SOUTH EUGENE HIGH SCHOOL CURRICULUM GUIDE 2020-2021
400 EAST 19TH AVENUE EUGENE, OREGON 97401 541-790-8000 https://sehs.4j.lane.edu SCHEDULING CLASSES AT SOUTH
To optimize your chances of getting the schedule you prefer, here are several essential steps to take in order to increase your odds for that perfect schedule. This information will help you follow South’s scheduling process.
1. Forecasting: Forecasting for next year’s courses is, by far, the most important step in scheduling. Each year, students review their transcripts, identify the courses they need to fulfill graduation requirements, and request their course preferences. During forecasting, students choose and formally indicate their course choices for the following year. South uses student forecasted requests to determine the number of sections we will offer and to build the Master Schedule. It is critical that students carefully review their transcripts, accurately request courses in StudentVUE, and commit to taking the courses for which they forecast. Students should be aware that they are not guaranteed their first choices for some classes and should list alternates, as available, when forecasting.
We require that all 9th and 10th-Grade students are enrolled in a full schedule—a minimum of five classes per term. Ninth and 10th grade students must forecast to meet this requirement (7.5 credits per year).
2. Review Assigned Courses in Late Spring: In June, students will receive a list of classes they can expect to be enrolled in the following year. There is no guarantee of a particular schedule or particular teachers, but students will know the courses they can expect for the next school year.
3. Review Class Schedule in Late Summer: Before classes begin, students should review their yearlong class schedule when schedules become available in StudentVUE. South will offer a specific time for students to correct errors on their schedules. This is NOT an opportunity to switch from one course or teacher to another. We expect students to take the classes they requested through forecasting. We are generally unable to honor requests for schedule changes other than those that correct errors.
4. Dropping Courses and Incomplete Courses: If there are extenuating circumstances requiring a schedule change, students are expected to meet with a counselor, case manager, or administrator to explore options and initiate the withdrawal process. Students who stop attending before this process is complete will be marked as absent-unexcused. Students enrolled at the beginning of the term may be granted permission to withdraw from a course prior to the 16th day of classes for a particular term. There will be no penalty for withdrawal, and the course will not appear on the student’s transcript. For withdrawals on Day 16 of the term or later, students will be given a grade of WD or WF, and no credit will be awarded. However, the course and mark will appear on the student’s transcript. If the student is failing at the time of withdrawal, a WF must be given and counted toward the GPA. If passing at the time of withdrawal, student is given a WD which is not counted in the GPA.
Students may add new classes, as available, through the end of the 5th day of the trimester. After Day 5, no new classes may be added.
5. Repeating Courses for a Better Grade A student who receives a grade of F, WF, NP, P, WD, or D may petition to retake the identical course. Student’s ability to enroll in a course is limited by availability and class size. Once the repeated course is completed and the final grade is posted, the course with the lower grade will be flagged so that it will not count toward credits earned, nor will it be calculated in the student’s GPA. Certain classes in Applied and Fine Arts, P.E., and Other Subject credit may be repeated for credit. Students should refer to the courses in the Curriculum Guide for specifics.
Please carefully read the information in this SEHS Curriculum Guide on courses, programs, graduation requirements, and post-high school options. This Curriculum Guide is an invaluable tool for helping you select courses that meet your graduation requirements, interests, and post-high school goals. Please note that on rare occasion, we are unable to offer a particular course due to other needs in the building. SEHS Curriculum Guide 2 20-2 21 CONTENTS
SEHS Graduation Re uirements ...... 4 Extended Application Options for Senior Year - Other Paths to Graduation ...... 6 Four-Year College Entrance Re uirements & Earning College Credit at High School ...... 7 CORE SUBJECTS English/Language Arts Courses ...... 8 World Language Courses ...... 13 Health and Physical Education Courses ...... 15 Mathematics Courses ...... 18 Science Courses ...... 22 Social Studies Courses ...... 27
THE ARTS CTE/APPLIED ARTS COURSES Career-Technical Education (CTE) Pathways ...... 29 Child Development, Education, and Training ...... 30 Culinary Arts ...... 31 Computer & Information Sciences ...... 32 Journalism/Media Arts ...... 34 Fine Arts ...... 35 Engineering Technology ...... 36 PERFORMING ARTS COURSES Drama ...... 37 Music ...... 38 STUDENT PROGRAMS Additional Course Opportunities ...... 40 Work Study ...... 41 Learning Center ...... 42
EUGENE INTERNATIONAL HIGH SCHOOL...... 43 French Immersion...... 51 List of Course Offerings ...... 4
SEHS GRADUATION REQUIREMENTS Please visit www.4j.lane.edu/graduation or contact the Counseling Department for more information 541-790-8013.
1) CREDIT REQUIREMENTS BY SUBJECT AREA English/Language Arts **4 credits
Mathematics **3 credits – Algebra I and above
Science **3 credits – 2 credits with Lab components Social Sciences **3 credits TION REQUIREMENTS Physical Education 1 credit Health Education 1 credit
GRADU A World Language, Fine Arts, Applied Arts or 3 credits Career & Technical Education Electives (student's choice) 6 credits
Total Credits 24 credits
GRADUATION REQUIREMENTS BASED ON PROFICIENCY A) ESSENTIAL SKILLS In order to graduate students must demonstrate proficiency in the following academic areas. Read & Comprehend a Variety of Texts ü
Write Clearly & Accurately ü
Apply Mathematics in a Variety of Settings ü
Students demonstrate proficiency by achieving a passing score on approved standardized tests. Students who do not show proficiency through test scores will be offered opportunities to show proficiency through work samples.
B) PERSONALIZED LEARNING
Education Plan & Profile ü
Career-Related Learning Experiences ü
Extended Application ü
Oregon law requires high school graduates to explore and develop a plan while they are still in high school. At SEHS, students meet this requirement through a series of projects, assessments, and interviews. Personalized learning enables students to design their high school education plan according to their unique life goals. **Students cannot get credit for repeated core classes when they have earned a passing grade. 5
SEHS PERSONALIZED LEARNING REQUIREMENTS
Students complete activities each year to meet the Personalized Learning requirements. GRADUA 9th grade: • Course Planner • Freshman Project Career planning via the CIS & Naviance computer resources* • Workshops in October TION RE • Freshman Interview
10th grade: QUIREMENTS • PSAT test in October • Sophomore Project Career planning via the CIS & Naviance computer resources* • Sophomore Interview (information about opportunities at South and course planning)
11th grade: • PSAT or workshops in October • Junior Project: In-depth career and education planning via the CIS and Naviance computer resources* • Junior Interview 2nd Trimester (individual planning for graduation and post high school plans)
12th grade: • Senior Workshops in October • Senior Interview 1st Trimester • And one of the following Extended Application Options • Classic South students must complete a Senior Experience, a Career Technical Education (CTE) Program or a Career Aligned Master (CAM) Project • I.H.S. students must complete Junior & Senior Seminar, Extended Essay and CAS
*Students and parents have access to both the online CIS and Naviance programs and are invited to work together at home on the programs to further explore career and education options. Contact Lori Sauter in the Career Center for more information. 541-790-8011 or [email protected]. 6
EXTENDED APPLICATION OPTIONS FOR SENIOR YEAR The senior year options for "extended application" all involve significant research projects specific to individual student interests. The Senior Experience, the CTE Program, and the CAM, required of classic South students, involve experiential exploration of career interest by extending learning into an adult world setting. The IHS Senior Seminar/ Extended Essay requires writing a research paper in the student's area of interest in addition to completing Creativity, Activity and Service hours. Classic South Extended Application Options 1) Senior Experience Students apply their educational plan and profile by extending their learning through an off-campus experience. Examples may include internships, service, career fairs or interviews. 2) Career Technical Education (CTE) Pro ect Classic South students can complete any of the CTE pathways and the final CTE project to meet the Personalized Learning requirement of Extended Application. Students who have taken one-and-a-half credits of a Program of Study by the end of junior year are eligible to choose a CTE Project senior year. CTE Pathways are offered in the areas listed below: • Arts, Information and Communications – Fine Arts, Media Arts (Journalism & EXTENDED APPLICATION Broadcasting), Graphic Design, Computer and Information Sciences • Culinary Arts • Human Resources – Child Development, Education and Training • Engineering Technology 3) Career Aligned Mastery (CAM) Pro ect Integrated Outdoor Program-Students apply their educational plan and profile by extending their learning through a partnership with the IOP teacher and leadership responsibilities. CTE/CAM Programs of Study are designed to ensure that students graduating from high school are competent in critical academic areas and career/life knowledge. These skills provide a platform for further schooling, employment, and productive living. Students who successfully complete these programs of study meet state Career Related Learning Standards, which includes the ability to apply and transfer knowledge to new situations, solve problems, communicate, work in teams, and plan for the future. Students in these programs must meet all graduation requirements and participate in a variety of career cluster related activities in and outside of school. The CTE Project is a comprehensive portfolio that documents all of this knowledge in a given CTE pathway. Many students in CTE Pathways use their portfolios as documentation and demonstration of skills and achievements for college admission, scholarships and employment. International High School Extended Application The IHS Junior Seminar, Senior Seminar and Extended Essay require investigating post high school options and writing a research paper in the student's area of interest. Additionally, students will complete Creativity, Action, and Service hours (CAS) off campus. OTHER PATHS TO GRADUATION Early Graduation In order to graduate from high school in fewer than four years students must apply to the Eugene School District 4J. To explore this option the student and parent/guardian will work with their school counselor who can guide them through the process. Together they will develop an appropriate graduation plan that addresses not only completion of graduation requirements but post high school goals and plans. Students must meet all the graduation requirements of their original graduating class. An early graduation request form must be completed by the student and parent/ guardian and approved by the school counselor, principal, and District Director of Secondary Education. Other Diploma Options Some students will be eligible for other diplomas or completion certificate options; eligibility criteria are set by state law. Students who are eligible, and their parents, will be informed by school staff as part of the student’s individual planning process. Requirements for credit, career-related learning experiences, and essential skills may vary for these other diploma options. If you have questions about the modified or extended diploma, please contact your high school’s counseling office. 7
FOUR-YEAR COLLEGE ENTRANCE REQUIREMENTS The Oregon State System of Higher Education requires the completion of a set of college preparatory courses, a minimum high school GPA, and ACT or SAT test scores for admission to all state 4-year colleges and universities. The course requirements are REQUIREMENTS & listed below. All students are strongly advised to plan a high school program that will meet these course requirements. Many universities have additional requirements such as a full credit of fine arts or a fourth academic credit. Be certain to check for COLLEGE ENTRANCE specific requirements with individual colleges or universities. Students must complete at least fifteen credits, with a “C-” or better grade, in the following core academic areas to meet minimum requirements for most colleges. CREDIT REQUIREMENTS BY SUBJECT AREA English/Language Arts ...... 4 credits The study of the English language: literature, speaking and listening, and wri ng
Mathematics ...... 3 credits CREDIT Algebra I and two additional credits of college prep math. An advanced math course is highly recommended during the senior year. (Algebra I and Geometry taken prior to the 9th grade can be accepted.) Science ...... 3 credits A credit each in at least two fields of college preparatory science such as Physical Science, Biology, Chemistry, or Physics; two credits recommended as a laboratory science. The combination of coursework must cover all Next Generation Science Standards including Life, Earth, Space, Chemistry, and Physics standards. Social Studies ...... 3 credits One credit each of U.S. History, Global Studies and a Social Studies elective. World Languages ...... recommended, but not required However, four-year colleges require two years of the world language proficiency or the equivalent. Fine Arts ...... recommended, but not required However, University of California and California State Universities require 1.0 credit of fine arts credit in a single subject area. Some other colleges and universities have similar requirements. NCAA/National Collegiate Athletic Association- Student athletes are cautioned that the National Collegiate Athletic Association has its own, specific, credit requirements. NCAA does not accept pass/no pass grades for classes. The NCAA requirements should be discussed with your counselor. EARNING COLLEGE CREDIT AT HIGH SCHOOL Advanced Placement Program Students may be awarded college credit by taking and scoring well on the College Board Advanced Placement (AP) tests during high school. This credit will be awarded by the student’s future college or university. AP classes provide rigorous instruction for test preparation in a variety of areas. Registration with the College Board occurs at South during the month of October, and tests are taken in May. College Now College Now allows students to earn free college credit from Lane Community College through course work completed at South while satisfying high school graduation requirements. College Now courses are distinguished by having (CN) in their titles. You can also check with an academic counselor or visit the Lane Community College website at www.lanecc.edu/hsconnections to see which courses are available at South Eugene High School. Duc Lin Students who surpass the academic levels offered in the courses listed in this curriculum guide may take college coursework via an arrangement with the University of Oregon. Application and information are available in the Counseling Center. International Baccalaureate The International Baccalaureate, a program for juniors and seniors enrolled in Eugene IHS, is recognized by most colleges and universities for credit or advanced standing. Students seeking the International Baccalaureate Diploma must pass six examinations, complete a 4,000-word extended essay, and complete projects in Creativity, Action, and Service. Eugene IHS students may elect to take examinations in selected subject areas to earn IB certificates. Students scoring well on these subject area exams earn certificates and may receive college credit at selected colleges and universities. 8
ENGLISH/LANGUAGE ARTS
The Classic South English curriculum emphasizes choice. The list below shows classes that can be combined to meet the 1.0 credit per year graduation requirement in English Language Arts (ELA). All of the courses offer challenging instruction in reading, thinking, writing, and oral communication. The English 9 and English 10 courses mix excellent global, ethnic, and traditional literature with writing instruction focused on developing the skills needed to succeed in all classes and pass the current Oregon Department of Education standards in writing and literacy. Motivated 9th or 10th grade students may choose to take English 9 Honors or English 10 Honors. Juniors and seniors select among an assortment of .5 credit single term classes. Students desiring college-level work may select Advanced Placement English Language and Composition (grades 11 & 12) or Advanced Placement English Literature (grade 12 only). Students may take only 1.0 English credits each year. Eugene IHS students.
JECTS Students enrolled in the Eugene IHS program receive their English credit through that program and are therefore not permitted to take Classic South English offerings. See the IHS part of this booklet for more information.
CLASSIC English Course Pathway (1.0 Credit Per Year) Grade 9 Courses 2 terms, 1.0 credits English 9 A & B or Honors English 9 A & B, .5 credits per term CORE SUB Grade 10 Courses 2 terms, 1.0 credits English 10 A & B or Honors English 10 A&B, .5 credits per term
Grade 11 and 12 Courses, 1.0 credit per year, .5 credits per term Choose from the courses below. Availability varies by term. • American Literature A & B • World Literature A & B • European Literature • Lit-Evolution of Cinema: o Lit-Narrative & Structure o Lit-Genre • Creative Writing • Lit-Science Fiction • Contemporary Literature • Environmental Literature • Lit-Nature (Integrated Outdoor Program) • Read and Write Strategies • Senior Writing Seminar • AP English LA/Composition • AP English Lit • Writing 115 CN • Writing 121 CN-A/B • ELA Credit is also available in our Intro to Education CTE Pathway. Please see the CTE section of this booklet to find out more.
ournalism Pu lica ons classes are now o ered onl for CTE/ pplied rts credit. Please see the CTE Section p. 34 for course lis ngs. 9
ENGLISH/LANGUAGE ARTS Read and Creative Writing (11-12) ...... 0.5 Credit: English Write Strategies (11) ...... 1.0 Credit: English Creative Writing is a trimester-long writing course consisting of Prerequisite: Department Approval Needed fiction, creative nonfiction, poetry, and alternative forms. Topics Students will learn how to analyze and evaluate nonfiction of study include structure, points of view, voice, tone, word and fiction texts. They will also learn how to write a five- choice, and imagery. Students will read selected texts as well as paragraph essay. Topics covered will include learning about texts of their choice, and they will write their own original the purposes for each paragraph in the five-paragraph essay, samples in each genre. The class will be conducted using both reading critically for information, editing essays for the direct instruction model and the critical workshop model. convention, sentence fluency, organization, and ideas, and Students will learn from the texts, guest speakers, the instructor, CORE SUB practicing writing numerous essays. and each other. Students will revise and submit their best work to English 9 A/B...... 1.0 Credit: English literary journals, create and maintain an author website, and This class is a solid preparation for later English courses a choose which pieces to include in their own literary “zines.” student will take at SEHS and beyond. Reading, writing and Senior Writing Seminar...... 0.5 Credit: English analysis of literature is the focus of this course. Many of the
Students in this class will complete Department of Education JECTS reading selections are the same as those in the Honors course. Writing Work Samples and Reading Work Samples to meet state The pace and level of difficulty is less challenging than in the Essential Skills graduation requirements. Once the graduation Honors section, although students selecting this pathway may requirements are met, students will continue to read and write in still choose advanced courses in later years. This course areas they choose to fulfill requirements for a term of English provides instruction in the skills needed to meet the Essential credit. Skills requirement for the Oregon diploma. Honors English 9 A/B ...... 1.0 Credits: English INTEGRATED OUTDOOR PROGRAM (IOP) Lit-Nature & Outdoor Pursuits (11-12) ...... 1.0 Credits: In this challenging course, the focus is on higher-level thinking, .5 Credits in English & .5 Credits in Physical Education per term. more frequent and more complex reading, sophisticated writing assignments, and intense analysis of literature in lectures and (See the Health and PE Section for more information on the PE skills acquired in this course.) class discussions. Students taking this class should have a high degree of interest and be ready for a challenge. This *Note: To request this class, choose one or two terms: course provides instruction in the skills needed to meet the • Nature Literature - Deserts & Outdoor Pursuits - A for fall Essential Skills requirement for the Oregon diploma. term • Nature Literature - Mountains & Outdoor Pursuits - B for English 10 A/B ...... 1.0 Credit: English winter term Students in this class study a variety of literary works including • Nature Literature - Rivers & Outdoor Pursuits - C for spring essays, plays, novels, poetry and short stories. While the term majority of works will be drawn from American literature, the *If one section fills up, you may be assigned an alternate readings may include works by Shakespeare and other English trimester. and classical Greek authors. Students also work on expanding Lit-Nature and Outdoor Pursuits is a two period block integrating their vocabulary and developing writing and speaking skills. English and Physical Education through a common theme of Honors English 10 A/B...... 1.0 Credit: English outdoor activity and nature-based English studies. Reading and writing selections examine nature, adventure, and environmental This course offers a more rigorous version of the 10th grade issues. Physical activities might include rock climbing, English curriculum for highly motivated students. The students mountaineering, bicycling, Frisbee , hiking, trail running, will read more books at a faster pace, engage in writing activities, and explore literary criticism. Students will also work spelunking, and camping. This class is offered as a two-period on increasing their vocabulary and grammatical skills. Students block to give students sufficient time to become fully engaged in who sign up for this class should consider their success in each subject. For extended application, teachers and volunteers English 9 and be ready for a challenge. will lead 3 three-day camping trips into the Oregon desert, mountains and rivers.
