Program of Studies 2019-2020

Melrose High School

Academics, Arts & Technology For the 21st Century

If you need this document translated, please contact your school principal. Si necesita este documento traducido, por favor comuníquese con el director de la escuela. Se você precisa este documento traduzido, entre em contato seu director a escola. Si vous avez besoin de traduire ce document, s'il vous plaît contacter votre directeur d'école. 如果您需要本文件翻譯 , 請連絡您所在的學校負責人。 المدرسة مدير مراسلة المرجو ،الوثيقة هذه لترجمة تحتاجين/تحتاج كنت إدا

Melrose High School 360 Lynn Fells Parkway Melrose, Massachusetts 02176

Administration School Counseling Directors 781-979-2200 781-979-2210

Jason Merrill Francesca LoGrasso Laurie Greenwood Principal Administrator for Counseling Director of STEM 781-979-2203 and Student Services 781-462-3260 781-462-3237

Cari Berman Jeffrey Bolduc Angela Singer Assistant Principal Counselor Director of Humanities 781-462-3232 781-462-3234 781-462-3229

Bryan Corrigan Lindsey Dobbins Kimberly Talbot Assistant Principal Counselor Director of Global Education 781-462-3220 781-462-3239 781-462-3228

Joseph Parrillo Stephen Fogarty Counselor Director of Wellness 781-462-3233 Athletics & Co-Curricular Activities

781-462-3223 Jennifer Shackelford Counselor Jennifer Chernisky 781-462-3236 Melrose High School Special Education Coordinator 781-462-3221

Table of Contents

Core Values and Beliefs 3

Graduation Requirements 4

Grading and Examinations 6

Senior Internship Policy 6

Senior Later Start/Early Release Policy 7

Credit Recovery Policy 8

Resources and Supports for Students 8

Counseling and Student Services 14

English 22

Mathematics 27

Social Studies 34

Global Language 40

Science, Technology, and Engineering 50

Business 61

Visual and Performing Arts 62

Wellness 66

Additional Learning Opportunities 69

Special Education 71

Science, Technology, Engineering, Mathematics Pathway 75

Global Education in Melrose 74

Visual and Performing Arts Pathway 77

Business Pathway 79

Humanities Pathway 80

MELROSE HIGH SCHOOL

Core Values and Beliefs

We are Mindful, Honorable and Supportive.

PBIS Behavioral Expectations Statement At Melrose High School we make connections, embrace challenges, lead by example, and respect everyone. We are one community open to all, we support each other and expect integrity.

Vision of a Graduate The MHS staff and Administration is working on a draft of the Vision of a Graduate. It will be added to the Program of Studies when completed.

GRADUATION REQUIREMENTS

In order to participate in graduation, students must meet all graduation requirements listed below.

Subject Area Credits

English 4.0 (including senior year)

Mathematics 4.0 (including senior year)

Science & Technology 4.0 (3.0 lab based courses)

Social Studies 3.0 including U.S. History II

Visual & Performing Arts 2.0 (Art, Music, Theatre Arts, Business & Technology)

Global Languages 2.0

Wellness 2.0* (Physical Education and Health)

Electives 3.0

Total 24

*All students are required to take 4 years of Wellness classes. Students will be required to successfully complete a half credit Wellness class each of their four years at Melrose High School to meet Massachusetts State Regulations on Health and Fitness. Seniors may fulfill this requirement via one of three pathways, which are outlined on page 70.

All students are required to pass the MCAS test in the areas specified by the Commonwealth of Massachusetts in order to receive a diploma. In addition, students will be required to show proficiency in the subject area on the MCAS either through exam score or through an Educational Proficiency Plan (EPP).

Community Service is required of all students in order to graduate. Twelve (12) hours are required for each year a student is in attendance at Melrose High School. Of these required service hours, a total of thirty (30) hours of content-specific community service are required for students participating in the GEM and/or STEM pathways. It is recommended that these hours be completed over the course of the four years.

COLLEGE & CAREER READINESS

Melrose High School will prepare all students to be ready for both college and career. Students will experience a rich and broad curriculum aligned to the Massachusetts Curriculum Frameworks. Students will continue to have the opportunity to enroll in a Pathway of Study. All Melrose High School students are expected to have the skills and content knowledge to be successful in college and careers. These students will be exposed to many areas of study and be able to experience an internship opportunity. Students will have options to take many electives and be able to take courses within any pathway. Students may enter a pathway during any year but may not be able to complete the pathway.

ADVANCED PLACEMENT

Advanced Placement courses are designed to prepare students for the academic rigor of college. The courses are a challenging experience and the curriculum is modeled after a college freshmen class. AP courses follow a national curriculum (college board) designed to prepare students to successfully take and achieve a passing score on the AP exam in the spring. All students enrolled in AP courses are required to take the respective AP exams. Students are also expected to complete summer work and attend the AP Practice Exam sessions. At Melrose High School we believe that every student has the potential to take and find success in an AP course and we encourage all students to challenge themselves. Given the academic rigor, the students need to have solid work habits and strong organizational skills, and be self-motivated in their studies.

MASSCORE

MassCore, or the Massachusetts High School Program of Studies, is a recommended, rigorous course of study based on standards in the Commonwealth of Massachusetts’ curriculum frameworks that aligns high school coursework with college and career expectations. It was developed to provide guidance for a rigorous course of study that will help students have the necessary academic preparation required for success in postsecondary education and the workplace. The recommended program of studies includes:

● 4 units of English ● 4 units of Mathematics ● 3 units of a Lab-Based Science ● 3 units of History, including U.S. History II ● 2 units of the same Foreign Language ● 1 unit of Arts ● 5 additional “core” courses from the above categories

MassCore also includes potential additional learning opportunities such as Advanced Placement classes, dual enrollment and early college, senior and capstone projects, online courses for high school or college credit, and service or work-based learning.

All Melrose High School graduates fully satisfy the MassCore recommendations.

For more information, see: http://www.doe.mass.edu/ccr/masscore

SEMESTER CREDIT

Melrose High School will award credit based on the semester. Students will be able to earn half a credit for a full year’s course. As a result a student may only need to complete half of a summer school course. This practice will help students find success and give an additional opportunity for students to complete a course. Credit will be issued for either Semester 1 (terms 1 and 2) or Semester 2 (terms 3 and 4).

GRADING AND EXAMINATIONS

Report card grades are issued four times during the school year. In all full year courses, the final average will be the average of the two semesters. Semester averages are a combination of the two quarter grades and the grade received for either the midyear or final exam given in that semester.

Midyear and final exams are given in all courses. These exams count as 10% of the respective semester grade. The average of the first and second quarter grades will count as 90% and the mid-term exam at 10% in determining the first semester average. Similarly, the second semester average will include the average of third and fourth quarter grades at 90% and the final exam at 10%. The average for the entire year will be the average of both semesters.

SENIOR INTERNSHIP POLICY

An approved senior internship allows students to be released from some or all of their classes during the fourth quarter in order to pursue an alternative educational experience or to investigate a possible career. The program will be graded and credit will be awarded for successful completion of the outlined responsibilities and obligations. All senior paper requirements must still be met in accordance with the individual English teacher’s prescribed deadlines. Students are responsible to attend all AP classes during their internship. Internships are to be done outside of Melrose High School. Students enrolled in Band, Chorus or Orchestra must attend A block through their performance date. Students are required to have a passing grade in all classes to be eligible. Students are expected to work 30 hours a week in an unpaid internship. Acceptance in this program is at the discretion of the Administration.

There are two types of senior internship:

Career Exploration: A senior can offer on-the-job assistance in return for expert supervision, exploring professional fields such as veterinary science, auto mechanics, social work, business, art, teaching, engineering, or medicine. Interns will not receive monetary compensation for work completed during school hours.

Volunteer Program: Students may gain experience with professions that serve the public by volunteering in hospitals, nursing homes, or other community agencies.

SENIOR LATER START/EARLY RELEASE POLICY

Seniors who meet the following criteria may have the opportunity to participate in Melrose High School’s Later Start and Early Release programs: ● Credit accumulation that puts the student on track to graduate. ● Approval of student’s guidance counselor ● Approval of student’s assigned assistant principal ● Approval of student’s parents

Later Start Early Release

Seniors who meet the above criteria have the option of Seniors who meet the above criteria and are interested in career eliminating A-block from their schedule and arriving at school and college exploration have the option of an Early Release for the start of second block on Days 1-6 and first block on Day schedule. This schedule would ‘clump’ the student’s required 7. This option is designed to reduce student course load for classes for graduation. those students who are on target to graduate high school. Students who elect to participate in courses that only run A- This schedule would allow students to attend work, job training, block (ex. Orchestra) do not have an option for Later Start. or conduct research in a formal program in the afternoon. Students who participate, do so by their own choice, accept full Students with Later Start are required to sign in to school at the responsibility for their transportation, safety and any associated front desk every morning. Students arriving before the start of costs upon leaving school property their first block must go directly to the Learning Commons. Abuse of this privilege, or failure to maintain passing grades, Students with Early Release would be required to sign out of could result in its removal from a student schedule. school every day at the front desk and exit through the main doors. Students would also be required to provide proof of their Students with Later Start must have at least 36 of the required work or job training to their guidance counselor at progress 48 community service hours completed by the end of Quarter 2 reports and the end of every quarter. Abuse of this privilege, or of senior year. failure to maintain passing grades, could result in its removal from a student schedule.

Students with Early Release must have at least 36 of the required 48 community service hours completed by the end of Quarter 2 of senior year.

------SENIOR LATER START/EARLY RELEASE POLICY

I, ______(student name) am applying for: ❏ Later Start ❏ Early Release

I agree to follow the Senior Later Start/Early Release Policy, as outlined in the Program of Studies:

Student signature: ______

I consent for my student to participate in the Senior Later Start/Early Release Policy, as outlined in the Program of Studies:

Parent signature: ______

I approve the student to participate in the Senior Later Start/Early Release Policy, as outlined in the Program of Studies:

Guidance Counselor signature : ______7

Assistant Principal signature : ______

CREDIT RECOVERY POLICY

Credit recovery is mandatory for students who fail courses that are required to reach graduation requirements. The guidance department will work specifically with students in this situation. Credit recovery courses may be available online or in alternative settings and can be scheduled at different times to suit the needs of the student.

RESOURCES AND SUPPORTS FOR STUDENTS

Melrose High School recognizes the importance of providing support and assistance to students outside the classroom. In a complex and rapidly changing world, we acknowledge that students are impacted by many influences in school, at home, and in our society at large. The academic expectations presented by school often intersect with a student’s family life, social and emotional life, and overall mental health and well-being. Students experience challenges for a wide variety of reasons, and in partnership with parents and the community, we want to provide as much support as we can to help students across all ability levels.

As a school, our goal is to provide a challenging academic program for all students while at the same time encouraging students to seek balance in their lives with social activities, exercise, sleep, and proper nutrition. Every club, activity and team that we offer is an opportunity for students to participate in something that could help provide more of that balance. By becoming more involved and connected with peers with similar interests, students can increase their support network, improve their self-awareness and sense of well-being, and find the “work-life” balance that benefits them most.

The resources and supports listed below are provided to try to address some of the most significant needs presented by students. It is an ever changing and growing list of resources, and is not intended to be a complete list. While our primary mission as a school is an educational one, we know that more and more students are coming to school with needs that go well beyond the classroom. We also rely on the collaboration and partnership with parents/guardians and the support of community agencies and initiatives.

Eighth to Ninth Grade Transition

Melrose High School recognizes that the transition from middle school to high school is a critical time. We host a number of opportunities for parents and students to learn more about the high school and all that is offered to students. Every year we sponsor the Grade 8 Parent Open House, Shadow Days, Freshman Open Houses for Students, and Freshman Orientation.

Freshman Seminar Class

The Freshmen Seminar Class at MHS is a required course for all 9th graders. The course covers a variety of topics designed to help students become acclimated to high school, including stress awareness, time management, and study skills.

Flex Block

MHS has instituted a 30-minute block of time that is linked to a class in a student’s schedule. During the block students can do any of the following, with priority going to the class that is being “flexed” that day: ● Make-up work ● Retakes ● Homework ● Get one-on-one help from teacher/peer ● Conference with teacher/check grades ● Complete practice problems ● Organize materials ● Work on college applications ● Read ● Participate in appropriate relationship-building/relaxation activities identified by the teacher

Wellness Class Electives 9

MHS provides opportunities for all students to exercise during the school day to increase blood flow, stretch muscles, build stamina, improve self-esteem, work on coping skills, and learn activities that they will use throughout their lifetime.

Melrose Alliance Against Violence Student Action Board (SAB)

The Melrose Alliance Against Violence (MAAV) Student Action Board is a group of 18-20 trained peer leaders that help to educate and raise awareness on many social student issues. The SAB focuses on topics including dating violence prevention, identifying resources for support, increasing the awareness of what other can do as bystanders/witnesses of violence and promoting healthy relationships. SAB leaders present to their peers in classroom settings as well as class and school assemblies. SAB also plans and implements fun and interactive programs, including annual events such as the MAAV Walk and the Community Coffeehouse to help high school student become more actively engaged in learning about these important topics.

Mentors in Violence Prevention (MVP)

Mentors in Violence Prevention (MVP) is a group of peer leaders who have participated in an extensive training program that focuses on the awareness and prevention of relationship violence. MVP trained student leaders use this training to implement lessons that they facilitate in Freshman Seminar (9th grade) classes during the course of the school year. All freshmen seminar students have the opportunity to hear from upper-class MVP students about strategies to cope to with unsafe situations, how to get help for themselves and/or their friends, and what they can do to help promote awareness and prevention of violence themselves.

