Number: 558101R/H Grade Level: 9 Description: This course is designed to introduce non-native Spanish speaking students to basic functional proficiency in Spanish with an emphasis on vocabulary development. Students will learn basic conversational topics, such as greetings and farewells, making descriptions of yourself and others, finding out information, talking about one’s family, ordering food, identifying personal belongings, identifying public buildings and places, making plans, making purchases, etc. Students will also increase their cultural awareness of the Spanish speaking countries and of those who speak Spanish. The course enhances four skills: listening, speaking, reading and writing. The emphasis is on student-student and student-teacher interactions to stimulate real-world situations. World Course: Spanish II Language Course Number: 558201R/H Grade Level: 10 Description: In this course you will be emerged in an extensive Spanish vocabulary and grammar experience. This intermediate course is designed to introduce students to more advanced grammar structures in Spanish with an emphasis on sentence structure and verb tenses. It continues to enhance and further develop the four basic skills: listening, speaking, reading and writing. Students will be able to speak and write in the present tense, past tense, and future tense plus the use of high frequency irregular verbs. Students will be able to read long passages and write paragraphs and short essays. The course focuses on the communicative-based approach that emphasizes fluency. As a result, students will engage in oral skits that model common real-life situations. World Course: Spanish Speakers I Language Course Number: 548101R/H Grade Level: 9 Description: This course is for Spanish speakers who have a basic understanding of Spanish but are not necessarily wellversed in reading or writing the language. It is a content-based, student-centered language arts and literary program. Students will work on basic grammar structures, vocabulary, writing and conversational skills and will explore the cultures of the Spanish-speaking world in an effort to gain a functional knowledge of the target language and culture/s. Students must take a placement exam before they enroll in course. World Course: Spanish Speakers II Language Course Number: 548201R/H Grade Level: 10 Description: This course is for Spanish speakers who are able to speak, read and write Spanish at the basic to intermediate level. The focus is on intermediate grammar structures, vocabulary expansion and written compositions. Spanish II for Heritage Speakers provides students the opportunity to expand their global awareness as they discuss and compare the cultures, dialects, values and histories of the Spanish speaking regions of the Americas and Spain. Students will continue to work with literary texts and will continue to explore the cultures of the Spanish-speaking world. The course also emphasizes grammar and appropriateness.

Appendix

Course Name Department Course Number Grade Level

2 Per E.S.L. 1 English 185101R All 2 Per E.S.L. 2 English 185201R All A.P. Calculus AB Mathematics 471101A 12 A.P. Chemistry Science 374101A 12 A.P. English Language English 175101A 11, 12 A.P. English Literature English 170101A 11, 12 A.P. Euro History Social Science 275101A 11, 12 A.P. Spanish Language World Language 578101A 11, 12 A.P. Spanish Literature World Language 579101A 11, 12 A.P. Statistics Mathematics 12 A.P. Studio Art Fine Arts 916101A 11, 12 A.P. U.S. History Social Science 276101A 10 Adv. Algebra with Trig. Mathematics 435101R/H 10, 11 Adv. Strength/ Condi. Physical Education 994611R 12 Advanced Art Lab 1 Fine Arts 918201H 11, 12 Aerobic Dance Fitness Physical Education 985101R 11, 12 Algebra Mathematics 413301R/H 9 Aquatics I Physical Education 994701R 11 Aquatics II Physical Education 994711R 12 Argument. Lit. (Debate) English 131801H 11, 12 Art I Fine Arts 915101R 11, 12 Art II Fine Arts 915201R 11, 12 Art Lab (Cluster) Fine Arts 918101R All Biology Science 332101R/H 9 C.C.C. Transitional Math Mathematics 458201R 12 Chemistry Science 334101R/H 10 Civics Social Science 213101R/H 11 CollCred Social Science Social Science 242211A 11, 12 College Alg.(Pre-Calculus) Mathematics 458101R/H 11, 12 Communication III English 167301R All Composition I English 189311R/H 9 Composition II English 189321R/H 10 Composition III English 189331R/H 11 Culture Through Movement I: Fine Arts 902101R 11 Culture Through Movement II Fine Arts 920101R 12 Digital Media I Careers to Education 693101R 10 Digital Media II Careers to Education 692101H 11