Attention: This is a two-period class in which students will receive credit in both English and P.E. Students may take up to two terms per year. 10
ENGLISH/LANGUAGE ARTS
World Lit (11-12) American Literature (11-12) ...... 0.5 Credit: English World Lit - A (World Mythology)....0.5 Credit: English American Literature-A (Romanticism and Realism) In this course, students will read several myths from In this course students read, discuss, and write about prose and Mesopotamia, Greece, China, India, North America, Britain, poetry selections from early American authors. Students also Africa, and other regions and compare them according to study vocabulary and writing conventions. This class focuses on theories of mythology. Students will write a synthesis essay Native American literature and the Romantic and Realistic literary analyzing myths according to theory. Moreover, students will eras, including a study of such writers as Henry David Thoreau, examine the hero’s journey, analyze the function and evolution Walt Whitman, Edgar Allan Poe, Emily Dickinson, and Mark of myths over time, and explore the modern application of Twain. mythical elements in mythology today. This course will also American Literature-B (Modernism) allow students to practice grammar, sentence structure, reading comprehension and summarization skills, and note taking. In this course students read, discuss, and write about prose and JECTS Students will be expected to practice organization skills and use poetry selections from modern American authors. Students will a student planner, meet assignment deadlines, and keep track also study vocabulary and writing conventions. This class focuses of their grades using StudentVue. on the Modernist and Post-Modernist literary eras and includes a study of the Harlem Renaissance and such writers as F. Scott World Lit - B (Colonialism)...... 0.5 Credit: English Fitzgerald, Arthur Miller, Sylvia Plath, Ken Kesey, and Alice This course examines texts that relate to colonialism in various Walker. parts of the world. The course will begin by defining and CORE SUB Literature-Evolution of examining how colonialism has evolved and is still practiced Cinema( 11-12)...... 0.5 Credits: English today. This course places an emphasis on post-colonial literary criticism. The class will then read texts from various parts of the These are two complementing courses that focus heavily on world that explore other cultures and how they were (and still reading, writing, and film. We will explore the complex interplay are) impacted by colonial powers and practices. Students also between film and literature and how films enhance our will read texts and watch documentaries about neo-colonialism. understanding of the nature of art and the role it plays in our lives. Students will be required to participate in group projects We will study films and with a film-as-text analysis strategy, and regarding the texts that we read. This course will also allow we will produce a variety of essays. students to practice grammar, sentence structure, reading comprehension and summarization skills, and note taking. *Students are cautioned that these courses require extensive reading and writing in addition to viewing films and taking part in class discussions. Students will be expected to practice organization skills and use Students should be prepared to read (up to 150 pages/week), to write on a student planner, meet assignment deadlines, and keep track a regular basis, and to take an active part in class discussions. of their grades using StudentVue. European Lit Lit-Narrative & Structure...... 0.5 Credit: English Prerequisite: None (European Literature)...... 0.5 Credit: English This one-term course will look at literature and social This course looks at the historical development and literary value of commentary. Texts may include Shakespeare's Henry V, film and its contribution to our culture and our artistic identity. We “The Nose” by Nikolai Gogol, and a 19th century novel, as well will study iconic cinematography innovations like sound, color, and as poetry, essays, and other short stories. We will explore the camera techniques in conjunction with literary elements to dissect a history of European art and how it ties to the social ideas of the director or author’s purpose, tone, and theme. As we study the day. cinematography innovations in film, we will also produce our own amateur screenplays and short films for our final projects with the aim of displaying our creativity and knowledge of cinematography. Literature-Genre ...... 0.5 Credit: English Prerequisite: None This course explores genre, a category of artistic composition characterized by similarities in form, style, or subject matter. We will examine the interplay between literature and film and how both media inform the broad construct of genre. We will focus on classic genres and issues of representation in Hollywood. This course includes the study of genres such as action-adventure, comedy, and horror. We will also study basic literary and cinematic techniques that contribute to the study of literature and film. 11
ENGLISH/LANGUAGE ARTS Literature-Science Fiction (Dystopias) (11-12)...... 0.5 Credit: English, Prerequisite: None COLLEGE NOW ENGLISH COURSES Lots of us think the world would be so much better if we could College Now offers students the opportunity to receive college change one thing – just one thing! In this one term class we’ll credit on a college transcript through Lane Community College. look at how authors have imagined changing the world in one College Now courses are designed for 11th and 12th grade way, and then how the world has to deal with the unexpected students who wish to attend community college or a public consequences of that change. We’ll read stories by Ursula K. university in Oregon and who have a desire to improve their Le Guin, William Gibson, Emily St. John Mandel, Ray reading, writing, argumentative skills and who can handle the Bradbury and many others. We’ll write essays about what moderate rigor of a college-level curriculum designed for high CORE SUB those authors are really telling us about our current world. In school students. They are not AP courses. addition, we’ll study storytelling through comics. Students will Writing 115 CN (11th-12th grade) -- have lessons based on a textbook and apply those ideas to Can earn 4 college credits comics of their own choosing. Throughout the class we’ll be One term: .5 credit in English for SEHS discussing what we think the world really needs! Prerequisites: Students must have had at least a B in English
Contemporary Literature 10B and/or be approved/recommended by previous English JECTS (11-12)...... 0.5 Credit: English teacher. Prerequisite: None WR 115 introduces students to the expectations of college-level How do human nature, politics, and war shape society and reading, thinking, and writing. Students will be introduced to impact the world around us? How do current issues impact rhetorical concepts and engage in a collaborative writing process future generations? What do past issues teach us? Students to produce projects for a variety of purposes and audiences, will explore global issues through contemporary fiction and across more than one genre. Reading, writing, and critical non-fiction including novels, graphic novels, essays, articles, thinking activities will focus on inquiry and the development of prose and poetry. In the culminating independent project the meta-cognitive awareness of individuals as writers. Students students will choose an issue to research and present the will produce at least one formal essay of 700-800 words and a foundations, impact and potential solutions to their chosen total of 2000-2500 words of revised, final draft copy over the issue. term that incorporate source material and practice MLA citation Environmental Lit (Animals in Literature) and attribution conventions. Assignments may include multi- (11-12) ...... 0.5 Credits, English modal projects. If students want to take WR 121, they MUST Prerequisite: None take and pass WR 115 with a C or better. Animals in Literature: Eco-criticism aims to explore the “animal question” in our society. Do animals have emotions? Writing 121 CN-A/B (11th-12th grade) -- Do they have culture? What is their role as companions? Test Can earn 4 college credits subjects? Entertainers? Food? Where do we draw the ethical One term: .5 credit in English for SEHS line in our treatment of them? How does how we treat them Prerequisites: Students must have taken WR 115 and received a reflect on us as a species? This course will explore these C or higher. philosophical questions and more through non-fiction works WR 121 focuses on rhetorical reading, thinking, and writing as by environmental writers and animal behaviorists, fictional means of inquiry. Students will gain fluency with key rhetorical texts, documentaries, and visiting professionals in the field of concepts and utilize these in a flexible and collaborative writing animal and environmental science. We will also explore the process, reflecting on their writing process with the goal of deeper sociological implications of how we treat the most developing metacognitive awareness. They will employ vulnerable populations in our world. Students will be expected conventions, including formal citations, appropriate for a given to follow a strict reading schedule and read at home, then writing task, attending to the constraints of audience, purpose, reflect on the readings in daily in-class discussions and genre, and discourse community. Students will compose in two Socratic seminars. This course is intended for students who or more genres. They will produce 3000-3500 words of revised, are interested in animals and the environment and/or final draft copy or an appropriate multimodal analog for this students who are interested in careers in conservation, amount of text. Students will produce at least one essay that ecology, biology, animal science, or nature or journalistic integrates research and demonstrates an understanding of the writing. Aside from writing assignments, students will also be role of an assertive thesis in an academic essay of at least 1000 required to research and write a journalistic blog about a life words. form, conduct a field study observing the life form, and create an online blog documenting their research and findings. 12
ENGLISH/LANGUAGE ARTS
ADVANCED PLACEMENT (AP) ENGLISH AP English Literature A and B (12) - COURSES Two Terms 0.5 credits per term: English Advanced Placement English courses offer rigorous, college- Advanced Placement Literature is for seniors who want to pursue level work in a high school setting. While these courses literary analysis. Students will read selected novels, plays, poems, prepare students for the Advanced Placement examinations and short stories. The intent is to analyze these major works closely offered by the College Board, taking the AP exam is not a and practice writing about them in class. Most essays will be course requirement. Many students who successfully complete impromptu writings in preparation for both the AP test and exams the AP Composition or Literature exams earn college credit or required in many university courses. Test preparation will occur exemption from introductory college courses. College Now before the May exam. Writing instruction will assume students are credit is also available ready to work at an advanced level. Students also can earn 12 college credits through LCC's College Now program.
JECTS English Language and Composition A and B The corresponding LCC credits offered are: (11-12) - Two terms: 0.5 credits per term: English College Now Literature 104/105/106 Prerequisites: A “B” or higher in prior English class and/or recommendation from previous year’s English teacher. Summer reading coursework prior to the start of the year will be required and included in grade book for first term of AP. CORE SUB AP Composition is designed for juniors and seniors who are ready to work at an advanced level on their writing skills before taking AP Literature, or seniors who are ready to work at an advanced level on their writing skills and want an advanced writing curriculum based on non-fiction readings rather than on drama, poetry, and novels. All students must take AP Lang/ Comp A in order to take AP Lang/Comp B.
The course curriculum is the study of rhetoric: how writers use language to inform, teach, persuade, or move an audience. Coursework will include an extensive study of argument essay structure and rhetorical analysis, research, synthesis- argument essay structure, satire, and application of rhetorical terminology to texts. Students will write numerous timed impromptu essays with some revisions. This course prepares students for the AP Composition exam. Students also can earn 12 college credits through LCC's College Now program over the two terms as follows:
College Now Writing 115, Term 1....4 potential college credits College Now Writing 121, Term 2....8 potential college credits 13
WORLD LANGUAGE
All of the language programs offered at South encourage and offer opportunities to travel, host and be hosted by students from other countries. Eugene International High School students are required to take three or four years of a world language. Depending on the language you study, College Now credit may be available at level 2 or higher. Prerequisites: Language acquisition is dependent on developing a solid foundation of skills at each level. To ensure student success, a grade of C or higher is expected to progress to the next level. French I, Spanish I ...... 1. Japanese I ...... . First year world language classes are open to all students. By Study basic words and phrases, memorize basic sentence the end of the first year, you can use the target language in patterns, and work on fundamental grammar and writing. You situations such as in restaurants, in asking and understanding will be provided conversational work in specific daily situations. directions, and in meeting people. You will understand basic The Japanese writing system of hiragana and katakana is grammar and sentence organization. A basic vocabulary will complex so students can expect to progress a bit more slowly in enable you to read simple materials in the target language. the beginning levels of Japanese than students in Romance JECTS languages. French II, Spanish II ...... . Japanese II ...... . College Now credit may be available. Prerequisite: A grade of C or higher in previous level. Second year is a vital link College Now credit may be available. Prerequisite: A grade to increased understanding and fluency. You will continue to of C or higher in previous level. This course emphasizes conversational skills and additional work in reading and
CORE SUB read and write in the target language, gain a feeling for the culture, and develop a better understanding of customs. We learning of some Kanji characters. Students continue to study emphasize oral proficiency by using communicative activities. grammar and vocabulary.
French III, Spanish III ...... 1.0 Credit World Language Japanese III ...... . College Now credit may be available. Prerequisite: A grade of C or higher in previous level. In the third year, you will continue to College Now credit may be available. Prerequisite: A grade of study the grammar and vocabulary of the target language. You C or higher in previous level. By the third year, you will be will express yourself through extemporaneous speaking and familiar with the fundamental sentence patterns and written compositions. Individual commitment is necessary. At the conversational situations. During this year, you are expected to third-year level, your teacher will speak all period in the target utilize the language and create dialogues in various situations. language. You will also continue learning Kanji and improve your reading skills. French IV, Spanish IV ...... .0
College Now credit may be available. Prerequisite: A grade of C Japanese IV ...... . or higher in previous level. In level four of world language study you will begin to feel at home in the language with less Prerequisite: A grade of C or higher in previous level. hesitation in your speech. You will read a variety of materials. Conversational work will continue with some emphasis on Advanced grammar study and vocabulary development will extemporaneous speaking. If you are signed up for IB exams, increase your ability to communicate fluently. you will practice and polish your skills to prepare for IB tests offered in May. You should be highly motivated, have excellent ... AP French Language V or AP/IB Spanish V ...... study habits, and have good grades in the language. 1.0-1.5 Credit: World Language Prerequisite: A grade of C or higher in previous level. You will practice and polish your French or Spanish skills and prepare for the Advanced Placement and IB exams offered in May. These classes are taught and spoken exclusively in the target language. You should be highly motivated, have excellent study habits, and have good grades in the language. Spanish AP test- takers will take three trimesters of language study during the year: sections A, B, and C. French AP test-takers will take two trimesters of language study during the year: sections A and B. 14
WORLD LANGUAGE
FRENCH IMMERSION COURSES
Expressions or Le Monde Francophone (9-10) IB French Immersion...... 1.0 Credit: World Language ...... 1.0 Credit: World Language Prerequisite: A grade of C or higher in AP French. IB French is an advanced French language class that focuses This class must be taken in sequence. College Now credit may on refining oral and written language skills, as well as reading be available. Expressions/Le Monde Francophone is a two-year comprehension, critical thinking and a greater understanding of alternating curriculum for 9th and 10th grade French Immersion French language and culture through the use of literature, film, students. The goal of these two years is to expand students' and current events. proficiency in French language and culture. Students will continue their studies of the geography, literature, music and JECTS cuisine of the Francophone world while building vocabulary, refining their grammar, and correcting inaccuracies in speaking.
Expressions is offered in 2021-2022. Le Monde Francophone is offered in 2020-2021. CORE SUB 15
HEALTH AND PHYSICAL EDUCATION Health The State of Oregon graduation requirement in Health Education is one credit, or two . credit courses. Students can meet their graduation requirements by taking Teen Health and one other health course. Students are required to earn at least . Health credit by passing Teen Health or another health course. e encourage students to earn . Health credit by passing two Health classes. . Health credit can be earned by passing Child Development.