Melrose Substance Abuse Prevention Coalition (City of Melrose)

The Coalition is dedicated to improving the quality of life for all. By providing resources and partnering locally and regionally, we take a leadership role in creating a substance abuse-free community. The Coalition offers stress relief activities during exam periods, as well as direct intervention counseling services and referrals for at-risk students.

METCO Supports

The METCO Mentorship Program and Bottom Line College Mentoring for METCO students are two supports available to all Melrose High School Students who participate in the METCO program.

The Breakfast Club

The Breakfast Club Peer Mentoring Program provides personal and social support to 9th grade students during their first year of high school. The students are paired with a 10th, 11th, or 12th grade student of the same gender to help them during their transition into high school. The group meets every Friday before school to share breakfast, play games and icebreakers, and check in on how things are going.

National Honor Society of MHS

The National Honor Society provides peer tutoring services to all students as part of their community service component. NHS also offers healthy stress relief activities during final exam week.

Global Language Honor Society

The Global Language Honor Society is a group of students identified for their commitment to the language at the end of junior year that provide peer assistance in specific global languages to students that struggle with a foreign language.

School Psychologists

Beginning with the 2014-2015 school year, Melrose High School has the services of two full-time school psychologists. In addition to their role performing testing and assessments, the psychologists are also available to students and staff for consultation, counseling, and referrals.

Stand Up To Cancer Club

The Stand Up To Cancer Club is a student club raising awareness and support for students and families affected by cancer. 10

Social Skills Groups

Student support groups meet weekly with a school psychologist to develop the skills to interact with peers in an appropriate manner.

Small Group Lunch

Small group lunch is an opportunity for students to eat in a quieter, smaller lunch room for those students not comfortable eating in the cafeteria.

Expect Respect Support Groups

Expect Respect groups are small gender based support groups at MVMMS and MHS for students that are at-risk for unhealthy relationships. These groups are led by certified facilitators and licensed counselors. Expect Respect is an evidence-based curriculum adopted by the Safe Steps Task Force in collaboration with the Melrose Alliance against Violence.

Instructional Support Team

The purpose of the Instructional Support Team (IST) is to provide successful instructional interventions and accommodations to meet the needs of each child in the general education classroom. We believe and expect that all students can learn to a high degree. We are committed to the philosophy that student success is the result of a partnership which includes students, teachers, and parents/guardians. At the classroom level, the purpose of the IST process is to identify aspects of the student- teacher partnership where accommodation in the classroom can help the student experienced improved success and make effective progress.

Our school community is committed to embracing the IST as a valuable intervention to be initiated when a student is experiencing difficulty in regard to achieving his/her personal or learning goals. Through teamwork, the IST can assist a teacher and student in acquiring strategies that resolve learning issues within the general education setting.

Critical Case Management Team

Critical Case Management Team is comprised of counselors, school psychologists and administrators that meet regularly to identify students that are in critical need of support. The team establishes procedures and action steps to address the academic/social/emotional support for those students.

DCAP

District Curriculum Accommodation Plan

The Melrose Public Schools’ District Curriculum Accommodation Plan (DCAP) is designed to assist administrators, teachers, and other staff in ensuring that all possible efforts have been made to meet students’ needs in general education classrooms and to support teachers in analyzing and accommodating diverse learning styles of all children that may be present in a school. Led by the building principal, staff at each school collaborates on best practices in order to ensure that adequate instructional strategies and supports are available for both student and staff. The DCAP is directly connected to procedures that are currently in place to strengthen and improve the general education program for the benefit of all students, not solely or specifically for special education.

The Melrose Public Schools’ DCAP is a comprehensive one that includes the following components:

● Building based Massachusetts Tiered System of Support/Instructional Support Teams that meet on a regular basis and provides general education teachers the opportunity to collaboratively work together to find accommodations and interventions to meet the needs of students. Consult with specialists who can provide important information and expertise to the general education teacher are a common part of the MTSS/IST meeting. Parents are often an important

part of the process as well. Establishing home/school connections is a strategy that is often implemented as a result of referral to the team. ● Our schools employ the services of many specialists for the purpose of assisting students who need extra support. Careful assessment and remediation is planned. Collaboration with the general education teacher is an important component of the success of this collaboration. ● Melrose Public Schools provides a Mentoring Program for all Year One and Year Two educators. Year One staff participates in a yearlong Induction Program as well as work with a veteran teacher on a one to one basis. Year Two educators work in small groups with a Mentor who provides more focused and personal guidance regarding instructional strategies and classroom management. ● Professional Development is an important part of our district goals providing all staff with an opportunity to collaborate during the day and during early releases and to participate in workshops both within the district and at regional and statewide meetings and conferences. A wide array of topics ranging from instructional and behavioral strategies for special populations to current trends in curriculum and assessment to state regulations may be covered in these professional development offerings. ● Ongoing academic support is available at the building level through before and after school programs and options. These opportunities are provided by Title I, METCO, grants to the individual schools, or by individual teachers. The goal of these programs is to increase the skills and confidence of our students so they can successfully apply their knowledge to classroom and real life situations. ● All staff may provide individual accommodations to students on an as-needed basis and specific to the content or situation. This document includes curriculum accommodations for elementary, middle, and high school. The DCAP includes suggestions for accommodating concerns regarding academic progress as well as strategies and interventions designed to resolve social and behavioral issues. While it lists best practices, sample strategies and other actions from which the teachers and collaborating staff may select for appropriate accommodations for individual students, in no way does the DCAP limit the accommodations that staff may choose to implement in order to meet a student’s needs.

The DCAP is intended to address various strategies at each level that will help achieve that objective, including:

● Accommodations to address various students’ learning needs, including students who are English Language Learners, At Risk, Title I, Special Education, or Gifted and Talented and to manage student’s behavior effectively. ● Support services that are available to students through the general education program, including services to address the needs of students whose behavior may interfere with learning. ● Direct and systematic reading and math instruction for all students.

Resources, Structures, and Services

The following resources, structures, and services have been designed to meet the diverse learning needs of students at Melrose High School. Additionally, the building based Massachusetts Tiered System of Support/Instructional Support Team provides a systematic and collaborative approach to identifying and addressing individual student needs.

Academic ● MCAS Support Program provides focused academic support for students identified as needing additional preparation or remediation for these tests. ● All MCAS test administrations are untimed. Since any student may be given additional time beyond the scheduled test administration session, additional time is not considered an MCAS accommodation. However, no single test session may extend beyond the end of the regular school day, and any single test session must be completed on the same day in which it begins. ● Common student and organization skills are taught across the curriculum in Grade 9 classes where students frequently struggle with homework completion and organization. These classes also make frequent use of communication-with- home protocols. ● Tutoring provided by National Honor Society students is available upon request. 12

● Teachers are available regularly before school and after school. ● The Athletic Department provides close support for athletes who fall below a C- average. ● The district’s database, ASPEN, provides access for parents and students so that they may track student performance. ● Teachers post work assignments via Google Classroom, Aspen, Twitter, or websites. ● An ELL teacher works with English Language Learners both in the classroom and in small group settings. • Selected classes participate in an inclusion model with a special education staff member present. ● Provide access to Advanced Placement courses in core academic areas as appropriate. ● Use blended and other virtual courses to provide access to other content for both remediation and acceleration.

Behavior/Social/Emotional ● An alternative program within the high school is designed for students who struggle with attending school or attending class regularly. ● Use of Naviance by the Guidance department helps students better understand individual learning styles. ● The Melrose High School anti-bullying curriculum is embedded into all curricula and enforced across all settings.

Teacher Teaming/ Support ● Structured and informal interdepartmental collaboration enables staff to share strategies, curricula materials, and other resources. ● Ongoing professional development regularly addresses issues that support student learning, such as backward planning, use of student centered technology and strategies for differentiated and tiered instruction. ● Teachers use the collaboration time to discuss best practices, curriculum and assessment, and student needs.

Routinely Used Instructional Strategies

In addition to the options for individual accommodations that are available to all Melrose students, teachers make routine use of the following strategies as part of their commitment to good instruction. It should be noted that the strategies listed below might not be appropriate for all instructional ages.

Design Lessons for Clarity ● Share lesson goals with students each day. ● Check for student progress in relation to lesson goals during or at the end of lesson/unit. ● Provide a daily agenda to students. ● Plan lessons with student performance and enduring understandings as objectives. ● Identify essential questions students should be able to answer at the end of the lesson or unit. ● Identify key vocabulary and repeat that vocabulary often during a lesson. ● Provide students with regular opportunities to engage actively in instruction. ● Check for understanding frequently. ● Incorporate opportunities for student movement into lessons when appropriate. ● Incorporate “wait time” into lessons. ● Preview new concepts.

Address Assessment Issues ● Clarify directions or questions. 13

● Provide visual and auditory directions. ● Evaluate student understanding using multiple formats. ● Teach and practice test-taking strategies when deemed appropriate by the teacher. ● Grant short breaks during testing and lessons (when the integrity of the lesson or test is not in jeopardy).

Build a Context for Material ● Make content relevant to students. ● Make available examples of finished products. ● Use a familiar context when introducing concepts. ● Have student identify key information and main ideas. ● Relate lesson parts to the whole.

Model Strategies ● Use schematics and/or graphic organizers to highlight relationships. ● Provide study tools and/or teach students to make study tools when deemed appropriate by teacher.

Provide Added Supports ● Teach note-taking strategies when deemed appropriate by teacher. ● Provide a word bank with key vocabulary, words and visuals when deemed appropriate by teacher. ● Provide varied opportunities for student practice. ● Provide uncluttered workspaces. Allow scrap paper with lines and ample room, especially on tests, for uncluttered computation. ● Provide timely feedback (when not constrained by external factors). ● Allow checklists for multi-step tasks. ● Provide opportunities for student revision when deemed appropriate by teacher. ● Provide technological accommodations when possible, such as word processors and computer accessibility features.

Establish Routines that Support Learning ● Provide preferential seating for students who appear distracted. ● Develop a system of non-verbal cues for class attention. ● Use consistent and familiar routines. ● Provide students with opportunities to problem solve individually or in small teams and share their thinking out loud with others. ● Communicate regularly with special education personnel. ● Explicitly tie the lesson to main idea of previous lesson and/or to the overall unit

COUNSELING AND STUDENT SERVICES 14

The Melrose High School Counseling Department is dedicated to fostering the growth of students as individuals in a safe and caring environment. The Department goal is to thoroughly assist students in the development of academic and personal excellence, in making healthy school and community connections, with in-depth exploration of college and career opportunities, and in preparing students to become respectful and contributing citizens. The expectations addressed by guidance and counseling services include the ability to demonstrate good citizenship, the ability to plan and set goals, the ability to understand diversity, and the ability to exercise tolerance and respect for themselves, others, and their school.

Services ● Academic planning and course selection ● College and career exploration and planning ● Monitoring of academic progress ● Motivating students to develop the skills to plan and implement goals ● Orientation for new students ● Personal, emotional and/or crisis intervention counseling ● Consultation with parents, teachers and students ● College fairs and parent information sessions

The role of the guidance counselor at Melrose High School is to be a strong advocate for each student. It is the counselor’s responsibility to have high expectation for all students and to challenge them accordingly by guiding them take courses that are appropriate for their goals and interests. The Guidance Department also strongly encourages all students to become involved in co-curricular activities through which they can make important social and community connections and through which they can grow in ways that go beyond the classroom. It is the responsibility of the Guidance Department to help students increase their knowledge about post-high school opportunities, and to help them make the important connection between their high school record and the specific options that will be available to them upon graduation. Counselors are responsible for meeting with each of their students at least once every year, and for getting to know each student as an individual with unique needs and abilities.

The Guidance Department actively works to make the guidance office a welcoming place where students can easily access information and where students can work closely with us as counselors. We work with students to guide them through the process of course selection and individual programming. A great source of information about the Guidance Department, college planning and related resources, and updates on events can be found online at our website: https://www.melroseschools.com/district-home/guidance-and-counseling.

Appointments

The guidance office is open from 8:00 a.m. to 3:00 p.m. daily. Students are encouraged to make appointments. Parents are encouraged to call, send an email, or schedule an appointment if they want to speak with their child’s counselor in person. The main number for the guidance office is 781-979-2210.

Counselor Assignments

Students are assigned a counselor based upon their last name and/or grade level upon entering Melrose High School. The Counseling Department makes every effort to make counselor assignments with the needs of students foremost in mind, and with the goal for students to remain with the same counselor throughout high school. However, the Counseling Department may make changes to counselor assignments based upon the broader needs of the school district and staffing resources.

Contact Information

Mr. Joseph Parrillo 781-462-3233 [email protected] Ms. Francesca LoGrasso 781-462-3237 [email protected] Ms. Jennifer Shackelford 781-462-3236 [email protected] Mr. Jeffrey Bolduc 781-462-3234 [email protected] Ms. Lindsey Dobbins 781-462-3239 [email protected] Ms. Elizabeth McLean (Adjust. Counselor) 781-462-3238 [email protected] 15

Ms. Susan Olson (School Psych.) 781-462-3244 [email protected]

College Planning and Preparation

Each student is encouraged to plan a course of study that is both challenging and rigorous. Counselors advise students to take a strong academic program of studies. As a general guideline for college preparation in academic courses, we recommend the following:

English – 4 years (mandatory)

Mathematics – 4 years (mandatory); including the completion of Algebra 2 or the completion of the Integrated Math equivalent

Social Studies – 3-4 years (United States History II is mandatory)

Science & Technology – 4 years (mandatory); including at least 3 lab-based courses: Biology, Chemistry, and Physics are preferred for college acceptance, Environmental Science, Anatomy/Physiology, and others available

Global Language – 3-4 years Students with strong interest and aptitude in language may consider adding an additional language beginning in sophomore or junior year. All students are encouraged to follow the entire sequence of the same language.