Digital Media III Careers to Education 692201H 12 Dual Credit Business 111 Careers to Education 493211A 11, 12 Dual Credit Business 269 Careers to Education 493212A 11, 12 Dual Credit English 101 English 184511A 11, 12 Dual Credit English 102 English 184612A 11, 12 Dual Credit Math 118 Mathematics 475211A 11, 12 Dual Credit Math 143 Mathematics 468211A 11, 12 E. S. L. 3 English 186301R All E.L.L. 1 English 167101R All E.L.L. 2 English 167301R All Earth & Space Science Science 335101R/H 11, 12 Economics Social Science 239101R/H 11, 12 Electronic Music Fine Arts 964101R 11, 12 English I English 184101R/H 9 English II English 184201R/H 10 English III English 184301R/H 11 English IV English 184401R/H 12 Ethics and Professional Skills I Careers to Education 256101A 11 Exploring Computer Science Careers to Education 668201R/H 11, 12 Financial Algebra Mathematics 494201R 11, 12 General Music Fine Arts 955101R 11, 12 Geometry Mathematics 434101R/H 9, 10 Guitar I- Beginning Fine Arts 971101R 11, 12 Guitar II- Intermediate Fine Arts 971201R 11, 12 Humanities English 196201H 12 IB HL English A I English 180111A 11 IB HL English A II English 180211A 12 IB HL History I Social Science 277301A 11 IB HL History II Social Science 277401A 12 IB HL Spanish B I World Language 568101A 11 IB HL Spanish B II World Language 568201A 12 IB MYP Adv. Alg 2 Mathematics 435111H 10 IB MYP Algebra Mathematics 433401H 9 IB MYP Art I Fine Arts 977101H 9 IB MYP Biology Science 353101H 9 IB MYP Chemistry Science 375101H 10 IB MYP Civics Social Science 213121H 12 IB MYP English I English 178101H 9 IB MYP English II English 178201H 10 IB MYP Geometry Mathematics 434401H 9, 10 IB MYP Mandarin I World Language 569101H 9

IB MYP P.E. 1 Physical Education 992101R 9 IB MYP P.E. 2 Physical Education 992201R 10 IB MYP Spanish Heritage I World Language 548121H 9 IB MYP Spanish Heritage II World Language 548221H 10 IB MYP Spanish I World Language 568101H 9 IB MYP Spanish II World Language 568201H 10 IB MYP Theatre Arts I Fine Arts 983111R 10 IB MYP U. S. History Social Science 278201H 10 IB MYP World Studies Social Science 278101H 9, 11 IB SL Biology I Science 351301A 11 IB SL Biology II Science 351401A 12 IB SL Math Calculus II Mathematics 473401A 12 IB SL Math Studies II Mathematics 473201A 12 IB SL Mathematics Application and Mathematics 11 Interpretation IB SL Physics I Science 363301A 11 IB SL Physics II Science 363401A 12 IB SL Theatre Arts I Fine Arts 978301A 11 IB SL Theatre Arts II Fine Arts 978401A 12 IB SL Visual Arts I Fine Arts 977301A 11 IB SL Visual Arts II Fine Arts 977401A 12 IB Theory of Know. I English 255101A 11 IB Theory of Know. II English 255201A 12 Intro Strength/ Cond. Physical Education 994601R 11 Journalism English 156101R 11, 12 Junior Leaders Physical Education 986101H 11 Law in Amer. Soc. I Social Science 280101R 11, 12 Mixed Chorus I- Beg. Fine Arts 956101R 11, 12 Mixed Chorus II- Adv. Fine Arts 966101R 11, 12 Modern Band Fine Arts 960101R 11, 12 Occup. Related I- V Careers to Education 870101R- All 870501R P. E. I w/ Health Physical Education 990101R 9 P. E. II w/ Drivers Ed. Physical Education 990201R 10 P. E. III (Team) Physical Education 990301R 11 P. E. IV (Individual) Physical Education 990401R 12 Physics Science 333101R/H 11 Piano I- Beginning Fine Arts 941101R 11, 12 Piano II- Advanced Fine Arts 969101R 11, 12 Polish I World Language 556101R/H 9 Polish II World Language 556201R/H 10 Polish III World Language 556301R/H 11 63

Psychology Social Science 207101R/H 11, 12 Senior Leaders Physical Education 986201H 12 Senior Seminar Social Science 013281R 12 Sociology Social Science 299101R/H 11, 12 Spanish I World Language 558101R/H 9 Spanish II World Language 558201R/H 10 Spanish Speakers I World Language 548101R/H 9 Spanish Speakers II World Language 548201R/H 10 Studio Draw and Paint Fine Arts 921101R 11, 12 U.S. History Social Science 236101R/H 10 Wellness Walking I Physical Education 994911R 11 Wellness Walking II Physical Education 994811R 12 World Studies Social Science 231101R/H 9, 11

Most course descriptions were provided by the Teacher Course Teams at John F. Kennedy High School. Missing course descriptions and subject introductions were provided by the Chicago Public School High School Course Catalog which was revised on January 11, 2019 (https://sites.google.com/a/cps.edu/kc/curriculum/sy2014-2015-high-school-course-catalog)