Teen Health ( -1 ) ...... 0.5 Credit: Health Human Sexuality (11-12) ...... 0.5 Credit: Health students This course is based around Our Whole Lives Teen Health is a survey course that is organized into four Sexuality Education curriculum. Our Whole Lives Values: CORE SUB units: Mental Health, Nutrition, Substance Abuse Prevention Self Worth, Sexual Health, Responsibility and Justice and and Human Sexuality. Teens focus on the mind-body Inclusivity. The overall goal is to help high school-age connection through collaborative, interactive lessons. youth address their attitudes and values, their feelings about themselves and their sexuality, and their attitudes Current Health (1 -12) ...... 0.5 Credit: Health toward others’ sexuality. Current Health focuses on meeting Oregon Department of JECTS Education’s health standards. These Standards include communication, stress management, dating and relationships, sexuality, drugs, alcohol, tobacco, disease control and AIDS/ HIV. This class is interactive and includes current trends in Health and in our Community. Other areas of exploration will be determined by contemporary health concerns and student interest. 16
HEALTH AND PHYSICAL EDUCATION
Physical Education The South Eugene Physical Education program provides a wide variety of course offerings to sharpen skills and knowledge needed by students to establish active and healthy lifestyles. Students can take a class in Physical Education as many times as they wish if there is space available. Students will have the opportunity to utilize South’s state of the art Fitness Center located in the balcony of the large gym. The SEHS fitness center is comprised of cardiovascular machines and core body stations and houses equipment including treadmills, ellipticals, rowing machines, upright bikes, spin bikes and an upper body ergometer. Other equipment used in the Fitness Center include dumbbell free weights, medicine balls, abdominal mats and TRX core trainers. The state requirement for Physical Education is one credit or two trimesters. It is recommended that all 9th grade students take at least one trimester of Physical Education during their 9th grade year. Attention: Students sign up for classes one trimester at a time and must sign up again if they wish to repeat the class. Net Games ...... 0.5 Credit: Physical Education Rock Climbing ...... 0.5 Credit: Physical Education
JECTS This course is designed to acquaint students with a variety of South’s incredible climbing gym provides the facility to teach games that involve the use of nets. Activities will vary with the basic and intermediate rock-climbing skills in a safe, controlled weather, class size and students’ skill levels. Volleyball (indoors environment. Students will learn safe techniques for spotting, and outdoors), badminton, basketball, pickleball, floor hockey, belaying, bouldering, and top-rope climbing. Students will learn inline hockey, tchoukball, soccer, soft cross and ultimate frisbee basic climbing knots, varied belaying techniques, strength will be included. In addition to participation and satisfactory skill training for climbing, and will be introduced to lead belaying,
CORE SUB development, students will be required to pass periodic fitness sport climbing on lead, and multi-pitch climbing. One or two days and game rules tests. each week will be devoted to aerobic conditioning and skill Team Sports: Basketball...... 0.5Credit: development. There is a significant academic component to this Physical Education class, including weekly reading and quizzes. This course is designed to allow students to play basketball in a semi-formal game situation. Unlike other P.E. courses at South Eugene, basketball has limited direct instruction and maximum activity time. Students are assigned to four-on-four or three-on- three teams for tournament play. Each class begins with a warm-up period and is followed by games for the duration of the activity time. The course also includes regular fitness and skills testing. Team Sports: Volleyball...... 0.5 Credit: Physical Education. Volleyball classes are for students of all skill levels. Students should be prepared for activities every day. Students will be tested for skill and fitness on a regular basis. Students will learn basic to intermediate volleyball skills. Including; forearm passing, setting, hitting, serving, offensive and defensive strategies. Students will learn basic officiating and stat keeping. Weather permitting, we will visit the sand courts and learn different rules that pertain to outdoor play. 17
HEALTH AND PHYSICAL EDUCATION
Cardio Combatives ..... . INTEGRATED OUTDOOR PROGRAM The purpose of the class is to train for fitness as well as Outdoor Pursuits A, B or C and increase awareness for personal safety. The class activities have many real-life applications and will provide tools to Lit-Nature A, B or C (11-12) ...... 2.0 Credits: accomplish goals set by students. Cardio Combatives is a . . conditioning class utilizing a varied cross-section of disciplines. ote o re uest this class choose two of three terms Activities taught include Pilates, resistance training, circuits, walking, and self-defense concepts. Students will set fitness • it ature and utdoor Pursuits- for fall term goals and train to meet those goals. Students will be assessed • it- ature- and utdoor Pursuits- for winter term CORE SUB frequently to gauge progress and check for understanding of concepts. • it- ature-C and utdoor Pursuits-C for spring term
Team Sports ...... 0.5 Credit: Physical Education *If one section fills up, you may be assigned an alternate trimester Team Sports is a trimester-long survey class designed to introduce students to a multitude of team-oriented sports The Integrated Outdoor Program IOP) is a two-period block JECTS including soccer, ultimate frisbee, flag football, volleyball, class integrating English and Physical Education through a basketball, badminton, pickleball, floor hockey, net soccer and common theme of outdoor activity and nature-based English tchoukball. Specific activities will depend upon the weather, the studies). Reading and writing selections examine nature, size of the class and student skill levels. Each class will begin adventure, and environmental issues. Physical activities with a warm-up period and will be followed by skill practice and include rock climbing, mountaineering, bicycling, kayaking, games for the duration of the activity time. In addition to risbee, hiking, trail running and outdoor activities. This class participation and satisfactory skill development, students will be is offered as a two-period block, allowing greater flexibility and required to pass a content test covering the rules of each game giving students sufficient time to become fully engaged in each prior to participating in that activity. The course will also include subject. or extended application, teachers and volunteers will regular fitness and conditioning. There will be lots of game play lead three -day camping trips into the Oregon desert, and tournaments will be the key element in team sports. mountains, and rivers. Attention: This requires a two-period block in which students Strength and Conditi...... 0.5 Credit: will receive credit in both English and PE. Students may not Physical Education enroll in only one portion of this course. Students may take up This course is focused on teaching the beginner through to two terms per year. advanced student how to train the whole body. No experience is necessary, and students may take this course as often as they Outdoor Leadership CAM A, B or C wish granted there is space in the class. Coursework includes (12)...... 0.5 Credit: t per trimester safety, anatomy, techniques of lifting, spotting techniques, **Note: To request this class, choose 2 of 3 terms planning your own program to achieve your personal goals, and Outdoor Leadership CAM-A for fall term nutrition. The goal is for the student to be able to devise their Outdoor Leadership CAM-B for winter term own workout by the end of the trimester. Outdoor Leadership CAM-C for spring term *If one section fills up, you may be assigned an alternate trimester. Prerequisite: 1. Must have passed two IOP trimesters as a Junior and earned an A or both terms. 2. Application process in Spring Term of Junior year. 3. Must have a Senior Project or other CTE project as a backup in case not selected. - students will be selected from the applica on pool that meet the prerequisites. 18
MATHEMATICS The Mathematics program is designed to meet both the general education and the special needs of all students. There are courses geared to the ability level of all students to ensure a course of study that is accessible for all students to experience success yet difficult enough to be challenging. Students preparing for most four-year colleges must study mathematics at least one year beyond geometry. The Mathematics program is sequential, and student placement in the proper course appropriate to their background and skill is important. All students receive a math placement recommendation from the teacher of the previous course (including middle school teachers) for enrollment in the next course. Students are strongly urged to follow the recommended placement. The Mathematics Department Coordinator must approve any exceptions. Students should take a math course based on their teacher’s thoughtful recommendation. Algebra I and Geometry students will make extensive use of scientific calculators. Algebra II, Pre-Calculus, and Calculus students will need graphing calculators. Math Courses JECTS CORE SUB
Possible Math Sequences 19
MATHEMATICS
Linear Math Modeling...... .5 Credits: Math Algebra A&B...... 1. 0 Credits: Math Department Approval required Department approval required. In this 1-trimester course, students mathematize a variety of “real- world” context with tables, equations, and graphs. A focus on In the first trimester of this course, students write linear and linear relationships provides students opportunity to further exponential functions to model real world context, including develop their understanding of rational numbers, proportional systems of equations. Students explore arithmetic and reasoning, and communication of mathematical reasoning, geometric sequences and write mathematical models that fit
providing a foundation for high school math success. Students these patterns. In the second trimester, students learn the CORE SUB who demonstrate proficiency of middle school standards, through basics of quadratic functions. The focus is on comparison of multiple measures including state testing, common district linear, exponential, and quadratic models. Throughout both assessments, and teacher recommendation, are not required to trimesters, students represent their thinking with tables, graphs, take this course (see pathways description in this guide). equations, and description of situations. Students demonstrate mastery of standards through exams, work samples, projects, and collaborative mathematical modeling tasks. Work samples Linear Math Modeling course is only offered during Trimester 1 JECTS may be banked toward meeting Essential Skills graduation Algebra I Foundations A&B...... 1.0 requirements.
In this course students will develop skills to be successful This series is offered trimesters 2 and 3. in Algebra as well as future learning experiences. We will be working with a growth mindset and with the importance Geometry A&B...... 1.0 of effort in developing understanding. Concepts covered in Prerequisite: Algebra or Algebra 1 class will include: linear, quadratic, and exponential functions, systems of equations, sequences, as well as This 2-trimester course must be taken before 11th grade state statistical modeling. Throughout each term, students testing and may be taken before or after Intermediate Algebra. represent their thinking with tables, graphs, equations, and The course emphasizes congruence and similarity, symmetry, description of in real-world contexts. Students demonstrate deductive logic, and properties of geometric figures and solids. mastery of standards through exams, work samples, Students apply geometry foundations, transformation projects, and collaborative mathematical modeling tasks. geometry, and right-angle trigonometry to real world problems. Work samples may be banked toward meeting Essential Students demonstrate mastery of standards through exams, Skills graduation requirements. work samples, projects, and mathematical modeling tasks. Work samples may be banked toward meeting Essential Skills graduation requirements. 20
MATHEMATICS
Algebra II A&B ...... 1.0 Credit: Math Pre-Calculus CN A&B...... . Prerequisite: Geometry A & B Prerequisite: C or better in Algebra II/Algebra II Foundations or This two-trimester course emphasizes further concepts and Teacher Approval. skills in Algebra and is a minimum requirement for students This course is for students who have completed Algebra II or planning to attend a 4-year university. With continued focus Algebra II Foundations. The first trimester is college algebra on mathematical modeling and multiple representations, (Math 111) and students can earn five college credits. The students will explore linear, quadratic, exponential, second trimester is college trigonometry (Math 112) and logarithmic, polynomial, root, rational, trigonometric, and students can earn five college credits. Students must earn a piecewise functions. Students demonstrate mastery of grade of C or higher to earn the college credit and may not take standards through exams, work samples, projects, and college trigonometry(second trimester) for college credit unless collaborative mathematical modeling tasks. Work samples JECTS they have earned a C or higher in the first trimester course. A may be banked toward meeting Essential Skills graduation graphing calculator is required for this course. Successful requirements. completion of this course prepares students for Calculus. IB Mathematical Studies Applications and Algebra II Foundations A&B and Math (CN)...... Interpretations...... 1.5 credit: Math 0.5 Credits per term: Math Prerequisite: B- or better in Algebra II or teacher recommendation. CORE SUB Prerequisite: Geometry A & B and Department Approval Open to Juniors and Seniors only. Open to all Juniors and Seniors. This is a three-trimester class which prepares IHS students who This three-trimester course includes the same topics as will take the IB Math Exams in May and includes writing a math Algebra II, with extended time for “just in time” learning that paper. This course covers pre calculus concepts, techniques builds required foundational knowledge and skills. Students and applications which fulfills the prerequisites for calculus. will work with algebraic expressions and equations, Topics include functions, geometry and trigonometry, statistics including linear, quadratic, exponential, logarithmic, and probability, basic differential and integral calculus. polynomial, root, rational and trigonometric functions. This Graphing calculators are required. Successful completion of course is required as a minimum level for students planning this course prepares students for Calculus. to attend a 4-year college. Students demonstrate mastery of standards through exams, work samples, projects, and collaborative mathematical modeling tasks. Work samples may be banked toward meeting Essential Skills graduation requirements. 21
MATHEMATICS
AP Statistics A&B ...... . Financial Algebra...... . Prerequisite: C or higher in Algebra II, B or higher in Math 95 or teacher recommendation. E S need additional credit and This course introduces students to the major concepts and tools skill . . for collecting, analyzing and drawing conclusions from data. There are four themes in the AP Statistics course: exploring data, This course serves two purposes. First, students will have the sampling and experimentation, anticipating patterns, and opportunity to develop the skills and knowledge they need to statistical inference. Students use technology, investigations, pass the Math Essential Skills work samples. Second, students CORE SUB problem solving, and writing as they build conceptual will grow and develop their Algebra knowledge through understanding. Students demonstrate mastery of standards investigations into real-world financial applications. Such through exams, work samples, projects, and are able to earn applications will include income and employment, loans and potential college credit by earning a passing score on the AP credit cards, budgeting, and consumer banking. This course exam. collaborative mathematical modeling tasks. Work samples will empower students to be savvy and informed participants in may be banked toward meeting Essential Skills graduation our economy. requirements. JECTS Math Essential S ills...... . Other Subjects AP Calculus BC A,B & C...... . Credit: Math . . & or IB Math Math Essential skills if offered Trimester 2, as necessary and AP Calculus is a three-trimester course which prepares may be taken concurrently with other math courses if students for the AP calculus exam in May. There is a potential necessary. The course involves review of Algebra and for college credit awarded for earning a passing score on the Geometry and focuses on preparing students for the Work AP test. Topics include: Limits, differential and integral calculus Keys test and math work samples for Algebra, Geometry, techniques and applications. Third trimester extends topics and Statistics and Probability. Students must pass the Work using polar equations, parametric equations and series. A Keys test or two math samples (two different content areas) graphing calculator is required. in order to meet their Essential Skill graduation requirements. Students are dropped from this course once they meet these requirements and earn partial Other Subject credit based on the number of days enrolled in the course. Students who meet math essential skills requirements, but need additional credit should be enrolled in a Fuel Ed mathematics course.
Math Tutor ...... 0.5 Credit: Other Subject Prerequisite: Teacher recommendation
Are you interested in working with your peers on math-related tasks? Then, being a Math Tutor is just for you! Students in this class will study a variety of best practice teaching strategies including AVID tutorial training, effective feedback, growth mindset and questioning strategies. Students then get hands on experience applying these techniques in small group settings with students in our Linear Math Modeling and Algebra 1 Foundations course. Students may take this course multiple times and a two-term commitment is encouraged. 22
SCIENCE
Science and technology are major forces in contemporary life. An understanding of science makes it possible for everyone to share in the richness and excitement of comprehending the natural world. Scientific literacy enables people to use scientific principles and processes in making personal decisions and to participate in discussions of scientific issues that affect society. In addition, a sound grounding in science strengthens many of the skills that people use every day such as problem solving, thinking critically, working cooperatively in teams and using technology effectively. In our science courses we seek to understand the nature of science and engage students in its enterprise so they can develop an understanding of what science is and is not, what science can and cannot do, and the importance of empirical criteria. Success in all science classes depends on regular attendance, wise use of class time and a strong assignment completion record. Science Requirements All students need at least 3.0 credits (three years) of science for high school graduation. All students must satisfy Oregon state requirements of the Next Generation Science Standards including the content areas of physics, biology, earth sciences, and JECTS chemistry. Many colleges, including OSU and U of O, require three full-year science courses for admission. Some colleges require more. Advanced Placement and College Now Courses Advanced Placement or IB college level courses are available in iology, Chemistry and Physics a two-year sequence . Anatomy Physiology, AP iology and Environmental Science courses offer college credit through LCC. Students must take iology and
CORE SUB Chemistry before taking AP iology, AP Chemistry, Anatomy and Physiology, or Environmental Science.