Visual & Performing Arts - 3-4 years for students planning to major in the arts

All students should take the initiative to meet with their counselor to discuss their individual interests, aptitude and plan for course sequence. It is never too early for a high school student to begin this process. While Melrose High School is a college preparatory school, we recognize that not every graduate will be college bound. Our goal is that every graduate of MHS will have a post high school plan, which may include trade school, military service, or employment.

Grade Point Average

All courses at Melrose High School are included in the Grade Point Average calculation, including electives. Melrose High School will calculate and maintain both weighted and unweighted Grade Point Averages for each student. The weighted and unweighted Grade Point Average scales are listed in the table below. All courses carry a weighting based on their designation of Advanced Placement, Honors, or College Preparatory. Grades from all four years are used to calculate grade point average (GPA). Beginning with the Class of 2016, class rank has been eliminated.

Grades and Weighting

Letter Numerical Advanced College Grade Equivalent Placement Honors Preparatory A+ 100-97 5.33 4.83 4.33 A 96-93 5.00 4.50 4.00 A- 92-90 4.67 4.17 3.67 B+ 89-87 4.34 3.84 3.34 B 86-83 4.00 3.50 3.00 B- 82-80 3.67 3.17 2.67 C+ 79-77 3.34 2.84 2.34 C 76-73 3.00 2.50 2.00 C- 72-70 2.67 2.17 1.67 D+ 69-67 2.34 1.84 1.34 D 66-63 2.00 1.50 1.00 D- 62-60 1.67 1.17 .67 F <60

Massachusetts Comprehensive Assessment System

The Massachusetts Comprehensive Assessment System (MCAS) was implemented in response to the Education Reform Law of 1993, which required that MCAS be designed to measure performance based on the learning standards in the Massachusetts Curriculum Frameworks. MCAS serves as a basis of accountability for students, schools and districts ([email protected]).

MCAS Graduation requirements:

All students must meet state proficiency standard in:

English Language Arts Mathematics Biology

All students that do not meet expectations on MCAS 2.0 English and Math will be required to complete an Educational Proficiency Plan (EPP) in order to satisfy state proficiency requirements.

Scheduling

Schedule Changes

Schedule changes can only be made for sound educational reasons. Early planning and awareness of the scheduling guidelines should be helpful. The following factors will not be used as justification for schedule change consideration:

● Student or parent preference for a particular teacher; ● Student or parent preference for a class with specific students in it; ● Student or parent preference for class at a particular time of the day, with the exception of, those receiving permission from the Principal for unusual circumstances

When a level change is requested in a core subject, the sending teacher, the receiving teacher, and the department curriculum coordinator will confer. When students change course levels in the same subject, grades for the work completed will be determined by the sending and receiving teachers. Level changes will be taken into consideration when determining average for the year. All course or level changes during the school year require the following:

● A written student request (form is available in guidance); ● Parental and administration permission with counselor consultation

To minimize educational disruption, it may not be feasible to change a course or level if the student’s total schedule is to be disrupted in the process. Under no circumstances will elective course changes be permitted after the published add/drop period stipulated in the Student/Parent Handbook. The guidance department reserves the right to move a student to a different elective course based on staffing needs, class balancing, and for any other reason determined to be necessary by the Guidance Department.

Override Policy

In those instances where students or parents do not agree with the course level recommendation by the teacher, they may request an override of the teacher recommendation. If the override occurs, the student is allowed to take the desired course with the understanding that the student will remain in that course for the duration of the course. It is also understood the parent (s) / guardian (s) will make sure the student is prepared for the desired or requested course.

There are two steps before an override can move forward. First, a conversation with the recommending teacher is required. Second, a conversation with the appropriate Department Director is required. When both of these steps are completed, your child’s placement will be reviewed by the appropriate Department Director. The Department Director will discuss the request with you and if the decision is made to override the teacher’s recommendation, the Limited Parental Override Form (form on pg. 27) will be completed by the deadline stated on the form and forwarded to the Guidance Department for the change to be made. The override process must be initiated by the parent(s)/guardian.

Add/Drop Policy

A student may withdraw from a course with no penalty and no record of his/her presence in the course if he/she does so within 15 school days.

Students may not enter a full-year course in a different subject after 15 days of the school year have elapsed. Students are also responsible for making up ALL work for the new course they are entering. In the case of level changes, the existing grade from the sending class will be carried forward and adjusted for level.

MELROSE HIGH SCHOOL

PARENTAL OVERRIDE POLICY & FORM

Dear Parent/Guardian:

Appropriate course selection and placement decisions help ensure a successful high school experience and help to avoid disruptions to a student’s schedule during the school year. The teachers making recommendations are familiar with each student’s interest, abilities and work habits, as well as the content and expectations of the high school curriculum. The criteria established to determine placement are designed to assist in the appropriate placement of students. When a student does not meet the prerequisites for taking a desired course, the student is obligated to take the course recommended by the teacher. If you wish to override the recommendation of your son/daughter’s teacher in selecting a course for next year, please complete the form below.

Student’s Name:______Year of Graduation:______Counselor: ______

Course name/number recommended by the teacher:______#______

Course name and number requested by the parent/guardian:______#______

Parent/Guardian Name:______Phone Number:______

In those instances where parents request an override of the teacher recommendation, and an override is granted, the student is allowed to take the desired course with the understanding that the student will remain in that course for the duration of the course. It is also understood the parent/guardian will ensure that the student is prepared for the desired or requested course.

The following steps must be completed in this order before any change can be made:

❏ A conversation between the recommending teacher and parent.

❏ The teacher signs the form and returns to the parent.

❏ The student completes a writing prompt on the back of the form explaining their reason for the override.

❏ The parent signs the form and returns to the Department Director.

❏ The Department Director contacts the parent, and then signs off after the conversation.

❏ If a change is made, the form will be forwarded to the student’s school counselor for a schedule update.

The deadline for override requests for 2019-2020 is Friday, May 24, 2019.

(1) Teacher’s signature:______Date: ______

_____I support this parental override(please include reasoning on the back) ____I do not support this parental override

(Indicates that the teacher has had a conversation with the parent/guardian)

(2) Parent/Guardian’s Signature: ______Date:______

“My signature indicates that I have met or spoken with the teacher and understand the Melrose High School Override Policy as stated above and wish to continue with the override of the departmental recommendation.”

Department Director signature: ______Date sent to Guidance: ______

I agree with override______I agree with reservation______I disagree with override ______

Department Director Contact Information:

Director of Global Education Kim Talbot [email protected] 781-462-3228

Director of Humanities Angela Singer [email protected] 781-462-3229

Director of STEM Laurie Greenwood [email protected] 781-462-3260

To be completed by student:

Explain, in a detailed paragraph, why you think overriding your teacher’s recommendation is important:

Notes from teacher:

HONORS LEVEL CLASSES

Placement Criteria for 9th Grade Honors Level

ENGLISH

Must meet at least 5 of the following: ● Average grade of A for Trimester 1 and Trimester 2 in Grade 8 English Proficient ● An average grade of B+ for Trimester 1 and Trimester 2 in Grade 8 English Advanced ● Satisfactory completion of the Beginning of the Year assessment ● Advanced score on the 7th Grade MCAS ELA Testing ● Teacher Recommendation (effort, homework completion, participation, study habits) ● An average grade of B+ for Trimester 1 and Trimester 2 writing assignments

MATH

Must meet at least 4 of the following: ● Average grade of a B+ in Grade 8 HS Model Algebra 1 or an average grade of A in Grade 8 Math ● Mastery on mid-year exam ● An 85% or better on the placement test ● Advanced on MCAS ● Teacher/ Department recommendation (effort, homework completion, participation, study habits)

SCIENCE Must meet 3 of the following: ● Average grade of 90% or higher for Trimesters 1 & 2 ● Average grade of 90% or higher for Trimester 1 & 2 Exams ● Core open response average of 80% or higher ● Teacher recommendation (effort, homework completion, participation, study habits)

SOCIAL STUDIES

Must meet at least 2 of the following: ● Average grade of an A for trimesters 1 and 2 in Grade 8 Course ● A score indicating proficiency on the midyear exam ● Teacher recommendation (effort, homework completion, participation, study habits)

GLOBAL LANGUAGE

Must meet at least 3 of the following: ● Average grade of an A- or better for Trimesters 1 and 2 in Grade 8 course ● Grade of an A- or better on the mid-year assessment ● Average of 3.5 on Open Response/Core Assignments in current course ● Teacher recommendation (effort, homework completion, participation, and study habits) ● Note: Honors level modern language classes will be conducted primarily in the target language, and students are expected to communicate primarily in the target language.

HONORS LEVEL CLASSES

Placement Criteria for 10th, 11th and 12th Grade Honors Level

ENGLISH

Must meet at least 5 of the following: ● Average grade of A for CP level English ● Average grade of B in Honors level English ● Average grade of A- on Beginning of the Year and Mid-Year Assessments ● Average grade of 3.5 on writing assignments in current course ● Advanced performance on the 8th or 10th grade MCAS ● Teacher recommendation (effort, homework completion, participation, and study habits)

MATH

Must meet at least 3 of the following: ● Average grade of B- or better in Honors level course or an A or better in a CP level course ● Average grade of B- or better on Mid-Year exam in an Honors level course or A- or better in a CP level course ● Average grade of 80% on Open Responses/Core Assignments in current course ● Teacher/Department recommendation (effort, homework completion, participation, and study habits) *Other requirements as outlined for individual courses

Note: Students may be required to complete additional coursework over the summer that covers standards beyond College and Career Readiness that were covered in the honors level course.

SCIENCE

● Average grade of an A- or higher for terms 1 and 2 in a college prep level course and 85% or higher on the mid-year assessment ● Average grade of a B- or higher for terms 1 and 2 in an honors level course and B- or higher on the mid-year assessment ● Teacher recommendation (effort, homework completion, participation, and study habits) *Other requirements as outlined for individual courses

SOCIAL STUDIES

Must meet at least 2 of the following: ● Average of a B- or better in Honors level or an A- or better in CP level course for terms 1 and 2 in current courses ● A score indicating proficiency on the Mid-year exam ● Teacher recommendation (effort, homework completion, participation, and study habits) *See the AP United States History course description for prerequisite criteria.

GLOBAL LANGUAGE

● Average grade of an A- for terms 1 and 2 in a CP level course, and a B in an Honors level course ● Average grade of an A- on the mid-year assessment in a CP level course, and a B in an Honors level course ● Average grade of 3.5 on Open Responses /Core Assignments in current course ● Teacher recommendation (effort, homework completion, participation, and study habits)

Note: Honors level modern language classes will be conducted primarily in the target language, and students are expected to communicate primarily in the target language.

COURSE ACCELERATION

Melrose High School offers flexibility in course selection that allows for course acceleration.

English Students will progress from English 1 through English 4 with the option of taking up to two AP English classes junior and senior year in place of the required English offering.

Global Language Students with experience studying a global language who decide to begin the study of a new language during a year when a level one of that language is not offered may elect to interview with the curriculum director in June and take a placement test. Students with a qualifying score on the placement test will be enrolled in level 2 of that language.

Math Students have the option of six different recommended course sequences based on their interest, skill, and post-secondary plans as outlined on Page 36. Students proposing to skip a course in the sequence will be asked to demonstrate mastery in that course and should see the Director of STEM for approval.

Science Students have the flexibility to follow various course sequences in science as outlined on Page 60, starting with the availability of AP Biology to freshman.

Social Studies Students have the choice of of following the Traditional or Two-Year AP Pathway, assuming they meet qualifying criteria. See Page 34 for details on the Social Studies Pathways.

Visual and Students who begin their art studies with Introduction to Art will proceed to Art 1 or have the Performing Arts opportunity to submit a CBE portfolio to enter one of the art sequences listed above.

Please be advised that scheduling electives is contingent upon staffing availability and student enrollment.

ENGLISH

The English curriculum is tied to the Massachusetts English Language Arts and Literacy Framework (2017) based on the skills of reading, writing, speaking and listening, and language. Specifically, the curriculum provides instruction in the different modes of written and oral expression, analytical reading, vocabulary, grammar/usage, and media study. There is a strong departmental philosophy that views writing as an important thinking and discovery skill, and that skill is incorporated in all required English courses and electives to provide a rich variety of writing experiences. Furthermore, the curriculum provides for an equally meaningful experience reading literature and nonfiction.

All students must take English throughout their four years of high school, accumulating a minimum of four credits in order to graduate. Consequently, nearly all courses have open admission so students may select courses that suit their needs, abilities, and achievement levels. A student in any honors level class will have his or her status reviewed each quarter to ensure ongoing progress and proper placement. Enrollment in Advanced Placement English culminates in the taking of the AP Examination in May.

As four full credits of English are necessary for graduation, all failed non-elective English courses must be made up. Students will not be allowed to take two non-elective English classes within the same school year, so they must register for summer school in order to make up English credits. Students who earn half a credit for a full year’s course of study need to complete only half of a traditional summer school course.

Homework assignments are designed to reinforce ideas presented in class; to provide practice with vocabulary, grammar and usage, and composition skills; and to provide time for reflective thinking (e.g., synthesis of reading done for class, planning/writing essays). The time expectations for homework assignments vary according to the level of instruction and the specific assignment.

All of the Language Arts Department course offerings reflect the ten Academic Expectations adopted by Melrose High School, and those expectations are stressed in some way in each course. 23

Senior Capstone Project Requirement

To gain final credit, a senior must successfully complete and receive a passing grade on a Senior Capstone Project under the direction of his or her Senior English teacher. Students enrolled in Advanced Placement English Language or English Literature courses may be asked to write a paper in lieu of completing a Capstone Project. Failure to earn a passing grade on the Senior Research Paper/Capstone Project results in failure of the course, mandatory enrollment in summer school and may jeopardize graduation. This senior project is equivalent to forty hours of time and learning.

Summer Reading Requirement

Reading during the summer months is an expected and important part of the English Program. Each English course requires specific reading to prepare the student for course content and goals. The English Department assigns books in June and follows up with departmental assessments and activities in September.

Writing Portfolio

Each year, the English Department collects at least three pieces of writing representing varying modes of writing from each student. This writing becomes part of a student’s permanent physical/virtual writing portfolio - a document that includes writing samples from all grades, K-12. An annual student reflection on personal writing achievements and challenges is added to the permanent writing folder as well, and students may curate the papers included in the portfolio at any time. Seniors may access this folder for papers to review for college application needs and will receive the physical folder before graduation.

101 English 1 Level: CP 1 English Credit Prerequisite: Successful Completion of 8th Grade English Grade 9

Expectations: Curriculum for this course includes grammar (usage and punctuation), composition, oral presentation, vocabulary, and literature. Course content may include reading mythology, Julius Caesar or Macbeth, Lord of the Flies, Animal Farm, The House on Mango Street, The Pearl, Tuesdays with Morrie, The Old Man and the Sea, Twelve Angry Men, Zeitoun, nonfiction passages, selections from poetry, selections from the Prentice-Hall anthology, and word/language problems related to the MCAS, PSAT and SAT exams.

101 H English 1 Level: H 1 English Credit Grade 9 Prerequisite: Teacher recommendation, a minimum grade of “A” in 8th grade Proficient English or a grade of B+ in 8th grade Advanced English, a grade of A on the grade 8 mid-year assessment, Advanced level performance on the seventh grade MCAS examination, fluent writing samples, and successful performance on the 8th grade summer reading assessment.

Expectations: Curriculum for this course includes a wide experience in literature, intensive vocabulary study, oral presentation, a strong emphasis on composition, and study of grammar and syntax. Course content may include The Odyssey, selections from poetry, Julius Caesar or Macbeth, The Pearl, Lord of the Flies, Tuesdays with Morrie, Animal Farm, The House on Mango Street, Twelve Angry Men, Zeitoun, nonfiction passages, selections from Prentice-Hall anthology, and word/language problems related to the MCAS, PSAT, and SAT exams. Students are expected to have mastered skills that will allow them to complete work independently.

102 English 2 Level: CP 1 English Credit

Prerequisite: Successful Completion of English 1 Grade 10 Expectations: Curriculum for this course emphasizes preparation for the MCAS exam by building skills in critical thinking, reading comprehension, and the writing process. Literary works studied may include The Catcher in the Rye, To Kill a Mockingbird, Early Autumn, Night, Ordinary People, October Sky, The Glass Castle and The Taming of the Shrew, The Merchant of Venice or A Midsummer Night’s Dream. Grammar exercises, and PSAT and MCAS related literature are used in the writing exercises and literature analysis as preparation for standardized exams.

102 H English 2 Level: H 1 English Credit Prerequisite: B+ Average or better in English 115 or an A average in English 121 Grade 10

Expectations: Curriculum for this course focuses on the development of independent skills necessary for success in critical thinking, reading comprehension, and the writing process at an advanced level. Literary works may include The Catcher in the Rye, The Glass Menagerie, To Kill a Mockingbird, Early Autumn, Night, Ordinary People, The Glass Castle, October Sky, and The Merchant of Venice, The Taming of the Shrew, or A Midsummer Night’s Dream. Grammar exercises, and PSAT and MCAS related literature are used in the writing exercises and literature analysis as preparation for standardized exams. Students are expected to have mastered skills that will allow them to complete work independently.

103 English 3 Level: CP 1 English Credit Prerequisite: Successful completion of English 2 Grade 11

Expectations: Curriculum for this course concentrates on the writing of structured expository and persuasive papers and on the critical reading of essays, speeches, and novels from the canon of American literature and emphasizes the progression of literature representing several time periods. A review of essential grammar is used as reference for writing exercises and long essays. Literature may include The Crucible, The Adventures of Huckleberry Finn, A Farewell to Arms, The Red Badge of Courage, The Scarlet Letter, The Great Gatsby, Their Eyes Were Watching God, A Raisin in the Sun, Of Mice and Men and. selected short stories, poetry, and nonfiction. PSAT and SAT exercises will be used as preparation for standardized exams.

103 H English 3 Level: H 1 English Credit Prerequisite: B+ Average or better in English 116 or an A average in English 122 Grade 11

Expectations: Curriculum for this course emphasizes the writing of expository and persuasive essays and the critical reading of essays, speeches, and novels from the canon of American literature, focusing on the Colonial, Romantic, Realistic, and Modern Periods. The Elements of Style is used as reference for writing essays. Literature for the course may include The Scarlet Letter, The Crucible, The Adventures of Huckleberry Finn, Of Mice and Men, The Red Badge of Courage, The Grapes of Wrath, A Raisin in the Sun, A Farewell to Arms, Their Eyes Were Watching God, and The Great Gatsby. PSAT and SAT exercises will be used as preparations for standardized exams. Students are expected to have mastered skills that will allow them to complete work independently.

103 AP Advanced Placement English Language and Composition Level: AP 1 English Credit Grade 11/12 Prerequisite: An A average in English 122, successful completion of the summer reading assignment for the course and department recommendation.

Expectations: Curriculum for this course emphasizes the skilled reading of prose, especially non-fiction, written in a variety of periods, disciplines, and rhetorical contexts. Students will become more adept writers who can compose for a variety of purposes and audiences. This course is directed towards students who desire advanced placement in college and requires students to take the Advanced Placement English Language and Composition Examination in the spring. Students are expected to have mastered skills that will allow them to complete work independently.

104 English 4 Level: CP 1 English Credit Prerequisite: Successful completion of English 123. Grade 12

Expectations: Curriculum for this course emphasizes the refinement of critical reading skills through analysis of works including Brave New World or 1984, Oedipus Rex, Nickel and Dimed, Fist, Stick, Knife, Gun, Death of a Salesman, and Hamlet, selected poetry and short stories, and the study of word and language problems related to the SAT. Students will review and apply proper grammar and usage rules and formatting from The Elements of Style. This course includes completion of a formal Capstone Project..

104 H English 4 Level: H 1 English Credit Prerequisite: B+ average or better in English 117 of A average in English 123. Grade 12

Expectations: Curriculum for this course emphasizes critical reading skills and applies proper principles of grammar and usage rules from The Elements of Style. Students read and analyze works including Hamlet, Oedipus Rex, Death of a Salesman, One Flew Over the Cuckoo’s Nest, Pride and Prejudice, Ethan Frome, Nickel and Dimed, Freakonomics and Brave New World or 1984, selected poetry and short stories, and the study of word and language problems related to the

SAT. This course also includes the completion of a formal Capstone Project. Students are expected to have mastered skills that will allow them to work independently.

104 AP Advanced Placement English Literature and Composition Level: AP 1 English Credit Grade 11/12 Prerequisite: An A in English 117, B+ in English 103, successful completion of the summer reading assignment for the course and department approval.

Expectations: Curriculum for this course emphasizes critical and analytical thinking, both of which will be exhibited through writing and thoughtful class discussion of literature. Students are expected to read extensively across a wide array of genres, including novels, plays, poetry, and short stories. The course curriculum is directed towards students who desire advanced placement in college and requires the students to take the Advanced Placement English Literature and Composition Examination in the spring. This course also includes the completion of a series of lengthy literary analysis essays as part of their work. Students are expected to have mastered skills that will allow them to work independently.

ELA Electives

105 Creative Writing Level: CP 1 Credit 105.5 Creative Writing Level: CP 0.5 Credit Prerequisite: None Grade 9-12

Expectations: Curriculum for this course is designed to meet the needs of those students who desire to write in any number of expressive modes. The course content will include developing a creative voice in addition to studying short readings by a wide range of authors. The structure of the course will provide support and direction in creative writing as well as an introduction to the workshop and editing process. Students are expected to submit writing for consideration and possible publication in the school’s literary magazine, The Thistle, and are expected to participate in writing contests and publications.

106.5 Theatre Arts Level: CP 0.5 Credit Prerequisite: None Grade 9-12

Expectations: Curriculum for this elective combines an introduction to elementary acting techniques including: improvisational theatre games, monologues, scene study, selected scenes from the METG High School Drama Festival one act play, musical theatre, and theatre history. Curriculum goals include specific understandings of the roles of actor, stage, and audience. Oral and written assessments complement the study and interpretation of theatrical productions. After conferring with the teacher, students will be able to select the option of taking this course for Honors level credit. If students choose this option, they will be expected to complete additional reading and writing for the course, and they will complete additional projects.

107.5 Journalism Level: CP 0.5 Credit Prerequisite: None Grades 10-12

Expectations: Curriculum for this course highlights journalistic inquiry through reporting and research techniques. Students survey the various forms of media writing: the hard-news pyramid, feature writing, sports, entertainment, and writing for broadcasting and online. Later in the class, students focus on beat-based reporting designed to sharpen their ability to recognize a captivating story and report it out fully using methods specific to reporting and news writing. By the end of the class, students are expected to produce major pieces of narrative, explanatory, or investigative writing, and these pieces will be published in the Imprint as well as local news venues. After conferring with the teacher, students will be able to select the option of taking this course for Honors level credit. If students choose this option, they will be expected to complete additional reading and writing for the course, and they will complete additional projects.

108.5 Public Speaking Level: CP 0.5 Credit Prerequisite: None Grades 10-12

Expectations: This class is a practical course designed to offer the novice speaker a number of opportunities to organize and prepare public speaking assignments. The course will also offer a “laboratory setting” in which the beginning speaker will stand in front of a live audience and present his/her practiced performance. In addition to public speaking, further performance opportunities may be included in the area of public oral reading. Students are expected to learn about the role of

communication in everyday life and consider communication models, delivery styles, and the effectiveness of language, gestures, and organization techniques.

109 African-American Studies Level: CP 1.0 Credit Prerequisite: None Grades 9-12

Expectations: “Oppressive language does more than represent violence; it is violence; does more than represent the limits of knowledge; it limits knowledge.” Toni Morrison (Nobel Prize Acceptance Speech, 1993) Students will read, analyze, and discuss literary works in various forms and media written or created by African-Americans. Beginning with works written by enslaved African-Americans, this course provides a survey of writings representative of Reconstruction, the rise of the “New Negro,” the Harlem Renaissance, black realism, modernism, and postmodernism. After conferring with the teacher, students will be able to select the option of taking this course for Honors level credit. If students choose this option, they will be expected to complete additional reading and writing for the course, and they will complete additional projects.

110 H Thinking about Thinking: An Introduction to Philosophy Level: H 1.0 Credit Prerequisite: None Grades 10-12

Expectations: What is the meaning of life? What does it mean to be human? How are we to conduct ourselves in society? What is truth? What is beauty? Those big questions, and many others, large and small, are just the starting point in this course. A survey of Western philosophy from Socrates and the ancients through Sartre and the existentialists to contemporary Continental and Analytical thinkers, this class promises a heady feast of rigorous and reflective food for thought. Through our study of thinkers across the ages, we will trace the history and trajectory of philosophical practices, and we will apply the principles and ideas to our own lives. By reading various touchstone works of philosophy and literature, we will examine this thing called life, and through sustained critical thinking and reasoned reflection, we will, if not answer these eternal and essential questions, hone our capacities to, as Rilke wrote, “love and ...live the questions.” After conferring with the teacher, students will be able to select the option of taking this course for Honors level credit. If students choose this option, they will be expected to complete additional reading and writing for the course, and they will complete additional projects.

111 Publishing Level: CP 1.0 Credit Prerequisite: Recommendation of the Publishing Course teacher and approval of application. Grades 10-12 Please Note: Joining the MHS Yearbook Club is strongly encouraged for all class members.

Expectations: Curriculum for this course includes, but is not limited to, communicating to readers as student journalists, thinking creatively about ways to cover annual topics in new and fresh ways, demonstrating mastery of the 5, 4, 3, 2, 1 strategy for coverage, creating iconic brands using the fundamental elements of design, conveying information through infographics by creating them online, and exploring the basic typeface building blocks used by professionals to communicate with their readers. This course reinforces the importance of practical 21st century skills while providing multiple opportunities for students to hone those skills.

112H Women’s Studies Level: H 1.0 Credit Prerequisite: None Grades 11-12

Expectations: Curriculum for this course will explore the history of women’s experience in American society. The course is taught thematically with topics ranging from, but not limited to, politics, labor, military, education, sport and media/image. Women’s Studies offer a serious examination of America from the women’s perspective. Additional goals include the enhancement of the women’s sense of self, the elimination of sexism, appreciation for women-centered values, a deepening awareness of the effects of gender for both sexes, and an increased respect among women and between women and men and other gender identities.

120 English as a Second Language Level: Unleveled 0.5 or 1 Credit Prerequisite: Recommendation of counselor. Grades 9-12

Expectations: Students who are English language learners are expected to take this course in conjunction with or as a replacement for an English class. In this small group class, students will have the opportunity to hone their skills in speaking and writing English with the help of a trained ELL teacher.