Science sequences typically taken by grade: * Note that sequence matters. See the next page for potential pathways. * • 9th Grade: All 9th Graders must take the Physical Science sequence or the Biology sequence (if approved). State physical science standards must be met before graduation if taking Biology. • 10th Grade: All 10th Graders are required to take Earth and Space Science plus one core lab science. (Biology, Chemistry, or Biology Foundations) • 11th Grade: Core sciences available to students in 11th grade to meet the three-year requirement: Chemistry, Chemistry Foundations, Biology Foundations, or Physics I. • 12th Grade: Core sciences available to students in 12th grade: Chemistry, Chemistry Foundations, Physics I, IB Physics II, Anatomy and Physiology, Environmental Science, or AP Biology, AP Chemistry Examples of Some Student Science Sequences 23
SCIENCE
Earth and Space Science...... . Biology B (Ecological )...... . (10th grade required course) This is a 10th grade course. Ninth graders must meet specific Students will delve into topics central to the Earth and its place criteria to enroll in Biology. in the universe. They will study the dynamic interaction of All forms of visible life depend on each other and on the systems including the hydrosphere, geosphere and environment in which they live. In this half of the two-term atmosphere, in addition to investigating how humans impact biology course, students will investigate topics that the Earth’s natural systems. Students will learn about Earth’s include: genetics, ecology, and evolution. Students will cycling of matter and energy, while also reaching out to explore also further develop their use of science and engineering practices through a variety of scientific inquiry experiences our solar system and the universe of stars. In alignment with CORE SUB the Next Generation Science Standards, students will engage including labs, investigations, and problem-solving in science and engineering practices that will develop their simulations. skills of scientific inquiry, experimental design, and analysis. AP Biology (CN) A,B, & C ... . (3 Trimesters) Physical Science Matter ...... . . Prerequisites: One-year Biology and Chemistry This course teaches the fundamentals of high school chemistry (recommended B's or better). concepts using methods that increase students’ familiarity with This course is a college biology course usually taken by JECTS science and engineering practices. Major topics include the biology majors during their first year. After successfully scientific process, properties and phases of matter, atomic completing this course, a student should be able to structure and the periodic table, compounds and chemical undertake second-year college biology courses or those reactions, and nuclear decay. Laboratory skills, scientific courses for which biology is a prerequisite. The range and inquiry, experimental design, and methods for analysis are depth of content in this course will require a high degree of developed through hands-on laboratory experiences. Along commitment and effort. Students should expect to spend with “Physical Science – Energy,” this course prepares 9th significant homework time per week completing assignments grade students with the skills and knowledge for success in all and preparing for class. The laboratory component of this their subsequent high school science classes. class comprises approximately 25% of class time. Physical Science Energy ...... Anatomy & Physiology-CN This course teaches the fundamentals of high school physics A&B...... 1.0 Credit: Science (2 Trimesters) concepts using methods that increase students’ familiarity with Prerequisites: Two terms of Biology and at least one term of science and engineering practices. Major topics include forces Chemistry or Chemistry Foundations, with C's or better. & motion, Newton’s Laws, energy types, conservation of energy, and transfer of energy. Laboratory skills, scientific College Now: This course is aligned with the LCC courses inquiry, experimental design, and methods for analysis are Human Body Systems 1 and 2 (HO 150/152) and students developed through hands-on laboratory experiences. Along that earn at least a C may earn 3 college credits per trimester. with “Physical Science – Matter,” this course prepares 9th This two-trimester course acquaints you with the structure and grade students with the skills and knowledge for success in all function of the cells, tissues, organs and organ systems of the their subsequent high school science classes. human body. The main emphasis is on how these structures work together to maintain the health of an organism. Topics Biology (9-12) covered include the following body systems: integumentary, Biology A (Cellular) ...... . skeletal, muscular, nervous, sensory, endocrine, This is a 10th grade course. Ninth graders must meet specific cardiovascular, respiratory, digestive, urinary, and criteria to enroll in Biology. reproductive. While invisible to the naked eye, the microscopic world of living things includes the building blocks upon which all life as we know it depends. In this half of the two-term biology course, students will investigate topics that include: biochemistry, cells, DNA, cell division, and photosynthesis and respiration. Students will also further develop their use of science and engineering practices through a variety of scientific inquiry experiences including labs, investigations, and problem-solving simulations. 24
SCIENCE
Biology Foundations A & B...... 1.0 Counselor or Teacher Recommendation Biology Foundations is an introduction to biology course. This course helps to explain how living things relate to one another and to their surroundings. During the first trimester, students learn about cells, biochemistry, DNA, and some introductory genetics. In the second trimester, we will study more genetics, evolution and the interrelationships of living things and the environment. We will use a combination of learning experiences while also gaining some fundamental reading, writing, problem-solving, lab, and note-taking skills. We will also explore biology in current events. Students who have received credit for Biology may not enroll in Biology Foundations. Environmental Science...... 0.5 - 1.5 Credit: Science The goal of environmental science is to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world. Students will learn to identify and analyze environmental problems both JECTS natural and human-made, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving and/or preventing them. Environmental science promotes the development of citizens who could make informed, knowledgeable decisions concerning environmental issues. It is the expectation that students will explore the content of environmental science through inquiry. These science courses will utilize group lab and field experiences to meet these expectations. Particular emphasis will be placed on local environments. Any or all of the trimesters may be taken.
CORE SUB COLLEGE NOW Environmental Science Series: Atmosphere is aligned with ENVS 182, Environmental Science: Terrestrial is aligned with ENVS 181 and Environmental Science: Aquatic is aligned with ENVS 183. Students who meet the requirements, can earn 4 college science credits through LCC each trimester or 12 if all trimesters are completed. Prerequisites: Biology or Biology Foundations and Chemistry or Chemistry Foundations with C's or better or department consent for all courses in the Environmental sequence.
Environmental Science: Environmental Science: Environmental Science: Aquatic Atmosphere Terrestrial . . . available. available . available. all trimester will emphasize the water inter trimester will focus on the Spring trimester will emphasize how around us and the impact humans have air above us. In ENVS Atmosphere, living things interact with chemical on it. In ENVSAqua c, students learn students learn about interactions among systems on land and how humans are about freshwater and marine systems humans and atmospheric and ecological influencing those systems. In ENVS including their biology, geology, systems. Topics include weather, Terrestrial, students learn about chemistry, and interac ons with weather hazards, climate, biomes, interactions among humans and humans. Topics include aqua c population, urbanization, global natural land-based systems. Topics biodiversity, streams, water pollu on, warming, air pollution and ozone include terrestrial ecology, biodiversity, ocean currents, fisheries, sustaining depletion. agriculture, soils, groundwater, aquatic systems and water resources. mineral and energy resources, Presents sustainable choices. waste disposal, recycling, ecological economics, conservation, and sustainable production. 25
SCIENCE
Chemistry A&B ...... . AP Chemistry A,B & C.... . Science (3 Trimesters) (2 Trimesters) Algebra II . . . Chemistry is a laboratory-oriented course in which you will . become acquainted with measurement and data analysis. You will thoroughly study the structure, composition, and reactions This is a college level course with a heavy workload, and you of matter. Topics include atomic theory, formulas, the mole should expect to spend at least one hour per day on homework. concept, chemical reactions, stoichiometry, the periodic table, After successful completion of this course and the AP chemistry solutions, concentration, chemical bonding, nuclear reactions, exam, you should be able to place into an honors level first- CORE SUB organic chemistry, and states of matter. Classroom lectures, year university chemistry course or a second-year university lab work, demonstrations, discussions and problem solving are chemistry course. The course will begin with a summer the basis of the course. Chemistry is recommended as the assignment and a brief review of Chemistry I, followed by science class for the majority of juniors. states of matter, atomic theory, chemical reactions, thermodynamics, equilibrium, acids and bases, rates of
reaction, oxidation and reduction, nuclear reactions, and JECTS Chemistry Foundations A&B ...... . organic chemistry. In the lab you will become proficient with (2 Trimesters) many types of equipment including the analytical balance, . spectrophotometer, filtering crucible and calorimeter. You will also use Vernier software with pH, temperature and Chemistry Foundations is a two-trimester class designed for conductivity probes. those who need a less formal, more applied chemistry course. You will study how chemical principles and concepts are developed from observation and data. Topics include chemical bonding, chemical reactions, analyzing products, organic chemistry and nuclear chemistry. Special attention is paid to problem-solving techniques and laboratory skills. Experiments are an essential part of this course. These experiments include activities such as analyzing unknown solutions, studying types of reactions, determining energy transformations and reacting acids and bases. Chemistry Foundations is useful not only for students entering health fields such as nursing, dental hygiene, nutrition and medical technology but also for anyone desiring an understanding of how the universe works. 26
SCIENCE
The one year physics course is e uivalent to the first year of the IB physics se uence as described below. Physics/IB Physics I A&B ...... . IB Physics II A,B & C ...... . (2 Trimesters) (3 Trimesters) . . Physics is designed for students who wish to gain an . understanding of the whole physical world. This is important This is the continuation of a two-year physics sequence that will as background for further study in fields like medicine, prepare students to take either the HL or SL IB exam at the end of architecture, mathematics, and all the sciences. It is also this year. Expect to spend at least half an hour per day on valuable for any college bound student who wants some homework. The primary focus is both on learning physics – exposure to the major scientific ideas in our culture. We will learning how interesting the physical world around us is – and JECTS begin by studying the various forms of energy and how energy doing physics – actually investigating that physical world yourself travels by waves. Topics in modern physics will be introduced. to see what secrets it holds. We will build on the foundation laid We will continually refer back to modern theories while we last year in the basic physics of IB Physics I by revisiting many learn about classical (pre-twentieth century physics. We will topics in greater detail and with greater mathematical study Newton’s laws of motion and gravity and see how they sophistication as well as explore new areas of physics. These apply to earthly and celestial bodies. Energy, momentum, include electromagnetism, thermodynamics, digital technology,
CORE SUB electromagnetism and optics will be explored. We will learn nuclear, quantum and relativity. You will experience even more of how physics rules our world from labs, demonstrations/ the majesty and awe that comes with scientific investigation. lectures, independent research projects and text. Problem solving skills and experimental methods will be emphasized all year.
This is also the first year of a two-year physics sequence that will prepare students to take either the HL or SL IB exam at the end of the next year. After successful completion of this sequence you should be able to place into an honors level first- year university physics course or a second-year university physics course. Expect to spend at least half an hour per day on homework.
The primary focus is both on learning physics – learning how interesting the physical world around us is – and doing physics – actually investigating that physical world yourself to see what secrets it holds. At the end of the year, you will be prepared to take the SAT-II/Physics exam. The topics studied include kinematics, momentum, energy, optics, waves, electricity and magnetism.
Along the way, you will experience some of the majesty and awe that comes with scientific investigation. 27
SOCIAL STUDIES Social Studies courses help students better understand our society, government, and the world they live in. Students will study and use concepts from geography, history, government, economics, anthropology, sociology, and psychology while advancing their literacy skills. These classes address applicable state Social Studies Standards and Common Core State Standards. Ninth- grade students will be enrolled in Global Studies. Tenth-grade students may take US History or AP US History. For the third-year requirement, students have a choice of courses that include: Psychology, Contemporary World Issues, Economics, Law Studies – Street Law, or an Advanced Placement course. AP courses offer a college-level curriculum and an opportunity to earn college credit with the successful completion of a national AP exam. In selecting courses to take for the third year, students should consider personal interests, college requirements, and career plans. Students enrolled in the IHS program receive Social Studies credit through IHS and may not enroll in the following Social Studies courses. CORE SUB Global Studies A&B ( ) ...... 1.0 Credit: Social Studies Contemp World Issues A and/or B (11-12) ...... 0.5 (2 Trimesters) or 1.0 Credit: Social Studies (1 or 2 Trimesters) This 1.0 credit Social Studies class has been designed to help This class will help students understand current national and 9th graders understand social, political, geographic, and international issues and debates. It will be based on the economic concepts which influence events in our world today. important events, ideas and people who have shaped our modern history. The A Course includes the following topics:
Readings and activities will include discussions of global JECTS cultures and geography, world values and beliefs (world citizenship, Oregon’s History of Exclusion, and the Citizen’s religions, political & economic theories), global exploration and United case. The B Course topics will include climate change, revolutions (scientific, industrial, and national revolutions), the Israel-Palestine Conflict, The China-Taiwan Conflict, and nationalism, imperialism (industrialization), World Wars, and Militant Islamic Groups across the world. We will study the the Cold War and how these beliefs and events impact us social, political, and economic backgrounds of these events today. It will also include the study of specific current issues and use a variety of media and text to study how our modern including struggles for democracy (human rights and world works and what is implied for our future. freedoms), global interdependence (political and economic), Law Studies Street Law (11-12) ...... . and environmental and population issues. This class will cover important study, research, and writing skills that are the This is a civics course based on Street Law: A Course in foundation for future coursework. Practical Law, a text geared to bring government and the law alive in the classroom. Students will develop basic knowledge US History A&B (1 -12)...... . and understanding of governance and of our legal system (2 Trimesters) through reading, inquiry, simulations, and projects. Students will US History is a 1.0 credit college preparatory course that learn what rights are granted to them by the U.S. Constitution, includes the study of a multicultural society within a their legal obligations as a citizen, and protocol when interacting participatory democracy, a changing economy, an adaptable with police officers. Units of study include: citizenship, government, territorial expansion, social change and other constitution, court system, conflict resolution, individual rights, significant themes. This includes the study of the major crime & punishment and internal law. (1 or 2 Trimesters) events, ideas and people who have influenced U.S. history from Reconstruction to the 21st Century. Course work will Psychology (1 or 2 Trimesters) These can be taken lead to the discovery of how two world wars and economic, together or as stand-alone courses in 11th and 12th grade. social and technological change led to the U.S. being a major world power in the 20th century. This course also studies Psychology A: (The Biological Basis of Behavior)...... how America transformed the economy and society and led 0.5 Credit: Social Studies to a modern society. The course also explores how the Students will be introduced to a variety of Psychology concepts advancement of technologies fundamentally changed our including but not limited to, disorders, brain science, and human culture. development. This course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with many of the subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. This section will focus on biological basis of human behavior focusing specifically on Neuroscience and Genetic Predispositions. 28
SOCIAL STUDIES
Psychology B: (The Environmental Basis of AP World History A,B & C Behavior)...... 0.5 Credit: Social Studies (11-12)...... . Social Studies Students will be introduced to a variety of Psychology concepts Advanced Placement World History is a college-level course that including but not limited to, disorders, brain science, and human is offered through the College Board's Advanced Placement development. This course is designed to introduce students to Program designed to help students develop a greater the systematic and scientific study of the behavior and mental understanding of the evolution of global processes and contacts processes of human beings and other animals. Students are as well as interactions between different types of human society. exposed to the psychological facts, principles, and phenomena The course advances this understanding through a combination of associated with many of the subfields within psychology. They selective factual knowledge and appropriate analytical skills. also learn about the ethics and methods psychologists use in Students study prehistory and history, from 8000 BCE to present- their science and practice. This section will focus on how our day. JECTS Environment shapes our behavior. Specifically, on Socio- AP US Gov & Pol (11-12) Economics, Geography, Peer Pressure/Group Dynamics. ... .A/B ...... 2 T s . Social Studies Students do not need to take both sections, however if students This course prepares students for the Advanced Placement U.S. decided to take both A and B they will be better prepared to Government and Politics exam. We will engage in an in- depth take the AP Psychology test in May. study of the five themes that will appear on the AP exam: Constitutional underpinnings of the U.S; Government; Political
CORE SUB Economics (11-12)...... . beliefs and behaviors; Political parties, interest groups, and mass This course will introduce students to micro and macroeconomic media; Institutions of national government; Public policy; and Civil systems. Students will learn how the local economy is rights and civil liberties. integrated with the state, national and world economies. Students will participate in simulations covering personal AP Comparative Gov. & Pol A&B .2 trimesters – 1.0 Credit: Social Studies finance, the stock market, and national economies in an (11-12)...... integrated global marketplace. Students develop an AP Comparative Government and Politics introduces students to understanding of how economics systems work, their the rich diversity of political life outside the United States. advantages and disadvantages and how they impact individuals Students examine the political structures, policies, and the and the world at large. political, economic, and social challenges among six selected countries: Great Britain, Mexico, Russia, Iran, China, and Nigeria. SOCIAL STUDIES ADVANCED Additionally, students examine how different governments solve PLACEMENT COURSES similar problems by comparing the effectiveness of approaches Advanced placement courses deliver rigorous, college-level to many global issues. This course fulfills the government and instruction. Students enrolling in AP courses must commit to history requirement. extensive reading, critical thinking, class participation and consistent attendance. Students who successfully pass the College Board’s Advanced Placement Examination (offered in May) may be granted undergraduate credit at many colleges and universities. AP US History A&B (1 -12) ...... . Students will learn about the history of North America from early native settlements to the development of the United States to the present day. The focus is on political, economic, social, and cultural themes. Readings will include selections from a college- level text, supplementary materials from primary sources, and the writings of noted historians. Students will be required to complete research projects and several essays. 29 CTE PATHWAYS
CAREER-TECHNICAL EDUCATION (CTE) Career-Technical Education (CTE) prepares students for high-skill, high-wage, high-demand jobs where you can be creative, innovative, and self-directed after high school. South’s programs focus on student collaboration, real-world relevance, and leadership- development opportunities. CTE sets students up for success in all levels of post-secondary education, as well as for entry-level employment, start-up entrepreneurship, and community leadership.
All courses build into subject area pathways. These pathways encompass 3 credits in which students begin with intro-level training courses and work their way up to advanced, hands-on, career-oriented classes.
CTE at South includes Child Development, Education and Training, Computer and Information Sciences, Culinary Arts, Media Arts (formerly known as Journalism), Graphic Design, Visual Arts, and an emerging Engineering Technology (Unmanned Autonomous Systems) program. While anyone may take these courses for interest, we encourage all students to consider completing the 3-credit pathway (see below). Some CTE programs offer College Now credit and pathways are connected to the senior-year CTE project (see page 6), which fulfills the Extended Application requirement for graduation.