MATHEMATICS

Melrose High School Mathematics curriculum is aligned to the Massachusetts Curriculum Frameworks, adopted in 2011, updated in 2017. The frameworks are composed of content standards that span over six conceptual categories: Number and Quantity, Algebra, Functions, Geometry, Modeling, and Statistics and Probability, and eight practice standards outlined below. All of the standards are aligned with college and career expectations and prepare all students with the skills and knowledge needed for post-graduation success. The new frameworks provide our students with the opportunity to experience a more focused, coherent, and rigorous curriculum. The key elements to achieve mathematical proficiency include conceptual understanding, procedural skill and fluency, application, and use of mathematical practices. Students are expected to gain a deep understanding of mathematical concepts, carry out procedures accurately and efficiently, apply concepts and skills to new situations, and use the habits of mind called for in the practices effectively and efficiently. Students are expected to develop a deep understanding of mathematical concepts through complex problem solving and writing and speaking about their understanding.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics 5. Use appropriate tools strategically. 6. Attend to Precision. 7. Look for and make use of structure. 8. Look for an express regularity in repeated reasoning.

The following are sample course sequences within the mathematics program for students. This has been updated to reflect changes in programming and will apply to all students graduating in 2019 or later. Alternate sequences may be created to meet the needs of individual students, which includes doubling up with certain courses as indicated by a “*” in the table (i.e. Geometry and Algebra 2*). Students can also move in and out of sequences based on performance criteria.

th th th th 9 10 11 12

Integrated Algebra 1 Integrated Algebra Integrated Integrated Algebra 1/Geometry Geometry/Algebra 2 2/Statistics

Algebra 1 CP* Geometry CP* Algebra 2 CP* Pre-Calculus CP; Statistics CP or H; AMDM

Algebra 1 (CP or H)* Geometry (CP or H)* Algebra 2 (CP or H)* Statistics (AP, H, CP); Pre-Calculus (CP or H)

Algebra 1 H* Geometry H* Algebra 2 H* Pre-Calculus H; AP or H Statistics

Geometry H* Algebra 2 H* Pre-Calculus H; and AP or Calculus H; AP Calculus H Statistics as an elective AB or BC; and/or AP or H Statistics

Geometry H* Accelerated Algebra 2/ AP Calculus AB; and/or AP Calculus BC and/or Pre-Calculus H AP or H Statistics AP Statistics

201 Algebra 1 Level CP 1 Math Credit Grade 9 Prerequisite: Successful completion of Grade 8 Math

Expectations: Students are expected to use their mathematical knowledge to make sense of problems and persevere in solving them, model with mathematics, reason abstractly and quantitatively, use appropriate tools strategically, attend to precision, look for and make use of structure, look for and express regularity in repeated reasoning. Students are expected to build fluency with solving characteristic problems involving the analytic geometry of lines, such as writing down the equation of a line given a point and a slope. Students are expected to become fluent in adding, subtracting, and multiplying polynomials, and in transforming expressions. Students are expected to learn to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required.

201 H Algebra 1 Level H 1 Math Credit Grade 9

Prerequisite: Successful completion of Grade 8 Math or Compacted 7/8 and 4 of the following 5: (1) Average grade of A in Grade 8 Math; mastery on (2) unit tests and (3) the mid-year exam; (4) Advanced on MCAS; (5) Teacher recommendation (effort, homework completion, participation, study habits)

Prerequisite Skills: Students are expected to have a high level of conceptual understanding and procedural fluency in the prerequisite course as well as proficiency with the mathematical practice standards. In this course, students are working to achieve mastery of the content. Mastery is defined by the “Placement Criteria for Honors Level.”

202 Geometry Level: CP 1 Math Credit Grade 9 - 10 Prerequisite: Successful completion of Algebra 1

Expectations: Students are expected to use their mathematical knowledge to reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, use appropriate tools strategically, attend to precision, and look for and make use of structure. Students are expected to build fluency with triangle congruence and similarity throughout their investigations of triangles, quadrilaterals, circles, parallelism, and trigonometric ratios. Students are expected to use coordinates to establish geometric results, calculate length and angle, and use geometric representations as a modeling tool. Students are expected to use construct tools, physical and computational, to model geometric phenomenon allowing students to lead to conjectures and proofs. Students are expected to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open response and 4 core assignments.

202 H Geometry Level: H 1 Math Credit Grade 9 - 10

Prerequisite: Successful completion of Algebra 1 and 3 of the following 4: Average grade of B- in Honors level course or an average grade of A in a CP level course; 80% on Honors Midyear Exam or 90% on CP Midyear exam; Average grade of 80% on Open response/Core Assignments; Teacher recommendation (effort, homework completion, participation, study habits)

Expectations: Students are expected to use their mathematical knowledge to reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, use appropriate tools strategically, attend to precision, and look for and make use of structure. Students are expected to build fluency with triangle congruence and similarity throughout their investigation of triangles, quadrilaterals, circles, parallelism, and trigonometric ratios. Students are expected to use coordinates to establish geometric results, calculate length and angle, and use geometric representations as a modeling tool. Students will use construction tools, physical and computational, to model appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open response and 4 core assignments.

203 Algebra 2 Level: CP 1 Math Credit Grade 10 -11 Prerequisite: Successful completion of Algebra 1 and Geometry, or Integrated Algebra 1 and Integrated Algebra 1/Geometry

Expectations: Students are expected to use their mathematical knowledge to make sense of problems and persevere in solving them, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning. Students are expected to build fluency with dividing polynomials with remainder by inspection in simple cases by restructuring rational expressions. Students will see structure in expressions and use this structure to rewrite expressions in everything from advanced factoring (e.g. grouping) to summing series to the rewriting of rational expressions to examine the end behavior of corresponding rational function. Students are expected to build fluency in translating between recursive definitions and closed forms when dealing with many problems involving sequences and series and with applications ranging from filling functions to tables to problems in finance. Students are expected to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required.

203 H Algebra 2 Level: H 1 Math Credit Grades 10-11

Prerequisite: Successful completion of Algebra 1 and 4 of the following 5: 80% or better on Algebra skills assessments; Average grade of B- in Honors level course or an average grade of A in a CP level course; 80% on Honors Midyear Exam or 90% on CP Midyear exam; Average grade of 80% on Open response/Core Assignments; Teacher recommendation (effort, homework completion, participation, study habits).

Prerequisite Skills: Students are expected to have a high level of conceptual understanding and procedural fluency in the prerequisite course as well as proficiency with the mathematical practice standards. Curriculum for this course requires students to achieve mastery of the content. Mastery is defined by the “Placement Criteria for Honors Level.”

Expectations: Students are expected to use their mathematical knowledge to make sense of problems and persevere in solving them, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning. Students are expected to build fluency with dividing polynomials with remainder by restructuring rational expressions. Students are expected to recognize structure in expressions and use this structure to rewrite expressions in everything from advanced factory (e.g. grouping) to summing series to the rewriting of rational expressions to examine the end behavior of corresponding rational function. Students will build fluency in translating between recursive definitions and closed forms when dealing with many problems involving sequences and series and with applications ranging from filling functions to tables to problems in finance. Students are expected to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required.

204 Integrated Algebra 1 Level: CP 1 Math Credit Prerequisite: Successful completion of Grade 8 Math Grade 9

Expectations: Students are expected to use their mathematical knowledge to make sense of problems and persevere in solving them, model with mathematics, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, use appropriate tools strategically, attend to precision, look for and make use of structure, and look and express regularity in repeated reasoning. Students are expected to build fluency with solving characteristic problems involving the analytic geometry of lines such as writing down the equation of a line given a point and slope. Students are expected to build fluency with triangle congruence throughout their investigations of triangles, quadrilaterals, circles, and parallelism. Students are expected to use construction tools, physical and computational, to model geometric phenomenon allowing students to lead to conjectures and proofs. Students will learn to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Scientific calculators are used in this class.

205 Integrated Algebra 1/Geometry Level: CP 1 Math Credit Prerequisite: Successful completion of Integrated 1A Grade 10

Expectations: Students are expected to use their mathematical knowledge to make sense of problems and persevere in solving them, model with mathematics, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, use appropriate tools strategically, attend to precision, look for and make use of structure, and look and express regularity in repeated reasoning. Students are expected to become fluent in adding, subtracting, and multiplying polynomials, and in transforming expressions. Students are expected to build fluency with triangle similarity throughout their investigations of triangles, quadrilaterals, circles, and parallelism, and trigonometric ratios. Students are expected to learn to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Scientific calculators are used in this class.

206 Integrated Geometry/Algebra 2 Level: CP 1 Math Credit Prerequisite: Successful completion of Integrated 1B Grade 11

207 Integrated Algebra 2/Statistics Level: CP 1 Math Credit Prerequisite: Successful completion of Integrated 2 Grade 12

208 Pre-Calculus Level: CP 1 Math Credit Prerequisite: B- or better in Algebra 2 CP or successful completion of Algebra 2 H Grades 11 -12

mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required.

208 H Pre-Calculus Level: H 1 Math Credit Grade 11- 12

Prerequisite: 3 of the following 4: Average grade of B- in Honors level course or an average grade of A in a CP level course; 80% on Honors Midyear Exam or 90% on CP Midyear exam; Average grade of 80% on Open response/Core Assignments; Teacher recommendation (effort, homework completion, participation, study habits).

Prerequisite skills: Students are expected to have a high level of conceptual understanding and procedural fluency in the prerequisite course as well as proficiency with the mathematical practice standards. Curriculum for this course requires students to achieve mastery of the content. Mastery is defined by the “Placement Criteria for Honors Level.”

Expectations: Students are expected to use their mathematical knowledge and practices to solve problems. Students are expected to build fluency with graphical and algebraic representation of functions and their inverses, transformation of functions, analytic geometry (conic sections), matrices, and trigonometry. Curriculum for this course is designed to prepare students for enrollment in Calculus, either in high school or college. Students are expected to learn to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required.

209 Accelerated Algebra 2/Pre-Calculus Level: H 1 Math Credit Grade 10

Prerequisite: Algebra 1 H & Geometry H; Average grade of A- in Honors level course; 90% on Honors Midyear exam; Average grade of 90% on Open response/Core Assignments; a score indicating readiness on placement test; Teacher recommendation (effort, homework completion, participation, study habits).

Prerequisite skills: Students are expected to have a high level of conceptual understanding and procedural fluency in the prerequisite course as well as proficiency with the mathematical practice standards. Students are expected to have a strong foundation of Algebra 1 and have the ability to learn mathematical concepts at an accelerated pace. Curriculum for this course will cover all the topics of Algebra 2 and Pre-Calculus curriculum in one year. Curriculum for this course requires students to achieve mastery of the content. Mastery is defined by the “Placement Criteria for Honors Level.”

Expectations: Students are expected to use their mathematical knowledge and practices to solve problems. Students will build fluency with graphical and algebraic representation of functions and their inverses, transformation of functions, analytic geometry (conic sections), and trigonometry. Students are expected to divide polynomials with remainders by restructuring rational expressions. Students will see structure in expressions and use this structure to rewrite expressions in everything from advanced factoring (e.g., grouping) to summing series to rewriting rational expressions to examine the end behavior of corresponding rational functions. Students are expected to build fluency in translating between recursive definitions and closed forms involving sequences and series and with applications ranging from fitting functions to tables to problems in finance. Students are expected to learn to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required. Students who successfully complete this course will be able to take AP Calculus AB the following year.

210 Calculus Level: CP 1 Math Credit Grade 12 Prerequisite: Successful completion of Pre-Calculus

Expectations: Students are expected to use their mathematical knowledge and practices to solve problems. This course strengthens students’ understanding of functions in preparation for the process of differentiation and integration. Calculus concepts explored include limits and continuity, derivatives, definite integrals, exponential and logarithmic functions, trigonometric functions, and techniques of integration. Emphasis is placed on the exploration of real-world calculus applications. Students are expected to learn to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required.

210 H Calculus Level: H 1 Math Credit Grades 11- 12

Prerequisite: Successful completion of Pre-Calculus; 3 of the following 4: Average grade of B- in Honors level course or an average grade of A in a CP level course; 80% on Honors Midyear Exam or 90% on CP Midyear exam; Average grade of 80% on Open response/Core Assignments; Teacher recommendation (effort, homework completion, participation, study habits).

Prerequisite skills: Prerequisite Skills: Students are expected to have a high level of conceptual understanding and procedural fluency in the prerequisite course as well as proficiency with the mathematical practice standards. Curriculum for this course requires students to achieve mastery of the content. Mastery is defined by the “Placement Criteria for Honors Level.”.

Expectations: Students are expected to use their mathematical knowledge and practices to solve problems. Topics include limits and continuity, derivatives, definite integrals, and techniques of integration. Students are expected to learn to choose and use appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required.

211 AP Advanced Placement Calculus AB Level: AP 1 Math Credit Grades 11 - 12

Prerequisite: Successful completion of Pre-Calculus Honors or Accelerated Algebra 2/Pre-Calculus H and teacher recommendation

Expectations: Students are expected to use their mathematical knowledge and practices to solve problems. This course covers the syllabus for the Advanced Placement Calculus AB Examination of the College Board. Curriculum topics include the review of functions and their representations, limits and continuity, derivatives and their applications, the definite integral, techniques and applications of integration, and the Fundamental Theorem of the Calculus. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required. Students enrolled in this course are required to take the AP Calculus AB exam.

212 AP Advanced Placement Calculus BC Level: AP 1 Math Credit Grades 11-12 Prerequisite: Successful completion of Pre-Calculus Honors or Accelerated Algebra 2/Pre-Calculus H and teacher recommendation

Expectations: Curriculum for this course includes the syllabus for the Advanced Placement Calculus BC Examination of the College Board. All of the topics from AP Calculus AB are covered with the following additional topics: advanced techniques of integration, calculus of parametric functions, velocity and acceleration vectors representing two-dimensional motion, sequences and series, and the epsilon/delta definition of limits. Students are expected to complete 4 open responses and 4 core assignments. Graphing calculators are required. Students enrolled in this course are required to take the AP Calculus BC exam.

213 Statistics Level: CP 1 Math Credit Prerequisite: Completion of Algebra 2 Grades 12

prepared to handle a great deal of independence while they work through assignments. Students will be expected to complete 4 open responses and 4 core assignments. Computers and some computer software programs are used as tools to enhance data exploration. Personal computers, while not required, are highly encouraged as students will be using them every day to work on assignments.

213 H Statistics Level: H 1 Math Credit Prerequisite: Completion of Algebra 2 Honors with a score of 80% or higher Grades 12

Expectations: Curriculum for this course covers the basic concepts of Statistics and Probability. This course is project-based and is graded on the Competency Based Education Standards for Melrose Public Schools. This course requires students to take ownership of their own learning, while instructors provide resources and assistance in helping students achieve understanding of statistical concepts. The topics include exploring data by describing patterns and departures from patterns, sampling and experimentation which include planning and conducting a study, anticipating and analyzing patterns by exploring random phenomena using probability and simulation, and drawing conclusions using statistical inference to estimate population parameters and test hypotheses. Instructors will formulate short and long term projects that allow students to engage in inquiry-based learning in order to discover major conclusions and foundations upon which statistics is based. Curriculum for this course requires strong analytical reading skills; clear and concise writing skills will benefit students in the course. In addition, students should be prepared to handle a great deal of independence while they work through assignments. Students will be expected to complete 4 open responses and 4 core assignments and a year-long original research project. Students with a strong interest in pursuing careers in life sciences, social sciences, earth sciences, medical fields, and data analysis should highly consider taking this course. Personal computers, while not required, are highly encouraged as students will be using them every day to work on assignments.

213 AP Advanced Placement Statistics Level: AP 1 Math Credit Grades 11 - 12 Prerequisite: Completion of Algebra 2 H with a score of 80% or higher and teacher recommendation.

Expectations: Curriculum for this course covers the syllabus of the Advanced Placement Statistics Examination of the College Board. The purpose of this course is to introduce students to the major concepts and tools of Statistics that can be applied to multiple disciplines. The topics include exploring data by describing patterns and departures from patterns, sampling and experimentation which include planning and conducting a study, anticipating and analyzing patterns by exploring random phenomena using probability and simulation, and drawing conclusions using statistical inference to estimate population parameters and test hypotheses. A graphing calculator and some computer software programs are used as tools to enhance data exploration. Curriculum for this course requires strong analytical reading skills as well as clear and concise writing skills. Students will be expected to complete 4 open responses and 4 core assignments and a year-long original research project. Graphing calculators are required. Students enrolled in this course are required to take the AP Statistics exam.

214 Advanced Mathematical Decision Making Level: CP 1 Math Credit Grade 12 Prerequisite: Successful completion of Algebra 2

Expectations: Curriculum for this course is divided into two semester-long units, probability and statistics, and consumer math and business finance. The first semester includes the study of probability and statistics. Students will concentrate on exploring data, planning and conducting a survey, and discovering patterns using probability. Units include the construction and comparison of graphical representations, measures of center and spread (mean, median, mode, range), characteristics of surveys, bias, combinatorics, and making predictions. The second semester prepares students to apply computing skills to solve everyday personal finances. Units include banking, checking accounts, credit cards, budgeting, job related finances, taxes, housing installment buying, household bills, insurance, financing a car, investing, and retirement. Students are expected to complete 4 open responses and 4 core assignments. A graphing calculator is used in this course.

215 Algebra Lab Level: CP 0.5 Credit Prerequisite: 8th Grade Math Grade 9- 10

Expectations: Curriculum for this course is designed to support students who have demonstrated a need for additional instructions and practice in Algebra. Curriculum for this course will supplement the instruction in the student’s current math class. Students will attend this course every other day for the entire year. Students will be recommended for this course based on their needs.

216 Geometry Lab Level: CP 0.5 Credit Prerequisite: 8th Grade Math Grade 9

Expectations: Curriculum for this course is designed to support students who have demonstrated a need for additional instruction and practice in Geometry. Curriculum for this course will supplement the instruction in the student’s current math class. Students will attend this course every other day for the entire year. Students will be recommended for this course based on their needs.

SOCIAL STUDIES

The Social Studies curriculum is designed to develop students’ knowledge, skills, and personal qualities through the study of history and the other social sciences. Our Social Studies courses are designed to meet the requirements of the 2018 Massachusetts History and Social Science Framework, which was approved by the State Department of Education and emphasizes the the three pillar approach to the discipline, targeting student acquisition of content, skills, and literacy.

Although most Social Studies courses offered to freshmen, sophomores, and juniors emphasize history, these courses also develop content knowledge in other areas of the social sciences. As required by the Social Studies Curriculum Framework, the study of the principles of geography, citizenship and government and economics make up a major part of our history courses. Additionally, electives are offered in courses dealing with psychology, sociology, anthropology, government and law, and economics.

Social Studies courses at the college preparatory level are open to all students. Placement in an honors or Advanced Placement course requires that students meet stated prerequisites. These are listed for each course. All Melrose High School students must successfully complete three full credit Social Studies courses, including U.S. History 2, in order to graduate.

Social Studies Sequence for the 2019-20 school year Traditional Path Two-Year AP U.S. History Path

9th Grade: 9th Grade: World History- CP or World History- CP or World History- H or World History- H or AP European History AP European History

10th Grade: 10th Grade: U.S. History 1 - CP or AP United States History 1 U.S. History 1 - H

11th Grade: 11th Grade: U.S. History 2 - CP or AP United States History 2 U.S. History 2 - H or

12th Grade: 12th Grade: Electives Electives

301 World History 2 Level: CP 1 Credit Prerequisite: None Grade 9

Expectations: Curriculum for this course covers the world history of civilization from the French Revolution century to the present. It covers the same topics and skills as World History II H but at a pace and depth more appropriate for the college preparatory level of study. Students are expected to complete four open response assignments and four core assignments as well as a three to five page research paper. 301 H World History 2 Level: H 1 Credit Grade 9 Prerequisite: 2 of the following 3: Average grade of “A” for trimesters 1 and 2 in Grade 8 course; a score indicating proficiency on the trimester tests; and teacher recommendation (effort, homework completion, participation, study habits).

Expectations: Curriculum for this course covers the world history of civilization from the French Revolution century to the present. Topics include Absolutism, the development of constitutional monarchy and the French Revolution, the rise of the nation state in Europe, the Industrial Revolution, and 19th Century political reform in Western Europe, imperialism in Africa, Asia and South America, World War I, the Great Depression, World War II, the Cold War, and the Russian and Chinese revolutions, as well as a look at the world at the beginning of the 21st Century. Emphasis will be placed on critical reading and writing, as well as the use of primary source documents. Students are expected to complete four open response assignments and four core assignments as well as a five to seven page research paper.

302 AP AP European History Level: AP 1 Credit Grade 9 or 12 Prerequisite: 4 of the following 5: Average grade of “A” for trimesters 1 and 2 in Grade 8 course; an advanced score on the trimester tests; a score of Meets Expectations or higher on 7th grade ELA MCAS; and teacher recommendation (effort, homework completion, participation, study habits; a proficient score on the qualifying DBQ.

Expectations: The curriculum for this course is a nationally prescriptive core designed by the College Board in preparation for an exam administered in May. Successful completion of the course could result in college credit. The course provides students with an opportunity to master an overall knowledge of the basic chronology, major events, and trends in European History from 1450 to the modern era through an examination of the political, social, economic, and intellectual forces in European History. A strong emphasis is placed on both informative and argumentative historical writing and document analysis. The course is designed to prepare students for advanced college courses by making demands upon them equivalent to those made by both semester and full-year college courses. Students are expected to read closely, construct oral and written arguments, and utilize both inductive and deductive reasoning. Students will learn how to assess historical materials and to weigh the evidence and interpretations presented in historical scholarship. Students taking this course are required to take the AP European History exam and complete on independent projects outside the classroom as well as a set of summer assignments.

303 United States History 1 Level: CP 1 Credit Prerequisite: None Grade 10

Expectations: Curriculum for this course examines the creation and growth of the United States from 1763-1877. The course covers the same topics as honors U.S. History I, but at a pace and depth more appropriate for the college preparatory level of study. Students are expected to complete four open response assignments and four core assignments as well as a four-six page research paper.

303 H United States History 1 Level: H 1 Credit Grade 10 Prerequisite: 2 of the following 3: Average grade of “B-” in Honors level or an “A-“ or better in CP level course for terms 1 and 2 in current course; a score indicating proficiency on the Midyear Exam; and teacher recommendation (effort, homework completion, participation, study habits). Expectations: Curriculum for this course examines the creation and growth of the United States from 1763 to the rise of the Gilded Age. Topics include the American Revolution, the Constitution, the rise of political parties, the early national period, Manifest Destiny, and the reform movement, the Age of Jackson, the Civil War and Reconstruction. The course will look to balance the study of the growth of governmental power with an examination of the rights and privileges of the average person. Emphasis will be placed on critical reading and writing, as well as the use of primary source documents. Students

are expected to complete four open response assignments and four core assignments as well as a five-seven page research paper.

303 AP AP United States History 1 Level: AP 1 Credit Grade 10-12 Prerequisite: 2 of the following 3: Average grade of A- or better in Honors level or an A+ or better in a CP level course for terms 1 and 2 in current course; an advanced score on the Midyear Exam; and teacher recommendation (effort, homework completion, participation, study habits.)

Expectations: Curriculum for this course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. The AP U.S. History course expands on the history of the Americas from 1491 to 1607, while allowing teachers flexibility across five different periods of U.S. history to teach topics of their choice in depth. Emphasis will be placed on critical reading and writing, as well as the use of primary source documents. Students taking this course are required to take the AP U.S. History Exam after completing AP United States History 2. If a student does not complete AP United States History 2, this course will be marked as U.S. History I Honors on the student’s transcript.

304 United States History 2 Level: CP 1 Credit Prerequisite: None Grade 11

Expectations: Curriculum for this course examines the United States from Imperialism to the present. It covers the same topics and skills as honors U. S. History but at a pace and depth more appropriate for the college preparatory level of study. Students are expected to complete four open response assignments and four core assignments as well as a five-seven page research paper.

304 H United States History 2 Level: H 1 Credit Grade 11

Prerequisite: 2 of the following 3: Average grade of B- in Honors level or an A- or better in CP level course for terms 1 and 2 in current course; a score indicating proficiency on the Midyear Exam; and teacher recommendation (effort, homework completion, participation, study habits). Expectations: Curriculum for this course examines the United States from the late 1800s to the present. Topics include, the American West, the Industrial Revolution, Imperialism, the Progressive Era, World War I, the Great Depression, World War II, the Cold War, life in the 50’s and 60’s, Vietnam, America in the 1980’s and 1990’s, and the role of the U. S. in the 21st century. Emphasis will be placed on critical reading and writing as well as the use of primary source documents. Students are expected to complete four open response assignments and four core assignments as well as a six-eight page research paper.

304 AP AP United States History 2 Level: AP 1 Credit Grade 10-12 Prerequisite: Successful completion of AP United States History 1 or teacher recommendation.

Expectations: Curriculum for this course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. The AP U.S. History course expands on the history of the Americas from 1980 to the present, while allowing teachers flexibility across four different periods of U.S. history to teach topics of their choice in depth. Emphasis will be placed on critical reading and writing, as well as the use of primary source documents. Students taking this course are required to take the AP U.S. History Exam.

305H Anthropology/Sociology Level: H 1 Credit Grade 12

Prerequisite: World History 2, U.S. History 1 and U.S. History 2. Additional criteria includes 2 of the following 3: Average grade of B- in Honors level or an A- or better in CP level course for terms 1 and 2 in current course; a score indicating proficiency on the Midyear Exam; and teacher recommendation (effort, homework completion, participation, study habits).

Expectations: Curriculum for this course involves a study of the principles of anthropology and sociology and will help students to better understand the individual in relation to his or her culture. Students are expected to focus on prehistoric human evolution in both the physical and cultural sense, Old World archaeology, and New World, pre-Columbian Native cultures. Students are expected to also study contemporary American culture, its values and taboos, and other cultures in order to observe the variety of ways in which people structure their institutions. Using the principles of sociology, the students will have the opportunity to pursue in-depth analyses of certain social problems, such as violence, prejudice, and poverty.

306 Psychology Level: CP 0.5 Credit Prerequisite: World History 2, U.S. History 1, and U.S. History 2 Grade 12

Expectations: Curriculum for this course is designed for students who would enjoy a general introduction to the study of psychology. The curriculum will cover many of the same topics as in honors Psychology but at a pace and depth more appropriate to the college preparatory level.

306 H Psychology Level: H 1 Credit Grade 12

Prerequisite: World History 2, U.S. History 1, and U.S. History 2. Additional criteria includes 2 of the following 3: Average grade of B- in Honors level or an A- or better in CP level course for terms 1 and 2 in current course; a score indicating proficiency on the Midyear Exam; and teacher recommendation (effort, homework completion, participation, study habits).