Courses for the CTE Project by subject area: C TE, APPLIED, FINE
Culinary Arts PERFORMING ARTS Visual Arts Ceramics I CN International oods Drawing Painting I C South ork Catering I, II, III Ceramics II or Drawing Painting II Teacher Aide- Ceramics III or Drawing III requires instructor approval Advanced Studio Art Graphic Design Child Development, Education, and Training raphic Design I C II Child Development A-C Drawing Painting I C II Child Development -C Advanced Studio Art A ND Advanced Child Psyc Psychology Journalism : isual Communications Introduction to Education-CTE/C Media Arts Computer & Information Sciences Journalism A-CTE: riting for the Media v Comp Apps-Excel-C for usiness Computer Journalism -CTE: isual Communication Fundamentals-C Journalism C-CTE/C : Advanced Publications v eb Design Projects v Comp-Mobile App Development CTE Comp Apps- ame C v AP Computer Science Principles Unmanned Autonomous Systems v Comp Apps: Programming CTE Engineering/Design v Math for Aviation-CTE v Intro to Eng/Des- AS v Engineering Design Lab: AS/A/ /C v AS CTE Capstone 30
CTE CHILD DEV., EDUCATION, AND TRAINING CHILD AND HUMAN DEVELOPMENT EDUCATION AND TRAINING If you are interested in the human mind, your physical and If you are interested in the education field as a possible career. This emotional health, or are considering a career as a psychologist, is the pathway for you. The primary goal of the “Introduction to teacher, social worker or early childhood education specialist, Education” program is to encourage academically talented, high- these classes may be of interest and benefit. It is possible to earn achieving high school students with exemplary interpersonal and college credit through the College Now program while you are still leadership skills to consider teaching as a career. An important in high school. secondary goal of the program is to develop future community leaders who will become civic advocates for public education. The Child Development I- A CN Introduction to Education program uses an innovative approach (9-12)...... 0.5 Credit: Applied Arts, Health designed to attract you to the teaching profession through a challenging introduction to teaching. The program seeks to provide ou will discover what’s really going on in a child’s world by you with insight into the nature of teaching, the problems of studying their physical, social, emotional, and literacy growth. You schooling, and the critical issues affecting the quality of education in will participate in hands-on work in South’s preschool, “Kids Down America’s schools. South,” the YMCA, Spencer View Co-op, or New Dream Childcare Center. Students who complete both Child Development A and B Introduction to Education A/B/C with a 3.0 or better may receive three College Now credits and CTE/CN (12)...... 1.5 Credits:Applied Arts, English Language fulfill one of the requirements for the Education Career Aligned Arts (1.0 ELA, 0.5 Applied Arts) Mastery program of study. Prerequisites: Dev. A and B 1 trimester of Adv. Child Psychology This is a 3-part class that must be taken consecutively during your Child Development I- B CN senior year at South. If you have a strong interest in working with (9-12)...... 0.5 Credit: Applied Arts, Health children in grades K-12 or beyond, this is a great pathway for you. It fulfills the requirement for the Human Resource Education and In Child Development B, students will build their knowledge of the Training CTE Project and Extended Application. This 3- part course TE, APPLIED, FINE first three developmental domains and study cognitive and is a study of the history, development, organization and practices of C language development in children. In this class we will study the preschool, elementary, and secondary education. We will discuss
AND PERFORMING ARTS grand theories of child development and some of the emerging learning communities, educational philosophies, teaching as a theories in the field. Students will continue to participate in hands- profession, history of Oregon schools, and the pathway to an on work in South’s preschool, “Kids Down South,” the YMCA, education degree. Students will be placed with a mentor teacher in Spencer View Co-op, or New Dream Childcare Center. Students elementary and secondary schools and have the opportunity to plan who complete both Child Development A and B with a 3.0 or and teach lessons in that teacher’s classroom. Due to the amount of better may receive three College Now credits and fulfill one of the technical writing and formal essays, this course will count as 1.0 requirements for the Human Resource Education and Training ELA credits once the portfolio is completed. College credit will be CTE Project Program of Study and Extended Application. available upon completing this series of classes. Advanced Child Psyc A-CN, B & C (1 -12) ...... 0.5 Credit: Applied Arts Prerequisite: Child Development College Now credit may be available Do you have a strong interest in childcare or a desire to continue your education in child development? You will be enrolled in a practicum from a trimester to two years provided by one of the child development centers in the South Region. Emphasis in this course is placed on preschool teacher roles, children’s health and safety, planning curriculum, job skills, and exploring vocational preparatory programs in the child care field nanny programs, preschool or elementary teacher, child psychologist, and social work . Placement sites are selected dependent on the student’s long-term vocational interest. 31
CTE CULINARY ARTS I A A Career and life readiness skills are awaiting you. Come and be a part of a diverse learning community. International Foods and Culture can be taken for 1, or all 3 trimesters. Each trimester will be a different region of the world. Upon completion of an International Foods and Culture course and teacher approval, a student can enter the South Fork Catering class and be a part of a student-run business.
International Foods ( -12)...... 0.5 Credit: Applied Arts Catering II & III (1 -12) ...... 0.5 Credit: Applied Arts or , International Foods and Culture is an exploration in basic South For culinary arts class that focuses on global cuisine with a social Prerequisite: Catering I justice lensed culture-learning component. Class discussion Do you have a strong interest in food service, restaurant topics can include the current state of our food supply, the meat management or the field of catering? You will do advanced industrial complex, history of under-represented groups, ethnic food preparation, menu planning, organization of lunches origins, embracing diversity and equity, supporting the local and dinners, catering jobs, budgeting and quantity cooking in economy, human rights, personal hygiene, teen development, this hands-on lab class. Students can earn college credit AND PERFORMING ARTS diet, and exercise. Class activities will include culinary through LCC’s College Now program. Also, students may C demonstrations, films, guest speakers, class discussions, complete a CTE Project through completion of these courses. TE, APPLIED, FINE assigned readings, worksheets, and kitchen labs. Students may Teacher Aide (1 -12) ...... 0.5 Credit: take multiple International Foods and Culture classes in their high school experiences. IFC (T1) Latin America and Southeast Prerequisite: Teacher Consent Asia IFC (T2) East Asia and "Soul Food" IFC (T3) Western eep cooking Experiment Manage Organize ork with Europe and The Mediterranean. food, food, food, as a lab assistant. Catering I (1 -12)...... 0.5 Credit: South For Join the #1 retail employer: The Food Service Industry. If you enjoy cooking, join South Fork Catering students to manage and operate South Eugene’s prestigious student-run catering business. You will gain valuable on-the-job-training as you prepare a wide variety of food items for sale. The course emphasizes food preparation techniques, as well as the managerial skills of running a business, and gives lots of hands-on cooking practice. 32
CTE COMPUTER & INFORMATION SCIENCES About the CIS CTE Program of Study The CIS (Computer and Information Sciences) CTE (Career Technical Education) Program of Study at South emerged as the first program of its kind to be offered in a Lane County high school, and we are excited to be on the cutting edge of this very important endeavor! Oregon Employment Department Labor Market Data for Lane County projects a 28% growth (2014-2024) in the tech sector, and the need for Web Developers, in particular, is the highest of any career projection, at 42%. The CIS CTE Program of Study has been designed so that South students are well-positioned to address this need, upon graduation from high school. The skills developed and experience gained through this Program of Study will also give them an advantage if they go to college. Students have the opportunity to earn college credit if they complete the advanced placement in this program of study. This CTE program has the strong support of Eugene School District 4J, Lane Educational Service District, Lane Community College, the Regional Achievement Collaborative (Connected Lane County), Lane's STEM Hub, Lane Workforce Partnership, and the Technology Association of Oregon (TAO) Southern Oregon Chapter. Twenty-seven of our over-400 local tech businesses have specifically committed to help this effort succeed; completers of this CTE program are given the opportunity for a job interview with a local tech firm and/or internship opportunities. CIS CTE candidates will take six courses referenced below, as well as SEHS versions of Math 95 and/or Math 111 and Writing 121. Admission preference will be given to those involved with SERT (South Eugene Robotics Team). In addition, candidates will be encouraged to take advantage of coding opportunities such as Hack for a Cause, the SERT Hackathon and other Tech Industry coding events. **Note: To take ANY of these (computer) classes, choose "Computer Fundamentals" in StudentVUE.** (Specific Area of Study will be determined the first 2 weeks of classes.)
Computer Fundamentals-CN/2-CN/3-CN...... 0.5 Credit: Web Page Design CTE...... 0.5 Credit: Applied Arts Students taking this course will learn to write HTML and CSS, the STUDENTS WILL FORECAST FOR THIS CLASS INITIALLY basic languages used in Web Development. After exploring TE, APPLIED, FINE WHEN CONSIDERING ANY OF THE FOLLOWING CTE principles of design and composition, typography, color, and C COURSES. This is a hands-on introduction to personal graphics for the Web, students will have a much better AND PERFORMING ARTS computers and application software. Students will learn basic understanding of how web pages work. Motivated students are computer terminology, the role of computers in society, welcome to go much further into web development and to operating systems and the use of word processing, spreadsheet, prepare themselves for work with clients. presentation, database, and Internet software. It's a great course Comp Mobile App Development- for you if you want to learn your way around the computer or CTE/CN...... 0.5 Credit: Applied Arts would like to expand your knowledge. (The Computer Fundamentals course Articulates to CIS 101 Computer Would you like to learn how apps are developed and to be able Fundamentals at LCC.) to create them yourself? If so, then this course is for you! Students taking this course learn the fundamentals of Keyboarding CTE...... 0.5 Credit: Applied Arts programming and App Development using updated App Lab Do you use the “hunt and peck” method of typing, with a software. Motivated students are encouraged to explore Swift result of less than 25 words per minute? Would you like and Industry standard App Dev Software, ultimately important instruction and credit for gaining an important and useful skill? skills for working with clients in the Tech Industry. (The Mobile Keyboarding class is easy and fun. Use the most up to date App Development course Articulates to CIS 125M Software software and resources to learn how to type properly, quickly Tools: Mobile Development at LCC.) and accurately.
Comp Apps-Excel CTE...... 0.5 Credit: Applied Arts Excel is a powerful program for crunching numbers, making cool charts, and performing “spreadsheet magic.” Learn all the finer points of spreadsheet software and gain a lot of basic computer skills in the process. Learn Industry Standard buzzwords and functions to impress even the most knowledgeable Excel guru. 33
CTE COMPUTER & INFORMATION SCIENCES
Interactive Media (Music Technology) Comp Apps- Games CTE/CN ...... 0.5 Credit: Applied Arts CTE...... 0.5 Credit: Applied Arts Do you love to play games on the computer and long to try Whether you and your DAW are besties or you have no idea your hand at making them? If so, then this course is for you! what a DAW is, this course will enable you to dwell, grow This course is an introduction to the field of game and create in the world of music - on the computer. You will development. It includes a survey of computer game learn how music is constructed (music theory) as it relates to categories and platforms, an overview of the game design and electronic music production. Demystifying synths, you will development process, and an introduction to the tools used for explore many of the properties of sound and learn how to graphics development and game development. Students are manipulate these in a digital environment to create songs of given the freedom to create at their own level with several your own! different software options available to explore. (This Game Development course Articulates to CIS 125G Software Tools 1: Game Development at LCC.) Advanced Computer Topics CTE ...... 0.5 Credit: AP Comp Sci Principles CN Instructor consent required AND PERFORMING ARTS A,B&C...... 1.5 Credit: Applied Arts Advanced Computer Topics is a “choose your own adventure” experience for students who are able to drive their own C
In a delightful, three-term mashup of three amazing courses for TE, APPLIED, FINE learning in technology. It is ideal for mature students who a year-long AP Computer Science Principles course, students have a passionate interest in developing skills in a technology learn about Computer Science! The three courses are: area, and need only time, technical resources, and independent learning materials to be productive.Topics can AP Comp Sci Principles A - Using the BJC (Beauty & Joy of include anything of great interest to the student, including but Computing) curriculum and Snap! Interface, students create not limited to: 3D modeling, 3D animation, 3D printing; programs that are increasingly complex, learn some of the Engineering Software (CAD); LINUX, IT Professional most powerful ideas of computer science, consider social Certifications, Cyber Security, Advanced Game Development; implications of computing, and prepare for the AP CSP exam, Graphic Design; Digital Photography and Video Production. completing parts of the exam in class. Instructor Consent Required for all Areas of Study and Technology Usage. AP Comp Sci Principles B - CN (Articulates to CS160 at LCC) This course provides an overview of computer hardware architecture, the study of algorithms, software design and development, data representation and organization, ethics and the history of computing and its influences on society. The student is exposed to both low-level and high-level programming languages.
AP Comp Sci Principles C - In this course, students will have completed the Explore Task, be completing the Create Task and prepare, discuss and review for the AP CSP exam which is taken during this spring Trimester. Comp Apps Programming ...... 0.5 Credit: Applied Arts Programming is a course designed for CIS CTE candidates to directly prepare students for real work in the Lane County technology sector. Students in this course will work on individualized programming projects specifically organized for each level of learning. Whether you have never programmed before or are working on advanced projects in Python, this course is a fun way to pursue learning how to code no matter what level. Several languages are available and motivated students are encouraged to pursue advanced projects. 34
CTE JOURNALISM/MEDIA ARTS Journalism Intro to Media & Communication Journalism-Advanced Publications & Pro ects Note: To take ANY of these (computer) classes, choose The following classes may require Journalism "Jouranalism: Intro to Media & Communication" in StudentVUE. A, Journalism B, or adviser consent. Please read descriptions Specific Area of Study will be determined the first 2 weeks of carefully. classes. Journalism A-CTE (Writing for the Newspaper I, II III-CTE CN The A E Newspaper Media)...... 0.5 Credits: Applied Arts/CTE Print & Digital Publications ...... 1.0 Credit: High school journalists wield power, which must be balanced with responsibility and ethics. High school journalism reflects the real College Now credits may be available experiences of professional journalists and comes with the same Prerequisites: Journalism A responsibilities to be fair, accurate, unbiased, and ethical. This Use the journalistic skills you learned in Journalism to create, class will cover the fundamentals of writing for the media, i.e., manage and publish The Axe, South’s official, award-winning interviewing, researching, and reporting; the ethical and student newspaper. The Axe staff writes, edits and designs professional standards of journalism; mass and social media and each issue using desktop publishing. Photographers must be their implications on our popular culture; the vocabulary and experienced in taking quality photographs. Photographers and terminology of journalism professionals; and how the media graphic designers do not need to take Journalism before joining construct their persuasive written/verbal message. the staff, but they do need adviser approval before adding. Yearboo A,B & C The Eugenean Yearboo . Print & Digital Publications ...... 1.5 Credits: Journalism B-CTE (Visual Communication)...... 0.5 Credits: Applied Arts/CTE In this class, students will learn how words and visuals work together to create stories and explore new ways of presenting . TE, APPLIED, FINE
content digitally. The course will be built on a foundation of
C reading and writing to cover the basics of visual journalism– .
AND PERFORMING ARTS including typography, layout and design – photography, . interactive graphics and multimedia. Students will learn about Join the team that produces Eugenean yearbook at South. This design and visual storytelling, which are essential as journalism hands-on experience combines journalism, desktop publishing, and all industry become more reliant on digital media. Students graphic design, photography and team collaboration to produce will use Microsoft Word for scripts and story pitches, and they will a unique publication. The last four weeks of class will focus on learn Adobe InDesign and Photoshop, and iMovie to produce planning for the following year, and are geared toward non- projects that communicate content and ideas visually. senior and new staffers. Photographers should be experienced in taking high-quality photographs, and should bring work . samples to the adviser before adding the class. . Journalism C-CTE/CN (Multimedia Storytelling) ...... . Multimedia storytelling combines traditional nonfiction narrative with digital content, including images, sound, and video, to create a short movie, typically with a strong emotional component. Sophisticated digital stories can be interactive movies that include highly produced audio and visual effects, but a set of slides with corresponding narration or music constitutes a basic digital story. Digital stories can be instructional, persuasive, historical, or reflective. The resources available to incorporate into a digital story are virtually limitless, giving the storyteller enormous creative latitude. Constructing a narrative and communicating it effectively require the storyteller to think carefully about the topic and consider the audience’s perspective. 35
CTE: FINE ARTS
Drawing & Painting I-CN (College Now) Graphic Design I-CTE/CN (College Drawing & Painting II...... 0.5 Credit each: Fine Arts, CTE and Now)...... 0.5 College Now Learn the elements of basic and graphic design and 2-D layout, its history and function in contemporary society, and learn industry-standard design software. You will examine Step into the shoes of an artist and learn how to convey ideas, various career options and the growing importance of visual feelings, and moods through drawing and painting techniques in communication and visual literacy in society and culture. a variety of media. This is a choice-based class where students will make their own decisions about the content of their art. Exploration of design elements and principles and analysis Students can earn College Now credit for ART 131: Introduction is emphasized. All students who register can earn College to Drawing upon completion of both sections. Now credit.
...... Ceramics I CTE and Ceramics II CTE/CN...... 0.5 Graphic Design II 0.5 Credit: Fine Arts and CTE Credit Fine Arts, CTE, and College Now AND PERFORMING ARTS
Students will explore the areas of graphic design and C
Step into the shoes of an artist and learn how to convey ideas, advertising using industry-standard software. Study computer TE, APPLIED, FINE feelings, and moods or make functional pottery in this hands-on graphics, visual communication, technical skills and studio class. This is a choice-based class where students will contemporary applications. Learn basic design and make their own decisions about the content of their art. composition skills such as Hierarchy, Gestalt Principles, and Students can earn College Now credit for ART 250: Ceramics Point, Line, Plane. Hand building upon completion of both sections.
Advanced Studio Art...... . . C r This class is the next step for advanced Visual Arts students to broaden their style and explore post-secondary career options. Developing work under an individualized plan in different media, students will put their talents towards school and community projects, art production for sale, and developing career skills. Creating a digital portfolio will provide a contextual learning experience for students who wish to explore various post-high school options, such as: careers in the visual arts, graphic design, and arts management. CTE Project students will complete a personalized learning plan in the arts with a faculty member or professional serving in a mentorship role. A continuous body of work must be presented for review with documentation based on self-assessment and mentor evaluation. *Option 1 Advanced Drawing & Painting Pro ects *Option 2 Graphic Design *Option 3 Advanced Applications in Ceramics 36
CTE Engineering Technology
Engineering Technology Engineering/ Design Lab UAS Unmanned Autonomous Systems (UAS) The goal of the engineering design lab is to provide students with Students who are interested in applied science or engineering hands-on investigations of the scientific principles, concepts, and or are considering a career in a technical field will benefit from methodologies required to be successful in a technical career. this developing program. Students will understand and Students will learn to identify and analyze engineering problems, implement the engineering process and lifecycle and learn evaluate and mitigate risk, and design a wide variety of solutions. advanced aspects of designing, assembling, and operating Potential skills supported through this course include operation and unmanned autonomous systems. Coursework is designed to control; use of equipment, tools, and systems; monitoring and enhance mathematical and scientific literacy and improve responding to feedback; critical thinking; active listening and skills that are necessary to prepare for broad careers in learning; judgment and decision making; and project management. engineering technology and aviation. Learning activities will Any or all of the trimesters may be taken. Students must complete include hands-on projects, flight missions with a variety of their life science NGSS requirement before entering the CTE drones, research and experimental data presentations, skill- program. building practice, reading and responding to applicable readings, and working with teams. Successful completion of the program can include obtaining a commercial UAS pilot Engineering/Design Lab UAS-A certificate and earning college credit through the College Now (Chemistry of Materials)...... 0.5 Credit: Science program. This program of study is open to 10th through 12th Prerequisites: Intro to Eng/ Des: UAS, or Adviser Consent grades. Fall trimester will emphasize the materials that are important in Math for Aviation-CTE...... 0.5 Credit: Math the design of UAS. Potential topics include battery chemistry, Prerequisites: Algebra I, Physical Science polymers, structures, and metals and alloys. This one-term applied math course will enhance your
PERFORMING ARTS mathematical literacy and improve math skills that are Engineering/Design Lab UAS-B
CTE, APPLIED, FINE AND CTE, APPLIED, FINE applicable to careers, technical content, and processes (Physics of Flight)...... 0.5 Credit: Science involving aviation. Potential topics include aircraft P Biology, Adviser performance; 2-D and 3-D visualization, modeling, and consent transformation; navigation and aeronautical charts; weather; and time-speed-distance problem solving. Activities will Winter trimester will emphasize the physics that impact the include hands-on projects, skill-building practice, research design of UAS. Potential topics include aerodynamics, forces of and experimental data presentations, and working with teams. flight, 3D structures, and propulsion. Intro to Engineering/Design Engineering/Design Lab UAS-C UAS-CTE...... . (Electronic)...... 0.5 Credit: Science Prerequisites: Intermediate Algebra, Physical Science, Prerequisites: Biology, Intro to Eng/ Des: UAS, or Adviser Math for Aviation or Adviser Consent Consent This one-term course will enhance your science literacy, offer Spring trimester will emphasize the electronic systems that are opportunities for hands-on projects, and support you in further used to control UAS. Potential topics include motors, micro- exploration of careers, technical content, and scientific controllers, batteries, wiring, and circuit boards. processes involving the use of UAS. Potential topics include the context of UAS within the history of flight; forces of flight; 2-D and 3-D visualization, modeling, and transformation; flight planning; safety evaluation and response; current UAS platforms, control systems, and sensors; and UAS ethics and laws. Learning activities will include hands-on projects, flight missions with a variety of drones, research and experimental data presentations, reading and responding to applicable literature, and working with teams. 37
PERFORMING ARTS DRAMA MUSIC
Drama I A&B ( -12) ...... . Drama IV (12) ...... . This course provides a survey of the art of theater including Prerequisite: Drama Acting II and permission of instructor theater history, acting fundamentals and stagecraft. All aspects of theater are covered to give the student an The Drama 4 class handles most of the business and appreciation for everything that goes into a theatrical management of South Eugene Theater Productions. performance. Emphasis is placed on acting; including Marketing, advertising and maintaining the company movement, voice and the basic system of acting as taught at website as well as creating all of the printed work for South Eugene High School. Instruction is a balance of theory, productions. Officers in the company, as well as season regular exercises and project-centered learning. Modern student directors are expected to sign up for this class. acting theory is covered including the ideas of Stanislavsky, Student directors develop production concepts, interface Stella Adler and Sanford Meisner. Units include the audition, with their technical and artistic director, and develop the two-person scene and pantomime with music. Students budgets. South Eugene Theater students write plays, are required to attend at least one performance of each of the develop video projects, particularly short films, and develop
South Eugene Theater plays. other projects that showcase themselves and the program AND PERFORMING ARTS to the community at large and at the State Thespian Drama Acting II A&B (1 -12) ...... . C
Conference. Participation in the Regional Acting TE, APPLIED, FINE Prerequisite: Drama I and permission of instructor Competition is required. Students are required to attend at least one performance of each of the South Eugene Theater In this course students will do extensive work with the acting plays. techniques of Sanford Meisner and look deeper into ideas explored in the introduction course. Depending on the year, Drama-Stagecraft A,B & C (9 -12).... . styles of acting, including, but not limited to, playing Prerequisite: Must be available to attend at least one Shakespeare and working with stage dialects. All instruction performance of each of the South Eugene Theater plays. requires a working knowledge of the acting theories covered in Introduction to Theater which is a prerequisite for This class is designed to develop artistry in all areas of acceptance into this class. Instruction is a balance of theory, technical theater including the craft of scenic construction, regular exercises and project-centered learning. Participation lighting, sound and costuming. Because students are in the State Regional Acting Competition is a required part of responsible for the creation of the sets, lighting plots, sound the course. Students are required to attend at least one designs and costumes for all of the after-school theater performance of each of the South Eugene Theater plays. productions, this is an entirely “hands-on” experience. Students learn to safely use the many power tools, Drama III (11-12) ...... . implements and equipment of the theater backstage. Students are also responsible for providing running crews Prerequisite: Drama Acting II and permission of instructor for South productions and outside rental customers. Time commitment outside of the normal school day may be Students in this class focus on a range of specialized topics required. within the craft. Topics may include, but are not limited to ... . Playing Shakespeare, Acting for the Camera and Children’s Drama Adv. Stagecraft A,B & C (9-12) Theater. Instruction is a balance of theory, regular exercises Prerequisite: Drama Stagecraft and permission of instructor and project-centered learning. Another major emphasis of the Students in Advanced Stagecraft are leaders in the technical theater class is preparation for and participation in the Regional and operation of South Eugene High School generally, and South Eugene State Acting Competitions. Drama 1 and Drama 2 are Theater Productions specifically. As students who are already trained prerequisites. Students are required to attend at least one on all of the technical equipment in the high school's two theaters, performance of each of the South Eugene Theater plays. these students facilitate all outside uses of the space including music concerts, assemblies, and facility rentals. Advanced Stagecraft students design all elements of South Theater productions including set design, light design, and sound design and engineering. Students may also be involved in costume and prop design, and construction. Advanced students also act as peer instructors and team leaders in all areas of the construction and implementation of designs. 38
PERFORMIN ARTS DRAMA M SIC MUSIC COURSES SEHS music classes offer a wide variety of performances and learning opportunities. The bands, orchestras and choirs have won acclaim throughout the Northwest for their high level of musical performance.
MUSIC CLASS FEES: A class fee is required from students participating in music courses. This fee is necessary to provide sheet music, instrument repair, and other needs for the course. The music class fee is reasonable and takes into consideration the student’s ability to pay. For those students facing financial difficulty, a financial hardship waiver form is available from the instructor.
String Orchestra A,B & C (9 -12) ...... 0.5 Choir-Tyros A,B & C (11 -12 ...... . Course ee Course ee The String Orchestra is open to all students who play violin, viola, Tyro Choir Experience TCE is open to all students, regardless cello or string bass. Emphasis will be on improved musicianship and of experience or ability in choir. In addition to traditional choir technical skills. rehearsals and performances, TCE is also a music lab and String Ensemble A,B & C (9 -12)...... 0.5 Credit: Fine Arts experience-driven workshop. Students will experience A Course ee udition e uired sessions with local industry experts, frequent field trips, master The Strings Ensemble class is designed for the most advanced classes, fun bonding activities and more. In TCE, students will students who play violin, viola, cello or string bass. Students can rehearse and perform all kinds of interesting and challenging audition for the String Ensemble only after participating in the music, from old madrigals to jazz and even new music arranged Orchestra class for at least one year or upon discussion with the just for TCE. o audition or previous singing experience is necessary. Students who take TCE for a full year will be admitted teacher. into Concert Choir the following year without an audition. Ja Ensemble A,B&C (1 -12/Adv.)..0.5 Credit: Fine Arts Choir-Concert A,B & C (1 -12) ...... . Course ee Audition Required Course ee JAZZ BAND is an advanced instrumental ensemble that Core uisite if in 9th grade Choir performs primarily jazz music. The Jazz Band is designed for The Concert Choir is the large varsity-level choral ensemble at
TE, APPLIED, FINE students with advanced understanding of music theory and South Eugene High School. This choir is designed for
C aural skills. The group performs jazz genres including swing, experienced singers with some knowledge of music theory and aural skills. The ensemble performs a varied repertoire including AND PERFORMING ARTS blues, Latin, ballads, Dixie, and big band. Members are expected to practice their music outside of class, alone and in early music, choral pieces from various world cultures, large small groups. Students of Jazz Band are expected to be choral works such as baroque cantatas and contemporary concurrently enrolled in either Concert Band or Wind choral literature. This choir represents our school each year at Ensemble. the district choir festival. Auditions are open first to current SEHS Choir members and then to any SEHS student and take place in Wind Ensemble A,B & C (10 -12)...... . Course ee May of the preceding school year. A second round of auditions WIND ENSEMBLE is designed for the most advanced will be held in September to balance voice parts, if necessary. students who play a woodwind, brass or percussion Ninth graders are only permitted to enroll in Concert Choir if instrument. Emphasis is placed on musicianship and admitted by audition and concurrently enrolled in Tyro Choir performing great wind literature, symphonic transcriptions, as Experience. well as various percussion, brass and woodwind ensemble Choir-Dorians A,B & C (1 -12)...... . work. Impeccable discipline, attitude, musicianship, and Course ee udition e uired attendance are required of all Wind Ensemble members. For Corequisite: Concert Choir those interested, solo performance, composition, and The Dorians Jazz Choir is an advanced ensemble that performs conducting opportunities are also available. During Fall and primarily jazz music. This choir is designed for students with Spring, students play for Pep Band and Marching Band. advanced understanding of music theory and aural skills. The Concert Band A,B & C ( 9-12)...... . group performs jazz genres including swing, bebop, Latin, ballads, Course ee funk and blues. Since this ensemble performs highly-challenging CONCERT BAND is a prerequisite for all 9th graders who repertoire, members are expected to practice their music outside wish to later join JAZZ BAND, but is also open to all students of class, alone and in small groups. All singers in the Dorians Jazz who play a woodwind, brass or percussion instrument. Choir are also expected to be concurrently enrolled in Concert Emphasis is placed on playing and performing a very wide Choir. Auditions are open to any student at South and take place variety of band literature. For students aspiring to play in the in May of the preceding school year. A second round of auditions Wind Ensemble, daily practice supports increased musical may be held in September to balance voice parts at the director's ability. During Fall and Spring, students play for Pep Band discretion. and Marching Band. 39
PERFORMIN ARTS M SIC
Audio Engineering- Live (9-12) ...... . Ukulele I/II/III...... . hat does it take to set up and run sound in a live Course Fee: None; no prerequisite performance environment This hands-on course explores the acoustical, musical, and technical aspects of the live kulele class is a great class for students who are interested performance, in order to learn how to present the best in learning to play a new instrument. o musical experience possible sound to the audience. Students will study, evaluate, is necessary to take this class. In this class, students will and compare several different live and studio recordings in learn how to play the ukulele, read music notation and tab, order to build an aesthetic standard for their own live mixing and compose their own music. ecause we have students choices. The course emphasizes instrument sounds, with varying experience in this class, there is a lot of individual microphones, equalization, and dynamics processing. instruction and self-led learning. This is a great class for Students in this course will develop critical listening skills anybody who wants to learn how to play music without the through aural analysis, ear training, drill and practice, and pressure of performing. comparative analyses. Topics covered will include spectral History of Roc and Roll ( -12) ...... . balance and equalization, spatial attributes and reverberation, Course Fee: None; no prerequisite dynamic range control, distortion and noise, analysis of sound, AND frequencies, effects and processing, anatomy and care of History of Rock and Roll is a one trimester, seminar based C audio equipment, and venue management. Students will be class where students learn about the development of early TE, APPLIED, FINE expected to identify frequency ranges, specific audio Rock and Roll through present day music. Students will PERFORMIN G signatures, distortion, edits, and digital manipulation through experience the evolution of Rock and Roll through aural examinations. o prerequisite courses or musical skills listening, reading, projects, and discussion. This class are necessary. provides students an opportunity to learn music without needing any musical background. If you love Rock and Audio Engineering- Studio A ...... . Roll, this is the class for you. This course explores multi-track recording techniques as applied to Music Theory (9-12)...... 0.5 Credit: Fine Arts ARTS professional sound systems. Studio consoles, signal path, No prerequisites for instruments necessary microphone configuration and placement, signal to noise ratio, and Course Fee: None other relevant topics will be studied. Students will experience the generation, transmission, and detection of sound; properties of Course will include an overview of music literacy in theory sounds; history and aesthetics of electro-acoustic music and and include an understanding of music composition and components; anatomy of audio equipment; professions in the field form. Course will allow for students to learn basic and of audio technology; audio production studio management; and the advanced composition of musical works for solo, chamber, global structure of audio recording-related industries. Students will and ensembles. Standards covered in this course include apply basic recording and editing techniques in the completion of creating, listening, analyzing, performing and responding to hands-on audio projects. o prerequisites or musical skills needed. aural and written examples of music. Major assignments will be for students to compose a final work of music to be Audio Engineering- Studio B ...... 0.5 Credit: Fine Arts performed either in class or on recording and played for Prerequisite: Audio Engineering- Studio A class. Students will apply basic recording and editing techniques in the completion of hands-on audio projects. Students will continue developing their skills and do more advanced skill building in the areas of audio production management and audio recording. 40
ADDITIONAL COURSE OPPORTUNITIES
Academics Unlimited ( 9-12).... . Craft Innovation & Design..... . Students will have time in class to complete homework and/or A courageous exploration of the elements and principles of art coursework from other classes. They will receive help/tutoring and design. We will develop your passions and explore global in completing work when they have questions or need issues while studying art as a catalyst for change. We will assistance. Students will be asked to keep a daily log of create unique, one-of-kind sculptures, paintings, recycled/ coursework and homework from their other classes as well as a upcycled projects, designed to build community through log of work completed in class. Students will be expected to collaboration. communicate with other teachers and staff, maintain an organized notebook and backpack, and monitor their grades Social Justice and attendance. They will learn self advocacy, communication, Leadership-A&B...... 0.5 Credit: Other Subjects and executive functioning skills. This course is intended to coordinate and facilitate with the Adulting 101: (Real World Skills) Steps Toward Change program, which seeks to answer: (9-12)...... 0.5 Credit: Other Subjects 1. How do we create a community in which all students feel safe How should I apply for a job, and when I get one, what do all and included? those deductions mean on my pay stub? How do I pay taxes? 2. What education for our whole community would benefit and Where should I go for a car loan? How do I write an email to my change our culture for the betterment of all? boss? And, what do I do when there’s a rip in my new work These goals are focused on making the school more inclusive clothes? We’ll find out the answers to these and other questions through student-led initiatives for increasing respect among we all have to face as adults. Welcome to Adulting 101! We will students and between students and adults in the building. By learn to sew on buttons and mend clothes, we’ll find out how to identifying school-wide, student-led goals for respect, the change a tire on a car and a bike, and we’ll help each other school’s vision of Steps Toward Change would increase a figure out a budget based on different living situations. We’ll cohesive focus on large, social, and systemic changes at even figure out how to eat well on a budget! Come with your SEHS. own questions for the class and we’ll all figure out how to tackle some real-world problems! ADDITIONAL COURSES AVID The AVID Elective- Program Overview: Advancement Via AVID 11 ...... . Individual Determination (AVID) is an academic, elective • Critical Reading and Text Analysis Skills course that prepares students for college readiness and • Strategic, Focused Note Taking Skills success. The class is a year-long course. Participants • Participation in AP/IB courses as appropriate must complete an application and interview prior to • College Portfolios acceptance into the class. Applications are available on the • SAT/ACT Preparation South Eugene website or from any school counselor. All • Scholarship Applications accepted students will sign a contract of commitment. • College Applications AVID ...... . .....0.5 AVID 12 ...... . • Successful middle school to high school transition • Critical Reading Skills • Critical Reading Skills • Strategic, Focused Note Taking Skills • Analytical Writing • Critical Thinking through Tutorials and Socratic Seminars • Strategic, Focused Note Taking Skills • Participation in AP/IB courses as appropriate • Critical Thinking through Tutorials and Socratic • Academic Vocabulary and Literacy Seminars • Rhetorical Reading • Academic Vocabulary Preparation • Analytical Writing • College Entrance Exam Preparation • Note Taking Strategies AVID 1 ...... . • Collaborative Discussion Strategies • Critical Reading and Text Analysis Skills • Preparation for College Entrance and Placement Exams • Strategic, Focused Note Taking Skills • Collegiate Study Skills and Test Taking Strategies • Critical Thinking through Tutorials and Socratic Seminars • College Scholarship Applications • Academic Vocabulary Preparation • College Applications • Time Management and Organization • Preparation for College Entrance Exams • College and Career Exploration 41
ADDITIONAL COURSE OPPORTUNITIES WORK STUDY