Expectations: Curriculum for this course focuses both on the scientific basis of psychology and on its relevance to the student’s own life. Methods, theories, and current issues in psychology are presented. Students are expected to take part in demonstrations and experiments, and are introduced to the case study approach. Major units include perceptions, learning, motivation, personality, and problems in behavior adjustment.

306 AP AP Psychology Level: AP 1 Credit Grade 12

Prerequisite: World History 2, U.S. History 1, and U.S. History 2. In addition to 2 of the following 3: Average grade of B- in Honors level or an A- or better in CP level course for terms 1 and 2 in current course; a score indicating proficiency on the Midyear Exam; Teacher recommendation (effort, homework completion, participation, study habits). Expectations: Curriculum for this course is designed to provide students with an introduction to the history, theories, and methods of psychology. Course topics include the historical perspectives of psychology; scientific research; biological bases of behavior; sensation and perception; learning, memory, and cognition; motivation, emotion, and personality; human development; psychological disorders and treatments; social psychology. Topics will be introduced through lectures, discussions and demonstrations; students will do a significant amount of reading and writing outside of class. Students taking this course are required to complete a reading/writing assignment during the summer prior to the start of the course. Students taking this course are also required to take the College Board AP Exam in Psychology in the spring of their senior year.

307 H Economics Level: H 1 Credit Grade: 11- 12

Prerequisite: World History 2 and U.S. History 1. Additional criteria includes 2 of the following 3: Average grade of a B- or better in Honors level or an A- or better in CP level course for terms 1 and 2 in current course; a score indicating proficiency on the Midyear Exam; Teacher recommendation (effort, homework completion, participation, study habits.)

Expectations: Curriculum for this course includes the economic principles of supply and demand; the law of scarcity, growing international interdependence, and consumerism are the focus of this course. The curriculum will also focus on how businesses operate, financial planning, political economics, and our economic future.

307 AP AP Economics Level: AP 1 Credit Grade: 11- 12

Prerequisite: World History II and U.S. History I Prerequisite Criteria: 2 of the following 3: Average grade of a B- or better in Honors level or an A- or better in CP level course for terms 1 and 2 in current course; a score indicating proficiency on the Midyear Exam; Teacher recommendation (effort, homework completion, participation, study habits.)

Expectations: Curriculum for this college level course combines Macroeconomics (the principles of economics that apply to an economic system as a whole) and Microeconomics (the principles of economics that apply to the functions of businesses and individual decision makers). Topics include supply and demand, monopolies, Federal Reserve policy, and international trade. The curriculum for this course is a nationally prescriptive core designed by the College Board in preparation for an exam administered in May. Students taking this course are required to take the College Board AP Exams in both Macro and Microeconomics.

308 AP AP United States Government and Politics Level: AP 1 Credit Grade: 11 - 12

Expectations: AP United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning assess causes and consequences of political events, and interpret data to develop evidence-based arguments. Students study general concepts used to interpret U.S. government and politics and analyze specific topics, including Constitutional Underpinnings, Political Beliefs and Behaviors, Political Parties, Interest Groups, and Mass Media, Institutions of National Government; Public Policy and Civil Rights and Civil Liberties. Students taking this course are required to take the College Board AP Exam.

309 H World Religions Level: H 1.0 Credit Prerequisite: World History Grade: 10-12

Expectations: Curriculum for this course will examine religion through a historical, social, political, and economic lens. Students will understand the connection between religion and society, and the many way these two ideas are intertwined. By looking at both the origins of religion and our modern world, students will have a fuller understanding of the beliefs, culture, and conflict surrounding the religions of the world. We will cover a variety of religions from all over the world throughout the year, examining each through historical, cultural, and sociological contexts. Units of study will include Ancient Religion, Christianity, Judaism, Islam, Eastern Religions, African Religions, and Cults and Modern Religions.Curriculum for this course is meant to be an overview and academic understanding of religion without advocating any one religious belief. Students are expected to complete 3-5 hours per week of independent practice such as homework, reading, and projects.

310 H The American Justice System Level: H 1.0 Credit Prerequisite: U. S. History I Grade: 11-12

Expectations: This course will provide an introduction to the American system of justice, primarily the criminal justice system, with a lesser emphasis on civil courts as well as other constitutional issues. The primary goal is to develop a general understanding of the criminal justice system to include its basic components: policing, the court system and corrections as well as the system’s response to crime. The course will also address the balance between the needs of the community in terms of safety and the civil rights of the individual.

311 H Conflict in America Case Studies Level: H 1.0 Credit Prerequisite: Must have passed with a B- or above in an honors history course prior to enrolling in course. Grade: 10-12

Expectations: This is a class taught in collaboration with the High School Case Studies at Harvard Business School to develop a deep understanding of the conflicts within American democracy. Students will read case studies and participate in discussions surrounding topics such as Madison’s fight for a federal negative to the more recent Supreme Court Case, 39

Citizens United. This is a discussion based class modeled off of the methodology at HBS and will require students to be able to read independently and participate. It is not necessary to have taken a US history course.

312 H Global Leadership Level: H 1.0 Credit Prerequisite: World History 2 Grade: 10-12

Expectations: Curriculum for this course studies issues in the globalized world through a study of global affairs and global service. Students will examine human rights issues and the role of service leaders in the global community. Topics include education, the environment, health, social entrepreneurship, and what is means to be a global citizen. Building off of these learning experiences, students will design a global action project that will allow them to make a difference around one issue for which they are passionate. External hours are required to receive honors credit for this course.

313.5 Sports in Society Level: CP 0.5 Credit Prerequisite: World History 2 Grade: 10-12

Expectations: Curriculum for this course will cover the influence of sports on our society, as well as social, economics, and legal issues as they relate to sports. Such topics will include several sports ranging from youth to professional levels. This is course is recommended for students who participate in, or enjoy sports, or who may be considering one of the many careers that are part of the modern sports industry.

314.5 History through Film Level: CP 0.5 Credit Prerequisite: World History 2 Grade: 10-12

Expectations: Curriculum for this course will involve the viewing and analysis of a number of films, which are meant to represent significant events in history. Film can be a method for the study of history, and that is the goal of this course. Students will view films and participate in related research and study that will allow them to analyze and evaluate the historical accuracy, and in some cases the inaccuracy, portrayed in film. During the course the primary focus will be on three connections between film and history: films as a reflection of the time during which the film was made, film as a philosophical or historical essay from the filmmaker's perspective, and film as “window on the past”, a recreation of past events and the methods used to create historical films. Participating in this course will afford students a unique opportunity to use critical thinking skills to enrich their study of history. Examples of the types of films that may be covered include Gladiator, Saving Private Ryan, and Mississippi Burning.

315.5 American Pop Culture of the 20th Century Level: CP 0.5 Credit Prerequisite: None Grade: 10-12

Expectations: Do you love going to the movies, listening to your favorite music, or bingeing your favorite show on Netflix? Find out where it all started in "American Pop Culture of the 20th Century". In this half year, elective, social studies course, we will examine the rise of popular music, the creation of the film and television industries, and the stars that became household names. Students will examine how pop culture was shaped by its era, and how it led to the entertainment we enjoy today.

316.5 Interacting with History Level: CP 0.5 Credit Prerequisite: World History 2 Grade: 10-12

Expectations: Students will be introduced to and expected to apply a variety of research methods used by historians when conducting original research. Methods discussed will include but are not limited to oral histories, examination of municipal records, use of periodicals (including those on microfiche/microfilm), and use of unpublished primary sources (letters, diaries, scrapbooks, etc.). Examples will be drawn largely from local sources, but techniques can be applied to many time periods, locations, and topics. All students enrolled in the course will complete an independent original research project on a topic of their choosing.

317.5 Media Literacy through Current Events Level: CP 0.5 Credit Prerequisite: World History 2 Grade: 10-12

Expectations: Curriculum for this course includes wide range of strategies to explore the world today. Using both historical events and modern technology, students will investigate a wide range of social, political, and economic issues to find a better understanding of Melrose, Massachusetts, our nation, and the world as a whole. Assessments include, but are not limited to graded discussions and presentations.

500 Human Evolution Level: CP or H 0.5 SS and 0.5 STE Credit Grade: 11-12 Prerequisite: Completion of Biology 1

Expectations: This course will be a hybrid - investigating biological evolution and cultural anthropology. By examining our evolution through the lens of both science and social studies, students will gain a more holistic idea of who we are as a species. Students will learn, understand, and be able to demonstrate how both biology and culture have had an impact on human evolution and will compare the arguments of the classic nature vs. nurture debate. The aim is for students to develop a more complex, well-rounded way of thinking about the evidence of human evolution. The class will examine the fossil record, investigating our taxonomic relationship with our closest ancestor - the primates - analyzing how culture and civilization impact human evolution. Have humans responded to changes in their environment or have they changed their environment in order to survive?

GLOBAL LANGUAGE

The Global Language program offers five languages: French, German, Italian, Latin, and Spanish. The curriculum of the Global Language Department is aligned with both the Massachusetts Frameworks and the National Standards in Foreign Languages. The Global Language Department uses a proficiency-based approach to give our students access to both the language and culture of the languages we offer. Students work to build proficiency in listening, reading, writing, and speaking their language of choice in the presentational, interpretative, and interpersonal modes. Our courses are aligned with proficiency targets as indicated on the chart below. It is the goal of our program that, after meeting the MHS requirement, all of our students reach the Intermediate level of proficiency on the ACTFL proficiency scale in all four language skills (listening, reading, writing, and speaking) across all 3 modes of communication (interpretive, presentational, and interpersonal). Students in the Advanced course have the opportunity to take the course as an Honors, Advanced Placement, or Dual Enrollment with one of our university partners (Salem State University or UMass Boston) Students with prior experience in a global language have the opportunity to take a placement test to determine their approximate performance level and will be placed in the appropriate course based on proficiency targets.

Traditional Name Current Name Proficiency Target

Level 1 Beginner 1 Novice-High

Level 2 Beginner 2 Intermediate-Low

Level 3 CP Intermediate 1 Intermediate-Low

Level 3 H Intermediate 2 Intermediate- Mid *weak

Level 4 Intermediate 3 Intermediate-Mid *strong

Level 5/AP/Dual Enrollment Advanced Intermediate-High/Advanced-Low

Seal of Biliteracy Melrose participates in the The State Seal of Biliteracy - an award given to seniors who have attained a high level of proficiency in English and a foreign language beginning with the graduating class of 2019. According to the Massachusetts Department of Education: “Significantly, the State Seal of Biliteracy provides a means to recognize high school graduates who attain high functional and academic levels of proficiency in English and a foreign language, meaning that those students

can function in those languages in authentic, real-life situations.”Melrose also partners with the Language Opportunity Coalition to offer supporting biliteracy awards. The chart below summarizes the awards and the criteria.

Pathway Award Standardized Assessment Criteria for English and Partner Language

State Seal of Biliteracy Score of Advanced on the grade 10 ELA MCAS With Distinction Score of Advanced - Low in the lowest domain/mode of a proficiency test

State Seal of Biliteracy Score of Proficient on the grade 10 ELA MCAS or Level 5 on ACCESS testing Score of Intermediate-High in the lowest domain/mode of a proficiency test

Language Opportunity Score of Proficient on the grade 10 ELA MCAS or Level 4.5 on ACCESS testing Seal of Biliteracy Score of Intermediate-Low in the lowest domain/mode of a proficiency test

Modern Languages

401 French 1 - Beginner 1 Level: CP 1 GL Credit Prerequisite: None Grade 9-12

Expectations: This is an introductory course designed for first year students who begin the study of French in High School. This course will be conducted primarily in French, and students are expected to communicate primarily in French. This course aims to develop basic proficiency in understanding, speaking, reading, and writing. Students will be introduced to the culture of French-speaking countries through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Novice High.

401 H French 1 - Beginner 1 Level: H 1 GL Credit Prerequisite: None Grade 9-12

Expectations: At the end of quarter 1, students in Beginner 1 who are earning an A+ may apply to take Beginner I for honors credit. Permission of the current instructor and the Chair of the Department of Foreign Languages are required. The proficiency target for the end of this course is Novice High.

402 French 2 - Beginner 2 Level: CP 1 GL Credit Prerequisite Course: French 1 - Beginner 1 or Grade 8 French Beginner 1B Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice -High target in all modes/domains.

Expectations: This course will be conducted primarily in French, and students are expected to communicate primarily in French. Students will acquire increased proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low.

402 H French 2 - Beginner 2 Level: H 1 GL Credit Prerequisite Course: French 1 - Beginner 1 or Grade 8 French Beginner 1B Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice-High target in all modes/domains.

403 French 3 - Intermediate 1 Level: CP 1 GL Credit 42

Prerequisite: French 2 - Beginner 2 Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice High target in all modes/domains.

Expectations: This course is designed for students who are not yet performing at the Intermediate Low level of language. This course will be conducted primarily in French, and students are expected to communicate primarily in French. Students will develop further proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low. Students who meet the target can enroll in French 3 Intermediate 2. Students who exceed the target can enroll in French 4 Intermediate 3.

403 H French 3 - Intermediate 2 Level: H 1 GL Credit Prerequisite: French 2 - Beginner 2, or French 3 - Intermediate 1 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate - Low target in all modes/domains.

Expectations: This course will be conducted primarily in French, and students are expected to communicate primarily in French. Students will increase their proficiency in the skills acquired during the previous years in order to understand, speak, read, and write in French with greater accuracy. Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is a Intermediate Mid *weak.