Library Aide (1 -12) ...... . Office or Teacher Aide ...... . Get acquainted with the services provided by the school library. Work in a school office or for a teacher. Office duties include Expectations include confidentiality, keen attention to detail, general clerical work, answering telephones and some typing willingness to perform a variety of duties and a professional and filing. Teachers request a variety of projects and attitude within the library. Students will gain familiarity with assistance from aides. Dependability and attendance are library procedures, shelving, resource processing, and required. circulation, as well as how to help with online resources. Peer Tutoring (1 , 11, 12) ...... . If you have an interest in teaching and helping other students learn and be successful overall, peer tutoring might be an opportunity for you. Students that are interested in being a Peer Tutor should select the course during forecasting and then stop by the counseling office to pick up and complete an application, and will be expected to complete training outside of the normal school hours. Peer Tutors must have a cumulative . PA or higher, have strong skills in one or more areas math, science, writing, world language or organization . Peer Tutors receive a pass or no pass grade and credit for their service. The Peer Tutoring will take place with a teacher’s direction during every period of the day as well as before and after school. Special Needs Aide ( -12) ...... . If you have an interest in teaching and helping students with a variety of excep onali es learn to increase their independence in a suppor v e and open environment peer tutoring might be an opportunity for you Students who sign up to be tutors will help in one of the Special Education programs at SEHS and will work with students to help them in areas such as functional academics, communication, vocational training, and social skills. Students who are interested in Special Education Peer Tutoring should select the course during forecasting and then stop by the counseling office to pick up and complete an application. Peer Tutors must have a a desire to help others, be flexible thinkers, have good interpersonal communica on skills, and be willing to adopt and model program values and rules. Most importantly they need to be good role models for other students. Peer tutors may take the class for a pass/no pass op on or they can take the class for a grade if they are willing to complete a variety of tasks speci ed in the "Special Educa on Learning Ac vi es Checklist". This checklist includes a P IS training slideshow that takes a few hours to complete and several other ac vi es such as suppor ng students in a variety of di erent learning ac vi es
func onal academics, participating in elective classes, vocational training and learning about a variety of careers in education ADDITIONAL COURSES through research and interviews). Special Education peer tutoring space is limited and students are selected based on counselor and teacher discretion. Peer tutoring is available during all regularly scheduled class periods. WORK STUDY South OR ’s structured career-related learning programs give you a chance to earn class credit and document extended work- based experiences. South OR courses include career exploration i.e. service learning internships , on-the-job application of specific class instruction and credit towards graduation for part-time employment. Participation in personal and professional development activities and employer evaluation is required each trimester. SOUTHWORK Career Exploration A/B/C Community & Related Ed. (11-12)...... . (11 -12)...... 0.5 Credit: Other Subjects Prerequisites: Enrollment in two regular classes, two School C to Career Coordinator approval This course reflects a student’s placement to explore and Students who are employed in the community may earn learn specifics about work culture, skill sets and customer elective credit through this program. Specific requirements service. Participation in personal and professional include: work hours documentation, job skill curriculum development activities and mentor evaluation is required. assignments, a minimum ten hour work week, resume and Juniors and Seniors are eligible to apply for paid positions interview. with various schools and departments within 4J School District. Prerequisites include screening for grades, ork site supervisors verify that students apply skills to attendance and progress towards graduation. Candidates resolve real problems and use appropriate workplace skills must create a resume and complete a pre-interview with the and attitudes. This experience must be paid and may occur School To Career Coordinator. Enrollment depends on actual in a public, private or non-profit organization. Participation hiring of the student. This is a Pass/ o Pass course for in personal and professional development activities and elective credit. supervisor evaluation is required. This is a Pass/ o Pass course for elective credit. 42
LEARNING CENTER
LEARNING CENTER The South Eugene High School Learning Center provides Special Education Services to students on Individual Education Plans IEP . Students have a Case Manager who will work with your child throughout high school. e believe that students on IEP's should be involved in the decision-making process of their education and that they are capable of achieving excellence. We aim to fully include all students in general education by employing accommodations and modifications in order to make all classes accessible. e teach personal responsibility, self-advocacy and self-determination as tools to use when navigating high school. e offer Advisory and Transitions classes outlined in the Curriculum uide to develop skills for high school and post high school plans. Lastly, we create with students a strong learning community where all students feel connected to other students and both their Learning Center and eneral Education teachers.
Advisory A,B & C ( -12) ...... . Math Concepts I A&B ( -11). .... . ther Subjects Students will get : or small group support/ tutoring to complete course work for their classes. Students will be asked to complete grade reports, check grades weekly and maintain Students will work on basic math skills without the use of a an organized binder/ tracking system for their classes. calculator. They will improve their mental math, understanding everyday math they will experience in their lives. In this class, they will demonstrate competency in money skills, frac on, LC Wor Experience ( -12)...... . decimals, using formulas, measurement, and understanding Students will get charts and graphs. After students move through the basic connected with an on-campus job. Through meeting with skills, we will study pre-algebra mathematics, employing basic your case manager and developing a plan, the student will problem-solving skills to mathematical equations. Although learn basic skills needed on the work site. Students may work the students will cover the same material, all students work in a variety of on-campus sites. independently and learn math at their own rate without the pace of the typical math class. Transitions 11 (11) ...... . Math Concepts II A&B (1 -12) ...... . Other Subjects In this class, students will learn about making the transition Math Concepts A B from high school to whatever post-secondary option the student may choose. Topics that will be covered are the world of work , i.e. resume development, careers and jobs; the world of post-secondary schooling , i.e. community Students will learn basic principles of personal finance. colleges, college/ 4 year universities and trade schools; the Students will learn how to reconcile bank statements, systems of South, i.e. what is my IEP, credits/ classes and understand the basic details of savings accounts, and what I need to graduate high school and being a self advocate. understand the pitfalls of high interest loans and other Students will also complete their junior project in the class. options. In addition, students will explore the costs of independent living and the income needed to manage. They will create a realistic scenario of what they need, as an adult, ) . or Applied Arts Transitions 12 (12 ... . to live within their means and be independent. Spring Term Students will continue with work readiness. LEARNING CENTER They will build resumes, complete applications, practice interview skills, receive feedback and complete mock interviews. In addition, students will continue explore college readiness by retaking LCC placement tests, applying for other colleges, career exploration, LCC campus visit, and debunking myths and fears about college. Lastly, we will consider what it takes to live independent of parents, understanding the needs of renting, bills and how much students need to earn to live on their own 43
EUGENE INTERNATIONAL HIGH SCHOOL
OVERVIEW Established in 1984, Eugene International High School is an alternative school in international studies for grades nine through twelve. The school is designed for students who value global understanding, communication, cultural differences, and improving the human condition. Eugene IHS offers a four-year interdisciplinary humanities curriculum focused on the study of nations, their cultures, history, artistic expression, and political, economic, and belief systems. Students who graduate from Eugene IHS will have developed a cultural awareness necessary for international communication and understanding. Located at three sites in District 4J on the campuses of South Eugene High School, Sheldon High School, and Churchill High School, Eugene IHS offers students a core curriculum in international studies during half of their school day. During the other half, Eugene IHS students can select from an array of courses offered in the host schools in the sciences, mathematics, languages, publications, applied technology, physical education, and fine and performing arts. Students with advanced language skills in French have the opportunity to participate in the language immersion course at Eugene IHS at SEHS. The organizational structure of Eugene International High School is a school-within-a-school model. Eugene IHS shares the facilities and resources of South Eugene High School. This model not only provides an opportunity for students to specialize in international studies and to benefit from the excellent offerings in the host schools, but also serves as a catalyst to increase the international dimension of the regular school program. Eugene IHS is a member of the International Baccalaureate Program, a worldwide affiliation of schools that promotes international standards of achievement. All the coursework for Eugene IHS juniors and seniors meets the requirements for the IB. Eugene IHS students may choose to pursue the full IB diploma with examinations in six subjects or test as course candidates in individual subjects. IB tests may earn students college credit in universities and colleges all over the world. SCHOOL BOARD STATEMENT ON ALTERNATIVE SCHOOLS The Board of Directors recognizes that the educational goals of School District 4 can best be attained through educational programs as diverse as students’ needs within a pluralistic society. Therefore, the board endorses the development of a variety of alternative schools through the cooperative efforts of educators, parents, students, and community resources. An alternative school is defined as any complete educational program that represents a distinctive strategy within the district for achieving the educational goals defined in the school board’s philosophy statement and in the program goals and objectives of the
district’s required curriculum. The term “complete educational program” is used herein to mean a school that has an E N E G U E organizational structure, a teaching staff, a budget, and a specific curriculum, each of which is separate from other schools. An alternative school may share the facilities, administrative personnel, and the support services of another school, or may be an autonomous unit. An alternative school may differ from other schools in ways that include, but are not limited to, the following: HIGH SCHOOL 1. The school may emphasize a specific element of the district’s approved curriculum.
2. The school may present the district’s approved curriculum in a sequence different from the order of presentation in other A N O I AT N R E T N I schools. 3. The decision-making process for governance of the school may differ from the processes used in other schools. 4. Students may be grouped for instruction in some unique manner. 5. The teachers in the school may emphasize a specific instructional strategy. The Eugene School District Board of Directors approved Eugene International High School as an alternative high school in June 1984. INTERNATIONAL HIGH SCHOOL PHILOSOPHY AND MISSION
Eugene International High School, through the study of the history and cultures of nations, coupled with the study of a world L language, prepares students for successful living in an international, multi-lingual community. Mission Statement “As global citizens at Eugene International High School, we aspire to value diversity, ambiguity, and discovery and to act with responsibility, integrity, and compassion.” 44
EUGENE INTERNATIONAL HIGH SCHOOL
EUGENE INTERNATIONAL HIGH SCHOOL GOALS The Eugene International High School will enable students to: • e active and informed citizens of the nited States and the world, skilled at responding creatively to an increasingly interdependent world. • Recognize and understand the cultural differences and similarities of people in the world and within their own country. • Appreciate the impact that world affairs have on the individual. • e aware of the interdependence of countries and cultures in a world society. • nderstand the nature of ecological, technological, and economic interdependence. • Communicate in an international, multi-lingual community across linguistic and cultural boundaries. • Appreciate world languages including non-western languages. • nderstand Oregon’s important link with Pacific Region countries. • ain an awareness of careers related to international affairs. REQUIREMENTS AND OPTIONS Admission into Eugene IHS Admission into Eugene IHS is based on self-nomination and predicated on an interest in international studies and world languages. A student’s experience will be enhanced by a desire to gain international knowledge and perspective and by good study skills, self-discipline, awareness of current world developments, strong communication skills, and a collaborative relationship between teachers and families. There are homework expectations and an opportunity for independent study. All interested students must fill out an online 4J School Choice application by the deadline. Students will be accepted to Eugene IHS based on a lottery conducted at the 4J District office. Results of the lottery will be available in ebruary for the 20- 21 school year. The 4J School Choice system will notify families by e-mail of acceptance, or placement on a waiting list. Please check the 4J website for further details: 4jschoolchoice.com. Priority in the district lottery for Eugene IHS is as follows: If a student exits Eugene IHS and does not live in the attendance region, he/she must attend his/her neighborhood high school or
L obtain an official transfer from the district in order to stay at the host school. If the host school is full, the student will be placed on a waiting list. If a student exits Eugene IHS and does reside in the attendance area, the student may attend the host school. A student can only withdraw from Eugene IHS at the end of a trimester. Eugene IHS asks for a commitment of one trimester from new students before the decision is made to exit. All students must process the Eugene IHS withdrawal form when exiting the school. Students may enter the school any time through the beginning of the eleventh grade year on a space-available basis. Admissions after that are at the discretion of the head teacher and the eleventh grade teachers and require a parent, student, and head teacher conference. World Language Re uirement INTERNATIONA
As part of their commitment to international studies, Eugene IHS students study world language. Students must complete three years/credits of world language study during high school to receive the honorary Eugene IHS diploma. Students preparing for HIGH SCHOOL college admission should complete two years of the same world language. Students who intend to pursue the International accalaureate Diploma must complete a minimum of four years of the same world language. EUGENE 45
EUGENE INTERNATIONAL HIGH SCHOOL
Immersion Program within Eugene International High School Eugene IHS, in partnership with South Eugene High School, offers students the opportunity for language immersion study in rench. Immersion study requires course work both in the grammar and literature of the language and in the use of the language in the study of another discipline. The study of a variety of subjects in the immersion language is the distinguishing principle of immersion education. Look for more details on the rench mmersion re uirements and courses of this IHS section of the Curriculum Guide. GRADUATION Students in Eugene IHS have several graduation opportunities available to them. Each includes an interdisciplinary curriculum with an emphasis on world language, and all plans are college preparatory in nature. The Oregon High School Diploma Oregon High School diploma requirements are designed to better prepare each student for success in college, work, and citizenship. To earn a diploma, students will need to complete specific credit requirements, demonstrate proficiency in essential skills, and meet the personalized learning requirements which include: • Educational Plan and Profile: Develop an educational plan and build an educational profile. • Career-Related Learning Standards: Demonstrate career-related knowledge and skills. • Career-Related Learning Experiences: Participate in career-related learning experiences as outlined in the education plan. • Extended Application: Demonstrate extended application through a collection of evidence. In Eugene IHS students will have opportunities to demonstrate proficiency in essential skills during their high school career and meet the personalized learning requirements by taking and passing first trimester junior seminar. Eugene International High School Diploma Eugene IHS offers a four-year curriculum. Students who successfully complete the curriculum receive an honorary Eugene International High School Diploma in addition to an official high school diploma. To earn the honorary Eugene International High School diploma, students must complete grades eleven and twelve in Eugene IHS with passing grades, study three years/credits of in a world language, complete 150 hours of CAS (Creativity, Activity, Service), and satisfy requirements for high school graduation. A year of study abroad may substitute for either junior or senior Eugene IHS course work toward earning the Eugene International High School diploma. All interested students should meet with the Head Teacher if they are considering travel during junior or senior year. Eugene IHS students who have not met the requirements for the Eugene International High School diploma may still participate in the Eugene IHS graduation ceremony if they meet their host school’s requirements for E N E G U E participation in the host school’s graduation ceremony. Early Graduation
Eugene IHS juniors who plan to graduate early from their host schools at the end of junior year must complete the year of HIGH SCHOOL Eugene IHS courses in Comparative Political and Economic Systems, History of the Americas, Literature of the Americas, and
Junior Seminar, must meet all host school graduation requirements and must work with their counselors on a district-approved A N O I AT N R E T N I early graduation plan. Early graduation does not qualify the student for the honorary Eugene International High School diploma. Immersion Medallion Students who successfully complete the course work and requirements of one of the immersion programs while they are enrolled in Eugene IHS qualify for earning the Immersion Medallion. International Baccalaureate Diploma The International Baccalaureate, a program for juniors and seniors, is recognized by many colleges and universities for credit or advanced standing. These students often also receive priority for admission. Students seeking the International Baccalaureate Diploma must pass six examinations, complete a 4,000-word extended essay, and complete projects in creativity, activity, and service during their junior and senior years. L International Baccalaureate Course Examinations Eugene IHS students may also elect to take examinations in individual subjects. Students passing these tests can receive college credit at selected colleges and universities, similar to Advanced Placement credit. International Baccalaureate Diploma guidelines are outlined in detail in the IB Parent/Student Handbook available in the Eugene IHS offices and on our website: www.ihs.4j.lane.edu. District 4J Honors Diploma Seal All District 4J high school students can earn this recognition for a high PA and service. Students should consult the counselors for regulations and guidelines about earning this recognition. 46
EUGENE INTERNATIONAL HIGH SCHOOL
CREATIVITY, ACTIVITY, SERVICE (CAS) IN EUGENE IHS Rationale Many high school organizations and the District 4J Honors Diploma Seal require community service work. Eugene International High School has made experiential learning a part of our identity since the founding of the school in . e are committed to Creativity, Activity, and Service CAS as an aspect of an international studies curriculum, for it is one more way students gain confidence and knowledge in a broader world than home and school. In undertaking CAS during the junior and senior years, students derive many benefits, both practical and altruistic. The activities and experiences in which students are involved can be more fully developed both in service to the community and in exploring student interest and potential via creativity and activity. What is CAS Creativity is interpreted as imaginatively as possible to cover a wide range of arts and other activities that involve creative thinking. Examples could include participation in music, theater, fine arts, design, or creating a lesson plan or project. Students are encouraged to engage in creative endeavors that move them beyond the familiar, broadening their scope from conventional to unconventional thinking. I Creativity, Activity, Service uide, page . n a student s C program creativit fosters an appreciation for the arts. Activity is defined as physical exertion contributing to a healthy lifestyle, complementing academic work. The aim of the Activity’ strand is to promote lifelong healthy habits related to physical well- being. Students are encouraged to participate at an appropriate level and on a regular basis to provide a genuine challenge and benefit. I Creativity, Activity, Service uide, page . n a student s C program activit focuses on the ph sical and thus mental well- eing of the student. Service consists of an unpaid and voluntary community contribution that has a learning benefit for the student and fosters a greater sense of commitment to the community local, national and international. The aim of the Service’ strand is for students to understand their capacity to make a meaningful contribution to their community and society. Through service, students develop and apply personal and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility, and accountability for their actions. I Creativity, Activity, Service uide, page . n a student s C program service focuses on an endeavor e ond a student s current e perience and shows engagement in meeting a communit need. Students in Eugene International High School will complete 1 50 hours of CAS activities over the course of junior and senior years:
L at least hours of service, hours of creativity and hours of activity with a reasonable balance between the remaining hours. Hours must be concurrent over two years--that is, they should be spread out over the course of both junior and senior years--and should reflect an ongoing commitment to the principles of the CAS Learning Outcomes. Requirements are outlined in detail in the CAS Student Handbook. In addition, students receive information in classes. INTERNATIONA
HIGH SCHOOL EUGENE 47
EUGENE INTERNATIONAL HIGH SCHOOL
INTERNATIONAL HIGH SCHOOL SCHEDULE Eugene IHS has a unique schedule, one of its features as an alternative school. The Eugene IHS schedule provides: 1. A block of time that allows for integrated study and a variety of instructional strategies. 2. A structure that allows a cohort group of students to share the same classes and teachers for the year, thus establishing a learning community in which students are encouraged to think critically, to challenge ideas, and to be respectful of the ideas of others. 3. Instructional time that facilitates student presentations, group work, guest speakers, panel discussions and simulations. 4. Common planning time for the staff to meet in teams to collaborate on curriculum, learning activities, and the needs of students.
Eugene IHS students are enrolled in either the Eugene IHS morning block or afternoon block. The rest of their day is spent in the host school attending classes in mathematics, science, language, physical education, and other courses of their selection. COURSEWORK FOR GRADUATION PLANS The following shows the courses students take in Eugene International High School at each grade level. elow that is the description of coursework needed for Eugene IHS students desiring the Eugene International High School Diploma, the Immersion Medallion, or the International accalaureate Diploma. Grade Nine Grade Ten Grade Eleven Grade Twelve lobal Literature lobal Literature and the Arts History of the Americas I th Century lobal Literature I lobal eography lobal History Literature of the Americas th Century lobal History I I lobal Health Compara tive alues and Beliefs Theory of nowledge I Compara tive Poli tical and Extended Essay I Economic Systems I CAS I Junior Seminar
Eugene IHS Honorary Diploma Immersion Medallion E N E G U E Comple on with passing grades of all Eugene IHS course Comple on with passing grades of all Eugene IHS course work in eleventh and twel h grades work in eleventh and twel h grades years credits of world language study while enrolled in Successful comple on of four years of immersion language HIGH SCHOOL
Eugene IHS classes in the host school as follows: TIONA N O I AT N R E T N I Requirements for high school gradua on th/ th rade - Le Monde rancophone Comple on of hours of CAS Crea vity, Ac vity, and th/ th rade - Expressions Service th rade - rench Language AP International Baccalaureate Diploma Plan th rade - I rench Comple on with passing grades of all Eugene IHS course Comple on of CAS Crea vity, Ac vity, Service hours. work in eleventh and twel h grades Immersion students must complete a minimum of of the orld language study minimally through the fourth level required CAS hours in a se ng where rench is the primary language being used Requirements for high school gradua on Requirements for high school gradua on L Comple on of hours of CAS Crea vity, Ac vity, and Service Successful comple on of the Eugene IHS ninth through twel h grade immersion o erings as follows; when o ered: I Science th grade - ographie Mondiale I Math th grade - L’histoire lobale Mondiale Travel and/or study abroad may subs titute for part or all of one year. All interested students should meet with the Head Teacher th grade - Histoire des Am riques I if they are considering travel during junior or senior year. 48
EUGENE INTERNATIONAL HIGH SCHOOL EUGENE INTERNATIONAL HIGH SCHOOL CURRICULUM The Eugene International High School Curriculum - is an integrated course of study in the history, culture, literature, artistic expression and political, economic and belief systems of nations across time and across the globe. Grade 9 Grade 10 GLOBAL GEOGRAPHY GLOBAL HISTORY . . Global Geography enriches students’ understanding of the voices, Global History is a comparative analysis of civilizations. history, culture, setting, and current political/environmental issues of Students examine the causes and effects of cultural diffusion, people in each region of the world. analyze the rise of state systems, and investigate a number of G OGRAPHIE MONDIALE - IMMERSION FRAN AISE international systems of the modern era. . L HISTOIRE GLOBALE (Mondiale) (GLOBAL HISTORY) . Condition Préalable : Immatriculation en Eugene IHS et en Immersion Française La Géographie Mondiale est à la fois l’étude du globe terrestre et son écologie, et l’étude des questions de portée globale. Celle-ci passe par la connaissance des cultures distinctes, les divisions L´histoire globale est une analyse comparée des civilisations. politiques du monde, et les conflits entre les peuples. Les étudiants examinent les causes et effets de la diffusion GLOBAL LITERATURE culturelle, analysent la montée de États, et étudient divers systèmes internationaux de l´époque moderne.” . GLOBAL LITERATURE AND THE ARTS . This Language Arts course introduces literature from various L regions around the world and focuses on global issues, diversity, and universal themes. We begin the year with a unit on international mindedness by reading poetry, articles, and Global Literature and the Arts is a study of literature, narratives about perspective and identity. The robust units that composition, and the humanities. Students will read texts follow include selected works from Australia, Asia, Africa, and from Europe, the Middle East, India and China. In this course, Europe. We will read and interact with poetry, short stories, plays, students will explore the human experience by engaging in novels, and informational texts that give voice to these regions. the art of drama, demonstrating the power of persuasion, and Woven into these units will be the study of creative writing, film, examining the consequences of rebellious and nonconforming literature circles, the arts, formal writing, critical thinking, rich behavior. The goal of this course is to create and foster 21st discussion, and communication skills. Because good century learners. Students will engage in various forms of communication skills - reading, writing, speaking, and listening - writing such as: play writing, the art of persuasion (rational,
INTERNATIONAare essential for addressing universal issues, students will work in
emotional and ethical appeals), analytical writing, timed a supportive and collaborative project-based environment where all voices are welcome. writing, reflective writing, research writing with internal HIGH SCHOOL citations and works cited, as well as passage and literary GLOBAL HEALTH device analysis. This course will also involve reading, acting, . researching, public speaking, creative thinking, and creating artistic and expressive pieces.
EUGENE Global Health is a year-long course with a focus on self-empowerment, media literacy, and global activism. We seek to foster an understanding of personal health issues and to encourage reflection on each student's own well-being in the broader context of a global education. Focus will be given to self-assessment, self-management, building analytical skills, strengthening communication skills, setting goals, decision making for personal health, and exploring how to self-advocate and act in the many areas of health. 49
EUGENE INTERNATIONAL HIGH SCHOOL Grade 1 continued LITERATURE OF THE AMERICAS (IB) . Prerequisite: Must be enrolled in IHS COMPARATIVE VALUES & BELIEF SYSTEMS This course includes works of fiction and non-fiction from the early 19th century through the twentieth century from North . America and Latin America. This course is integrated with the History of the Americas class and, together with the economics course, provides students with a greater understanding and knowledge of the culture of the Americas and the role of the Comparative Values and Belief Systems is a class on Americas in the global political and economic community. comparative world religion and philosophy. Students Students learn the major social, political, ideological, economic, examine similarities as well as the obvious differences and cultural forces that have shaped the literature of the existing from one culture to another. Anthropological and Americas; compare the literature of different American cultures; sociological perspectives are emphasized. define and identify major literary trends in the Americas; demonstrate in written and oral analysis a sound understanding E PRESSIONS/LE MONDE FRANCOPHONE ( -1 ) of literary devices and terms for literary analysis; analyze, See description in World Language section. interpret, and evaluate literary works, orally and in writing. This course works toward preparation for the International Baccalaureate exam in English. Grade 11 COMPARATIVE POLITICAL AND ECONOMIC SYSTEMS HISTORY OF THE AMERICAS (IB) (IB) . . North America and Latin America are studied for the purpose In Comparative Political and Economic Systems many political, of comparing/contrasting the similarities and differences in economic, and social systems are analyzed. Using a systems cultural roots, political-economic-social development, and perspective, students analyze a variety of current issues in the modern international relations. The U.S. Constitution and its global economy, ranging from the debate over free trade and E N E G U E impact on critical issues in modern U.S. History will serve as global interdependence, to competing development models for an ongoing focus throughout the year. This course works the world’s poorer nations, to the impact of population and toward preparation for the International Baccalaureate economic growth on social, political, and ecological systems. exam in History. This course works toward preparation for the International HIGH SCHOOL Baccalaureate exam in Economics.
HISTOIRE DES AM RIQUES (IB) A N O I AT N R E T N I (History of the Americas) IHS JUNIOR SEMINAR . . . The Eugene IHS Seminar begins in the junior year and extends through the senior year. This course will enable students to Les études des Amériques, nord et sud, font l’objet de ce direct their learning in the path they will take beyond cours. On compare les similitudes et différences des racines graduation. The first part focuses on service learning and post- culturelles, des développements politiques, économiques, et secondary research. During the second part, students will sociaux, ainsi que des politiques étrangères modernes. La embark on research for the IB Extended Essay (senior paper) on L constitution des États-Unis et son impact sur l’histoire des a topic of their choice. This course is required for graduation États-Unis servent comme point de départ pour l’année from Eugene IHS, and completion of the first part also meets the scolaire. Ce cours est aussi la première année de préparation career-related learning requirements for graduation in Oregon. pour l’examen d’histoire pour le Baccalauréat International (IB). 50
EUGENE INTERNATIONAL HIGH SCHOOL
Grade 12 2 th CENTURY GLOBAL HISTORY (IB) E TENDED ESSAY (IB) . . This course is designed to encourage the critical study of Each student writes a 3,500 - 4,000-word essay, begun in the human experience in the 20th century in myriad political, junior year, on a research topic of the student’s choice. This project is required of all Eugene IHS students and is a social, economic, and ideological environments. Further, from requirement for the International Baccalaureate Diploma. the study of 20th century history, students will develop an appreciation and understanding of history as a discipline, CAS (Creativity, Activity, Service) (IB) including empathy and understanding for people living in a . variety of places and times. This course forms the second year of the two-year curriculum in preparation for the International Baccalaureate History exam. Students in Eugene IHS will complete 150 hours of CAS 2 th CENTURY GLOBAL LITERATURE (IB) (Creativity, Activity, Service) and written reflections by the end . of their senior year. The emphasis of CAS is on new and experiential learning. This course helps satisfy the requirements for the International Baccalaureate Diploma. This course is a study of 20th century literature from several cultures and of earlier works that have shaped modern consciousness and literary styles. This course is thematically integrated with the 20th Century Global History (IB) course. 20th Century Global Literature (IB) forms the second year of the two-year curriculum in preparation for the International Baccalaureate English exam.
L THEORY OF KNOWLEDGE (IB) . Theory of Knowledge attempts to intensify the curiosity and competence of students, build critical analysis skill, and encourage creative synthesis among all areas of study. The class puts emphasis on the roles of knowledge, faith, opinion, belief, and truth as they relate to the human condition
INTERNATIONA throughout history. The International Baccalaureate Organization views the Theory of Knowledge course as the culminating experience in a student’s education. HIGH SCHOOL EUGENE 51
EUGENE IHS: FRENCH IMMERSION
FRENCH IMMERSION Students entering Eugene IHS from the District 4J rench Immersion school or students who demonstrate highly advanced skills in the language may participate in the rench Immersion Program. rench Immersion is a unique program with focus on verbal fluency, studies of the rancophone culture and literature. Students who successfully complete the requirements outlined below may earn the Immersion Medallion from Eugene IHS in recognition of full participation and enrollment in the immersion program for four years: 1. Completion of all Eugene IHS course wor in eleventh and twelfth grades 2. Successful completion of four years of immersion language classes in the host school as follows th/1 th Grade - Le Monde Francophone th/1 th Grade - Expressions 11th Grade - French Language AP 12th Grade - IB French 3. Completion of CAS (Creativity, Activity, Service) hours. Immersion students must complete a minimum of of the re uired CAS hours in a setting where French is the primary language being used. 4. Re uirements for high school graduation: * Successful completion of the Eugene IHS ninth through twelfth grade immersion offerings as follows when offered th grade - Global Geography 1 th grade - Global History 11th grade - History of the Americas (IB) 12th grade - Extended Essay (IB) and CAS (IB) (and/or a content course if offered) L HISTOIRE DES AM RIQUES (11) (IB) G OGRAPHIE MONDIALE ( ) E N E G U E (GLOBAL GEOGRAPHY) (HISTORY OF THE AMERICAS) See individual grade level course descriptions for more details. See individual grade level course descriptions for more details.
E PRESSIONS/LE MONDE FRANCOPHONE ( -1 ) HIGH SCHOOL FRENCH LANGUAGE AP (11)
L HISTOIRE GLOBALE (Mondiale) (1 ) (GLOBAL HISTORY) A N O I AT N R E T N I IB French (12) L 2
SOUTH EUGENE COURSE OFFERINGS
ENGLISH/LANGUAGE ARTS Page SCIENCE Page Write and Read Strategies 1 1/1 2 (11) Earth and Space Science 23 English Physical Science Matter 23 Honors English Physical Science Energy 23 English 1 Biology A (Cellular) 23 Honors English 1 Biology B (Ecological) 23 Creative Writing (11-12) AP Biology (CN) 23 Senior Writing Seminar Anat & Physiology (CN) 23 Lit-Nature & Outdoor Pursuits (IOP) (11-12) Biology Foundations 23 World Lit (11-12) Science Pro ects 23 World Lit-A (World Mythology) 10 Environmental Science World Lit-B (Colonialism) 10 Environmental Science A uatic 24 European Lit-A (European Literature) 10 Environmental Science Atmosphere 24 American Literature (11-12) Environmental Science Terrestrial 24 American Literature-A 10 Chemistry 25 (Romanticism and Realism) Chemistry Foundations 25 American Literature-B (Modernism) 10 AP Chemistry 25 Literature Evolution of Cinema (11-12) Physics/IB Physics I 26 10 Lit-Narrative & Structure IB Physics II 26 Lit-Genre 10 Lit-Science Fiction (Dystopias) (11-12) 11 SOCIAL STUDIES Contemp English-A (11-12 11 Global Studies ( ) 27 Environmental Lit (11-12) 11 US History (1 -12) 27 Writing 1115/121/122 (CN) 11 AP English LA/Comp (11-12) 12 ONE TRIMESTER COURSES AP English Lit (12) 12 Contemporary World Issues (11-12) 27 Law Studies Street Law (11-12) 27 Psychology (11-12) 28 Economics (11-12) 28 WORLD LANGUAGE SOCIAL STUDIES ADVANCED PLACEMENT COURSES French I, Spanish I, Japanese I 13 AP US History (1 -12) 28 French II, Spanish II, Japanese II 13 AP World History (11-12) 28 French III, Spanish III, Japanese III 13 AP US Gov and Pol (11-12) 28 French IV, Spanish V, Japanese IV 3 I 1 AP Comparative Gov & Pol (11-12) 28 AP French Language V, AP/IB Spanish V, 13 IB French, Expressions or Le Monde 14 INTERNATIONAL HIGH SCHOOL Francophone Freshman Bloc 47 18-22 MATHEMATICS FI Freshman Bloc 47/4 Linear Mathematical Modeling 19 Sophomore Bloc 47 Intermediate Algebra 19 FI Sophomore Bloc 47/4 Junior Bloc 48
F Algebra Foundations 1 A/B 19 FI Junior Bloc 48/4 O Geometry 19 IB Math: "Applications and 20 Senior Bloc 50
OFFERINGS 20 Interpretations" French Immersion 20 Le Monde Francophone LIST Algebra II 14 20 Algebra II Foundations/Math Expressions 14
Math Essential S ills 21 French V AP 13 Financial Algebra 21 IB French Immersion 14 21
COURSE Pre-Calculus AP Calculus BC 21 AP Statistics 21