404 French 4 - Intermediate 3 Level: CP 1 GL Credit Prerequisite: French 3 - Intermediate 2 Grade Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate - Mid *weak target in all modes/domains.

Expectations: This course will be conducted exclusively in French, and students are expected to communicate exclusively in French. Students will study more complex grammatical topics and will review previously learned structures. Current issues, cultural topics, short stories, plays and novels of increasing difficulty generate topics for writing and discussion Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate Mid *strong.

404 H French 4 - Intermediate 3 Level: H 1 GL Credit Prerequisite: French 3 H - Intermediate 2 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate - Mid *weak target in all modes/domains.

Expectations: This course will be conducted exclusively in French, and students are expected to communicate exclusively in French. Students will study more complex grammatical topics and will review previously learned structures. Current issues, cultural topics, short stories, plays and novels of increasing difficulty generate topics for writing and discussion. Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate Mid *strong.

405 H/AP/DE French AP - Advanced Level: H/AP/DE 1 GL Credit Prerequisite: French 4 - Intermediate 3 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate - Mid *strong target in all modes/domains.

Expectations: This course will be conducted exclusively in French, and students are expected to communicate exclusively in French. Communication skills are reinforced to enable the student to converse with advanced proficiency, read with ease, and express him/herself in written composition. Integrated in the program will be cultural topics on art, history, and

civilization, as well as outside reading and reports on both classic and contemporary issues. Students are expected to participate actively in class. Students will also be expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate High/Advanced Low.

Additional Requirements: 1. Students enrolled in this course for AP credit are required to take the AP French Language exam. Students are required to attend class until the completion of the AP exam. 2. Students who enroll in this course as a 3-credit Salem State University course will be required to pay a SSU fee of $450. Upon successful completion of the dual enrollment course, a Salem State University transcript will be awarded reflecting 3 transferrable credits.

411 German 1 - Beginner 1 Level: CP 1 GL Credit Prerequisite: None Grade 9-12

Expectations: This is an introductory course designed for first year students who begin the study of German in High School. This course will be conducted primarily in German, and students are expected to communicate primarily in German. This course aims to develop basic proficiency in understanding, speaking, reading, and writing. Students will be introduced to the culture of German-speaking countries through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Novice High.

411 H German 1 - Beginner 1 Level: H 1 GL Credit Prerequisite: None Grade 9-12 Expectations: At the end of quarter 1, students in Beginner 1 who are earning an A+ may apply to take Beginner I for honors credit. Permission of the current instructor and the Chair of the Department of Foreign Languages are required. The proficiency target for the end of this course is Novice High.

412 German 2 - Beginner 2 Level: CP 1 GL Credit Prerequisite Course: German 1 - Beginner 1 or Grade 8 German Beginner 1B Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice-High target in all modes/domains.

Expectations: This course will be conducted primarily in German, and students are expected to communicate primarily in German. Students will acquire increased proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low.

412 H German 2 - Beginner 2 Level: H 1 GL Credit Prerequisite Course: German 1 - Beginner 1 or Grade 8 German Beginner 1B Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice -High target in all modes/domains.

413 German 3 - Intermediate 1 Level: CP 1 GL Credit Prerequisite: German 2 - Beginner 2 Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice High target in all modes/domains.

Expectations: This course is designed for students who are not yet performing at the Intermediate Low level of language. This course will be conducted primarily in German, and students are expected to communicate primarily in German. Students will develop further proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written

open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low. Students who meet the target can enroll in German 3 Intermediate 2. Students who exceed the target can enroll in German 4 Intermediate 3.

413 H German 3 - Intermediate 2 Level: H 1 GL Credit Prerequisite: German 2 - Beginner 2, or German 3 - Intermediate 1 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate - Low target in all modes/domains.

Expectations: This course will be conducted primarily in German, and students are expected to communicate primarily in German. Students will increase their proficiency in the skills acquired during the previous years in order to understand, speak, read, and write in German with greater accuracy. Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is a Intermediate Mid *weak.

414 H German 4 - Intermediate 3 Level: H 1 GL Credit Prerequisite: German 3 - Intermediate 2 Grade Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate - Mid *weak target in all modes/domains.

Expectations: This course will be conducted exclusively in German, and students are expected to communicate exclusively in German. Students will study more complex grammatical topics and will review previously learned structures. Current issues, cultural topics, short stories, plays and novels of increasing difficulty generate topics for writing and discussion Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate Mid *strong.

415 H/AP/DE German 5/AP/DE - Advanced Level: H/AP/DE 1 GL Credit Prerequisite: German 4 - Intermediate 3 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate - Mid *strong target in all modes/domains.

Expectations: This course will be conducted exclusively in German, and students are expected to communicate exclusively in German. Communication skills are reinforced to enable the student to converse with advanced proficiency, read with ease, and express him/herself in written composition. Integrated in the program will be cultural topics on art, history, and civilization, as well as outside reading and reports on both classic and contemporary issues. Students are expected to participate actively in class. Students will also be expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate High/Advanced Low.

Additional Requirements: 1. Students enrolled in this course for AP credit are required to take the AP German Language exam. Students are required to attend class until the completion of the AP exam. 2. Students who enroll in this course as a 3-credit Salem State University course will be required to pay a SSU fee of $450. Upon successful completion of the dual enrollment course, a Salem State University transcript will be awarded reflecting 3 transferrable credits.

421 Italian 1 - Beginner 1 Level: CP 1 GL Credit Prerequisite: None Grade 9-12

Expectations: This is an introductory course designed for first year students who begin the study of Italian in High School. This course will be conducted primarily in Italian, and students are expected to communicate primarily in Italian. This course aims to develop basic proficiency in understanding, speaking, reading, and writing. Students will be introduced to the culture of Italian-speaking countries through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Novice High.

421 H Italian 1 - Beginner 1 Level: H 1 GL Credit

Prerequisite: None Grade 9-12 Expectations: At the end of quarter 1, students in Beginner 1 who are earning an A+ may apply to take Beginner I for honors credit. Permission of the current instructor and the Chair of the Department of Foreign Languages are required. The proficiency target for the end of this course is Novice High.

422 Italian 2 - Beginner 2 Level: CP 1 GL Credit Prerequisite Course: Italian 1 - Beginner 1 or Grade 8 Italian Beginner 1B Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice-High target in all modes/domains.

Expectations: This course will be conducted primarily in Italian, and students are expected to communicate primarily in Italian. Students will acquire increased proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low.

422 H Italian 2 - Beginner 2 Level: H 1 GL Credit Prerequisite Course: Italian 1 - Beginner 1 or Grade 8 Italian Beginner 1B Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice-High target in all modes/domains.

423 Italian 3 - Intermediate 1 Level: CP 1 GL Credit Prerequisite: Italian 2 - Beginner 2 Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice-High target in all modes/domains.

Expectations: This course is designed for students who are not yet performing at the Intermediate Low level of language. This course will be conducted primarily in Italian, and students are expected to communicate primarily in Italian. Students will develop further proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low. Students who meet the target can enroll in Italian 3 Intermediate 2. Students who exceed the target can enroll in Italian 4 Intermediate 3.

423 H Italian 3 - Intermediate 2 Level: H 1 GL Credit Prerequisite: Italian 2 H Grade 9-12 Prerequisite: Italian 2 - Beginner 2, or Italian 3 - Intermediate 1 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate-Low target in all modes/domains.

Expectations: This course will be conducted primarily in Italian, and students are expected to communicate primarily in Italian. Students will increase their proficiency in the skills acquired during the previous years in order to understand, speak, read, and write in Italian with greater accuracy. Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is a Intermediate Mid *weak.

424 H Italian 4 - Intermediate 3 Level: H 1 GL Credit Prerequisite: Italian 3 H - Intermediate 2 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate-Mid *weak target in all modes/domains.

Expectations: This course will be conducted exclusively in Italian, and students are expected to communicate exclusively in Italian. Students will study more complex grammatical topics and will review previously learned structures. Current issues,

cultural topics, short stories, plays and novels of increasing difficulty generate topics for writing and discussion Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate Mid *strong.

425 H/AP/DE Italian H/AP/DE - Advanced Level: H/AP/D 1 GL Credit Prerequisite: Italian 4 - Intermediate 3 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate-Mid *strong target in all modes/domains.

Expectations: This course will be conducted exclusively in Italian, and students are expected to communicate exclusively in Italian. Communication skills are reinforced to enable the student to converse with advanced proficiency, read with ease, and express him/herself in written composition. Integrated in the program will be cultural topics on art, history, and civilization, as well as outside reading and reports on both classic and contemporary issues. Students are expected to participate actively in class. Students will also be expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate High/Advanced Low.

Additional Requirements: 1. Students enrolled in this course for AP credit are required to take the AP Italian Language exam. Students are required to attend class until the completion of the AP exam. 2. Students who enroll in this course as a 3-credit Salem State University course will be required to pay a SSU fee of $450. Upon successful completion of the dual enrollment course, a Salem State University transcript will be awarded reflecting 3 transferrable credits.

431 Spanish 1 - Beginner 1 Level: CP 1 GL credit Prerequisite: None Grade 9-12

Expectations: This is an introductory course designed for first year students who begin the study of Spanish in High School. This course will be conducted primarily in Spanish, and students are expected to communicate primarily in Spanish. This course aims to develop basic proficiency in understanding, speaking, reading, and writing. Students will be introduced to the culture of Spanish-speaking countries through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Novice High.

431 H Spanish 1 - Beginner 1 Level: H 1 GL Credit Prerequisite: None Grade 9-12 Expectations: At the end of quarter 1, students in Beginner 1 who are earning an A+ may apply to take Beginner I for honors credit. Permission of the current instructor and the Chair of the Department of Foreign Languages are required. The proficiency target for the end of this course is Novice High.

432 H Spanish 2 - Beginner 2 Level: H 1 GL Credit Prerequisite Course: Spanish 1 - Beginner 1 or Grade 8 Spanish Beginner 1B Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice-High target in all modes/domains.

Expectations: This course will be conducted primarily in Spanish, and students are expected to communicate primarily in Spanish. Students will acquire increased proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low.

433 Spanish 3 - Intermediate 1 Level: CP 1 GL Credit Prerequisite: Spanish 2 - Beginner 2 Grade 9-12 Prerequisite Skills: Student’s performance needs to be consistent with the Novice-High target in all modes/domains.

Expectations: This course is designed for students who are not yet performing at the Intermediate Low level of language. This course will be conducted primarily in Spanish, and students are expected to communicate primarily in Spanish. Students will develop further proficiency in listening comprehension and in speaking, and will further the development of skills in reading, writing, and cultural understanding through active class participation. Students are expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is Intermediate Low. Students who meet the target can enroll in Spanish 3 Intermediate 2. Students who exceed the target can enroll in Spanish 4 Intermediate 3.

433 H Spanish 3 - Intermediate 2 Level: H 1 GL Credit Prerequisite: Spanish 2 - Beginner 2, or Spanish 3 - Intermediate 1 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate-Low target in all modes/domains.

Expectations: This course will be conducted primarily in Spanish, and students are expected to communicate primarily in Spanish. Students will increase their proficiency in the skills acquired during the previous years in order to understand, speak, read, and write in Spanish with greater accuracy. Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is a Intermediate Mid *weak.

434 Spanish 4 - Intermediate 3 Level: CP 1 GL Credit Prerequisite: Spanish 3 - Intermediate 2 Grade Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate-Mid *weak target in all modes/domains.

Expectations: This course will be conducted exclusively in Spanish, and students are expected to communicate exclusively in Spanish. Students will study more complex grammatical topics and will review previously learned structures. Current issues, cultural topics, short stories, plays and novels of increasing difficulty generate topics for writing and discussion Students will be expected to participate actively in class. Students are also expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate Mid *strong.

434 H Spanish 4 - Intermediate 3 Level: H 1 GL Credit Prerequisite: Spanish 3 H - Intermediate 2 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate-Mid *weak target in all modes/domains.

435 H/AP/DE Spanish 5/AP/DE (Salem State University) - Advanced Level: H/AP/DE 1 GL Credit Prerequisite: Spanish 4 - Intermediate 3 Grade 9-12

Prerequisite Skills: Student’s performance needs to be consistent with the Intermediate-Mid *strong target in all modes/domains.

Expectations: This course will be conducted exclusively in Spanish, and students are expected to communicate exclusively in Spanish. Communication skills are reinforced to enable the student to converse with advanced proficiency, read with ease, and express him/herself in written composition. Integrated in the program will be cultural topics on art, history, and civilization, as well as outside reading and reports on both classic and contemporary issues. Students are expected to

participate actively in class. Students will also be expected to complete 4 written open responses, and deliver 4 core assignment speaking presentations. The proficiency target for the end of this course is an Intermediate High/Advanced Low.

Additional Requirements: 1. Students enrolled in this course for AP credit are required to take the AP Spanish Language exam. Students are required to attend class until the completion of the AP exam. 2. Students who enroll in this course as a 3-credit Salem State University course will be required to pay a SSU fee of $450. Upon successful completion of the dual enrollment course, a Salem State University transcript will be awarded reflecting 3 transferrable credits.

Classical Languages

441 Latin 1 - Beginner 1 Level: CP 1 GL Credit Prerequisite: None Grade 9-12

Expectations: This introductory course in Latin is designed for students without prior language experience. Students will learn the fundamentals of Latin grammar and vocabulary, and develop fluency in reading Latin through active class participation and 2-3 hours per week in independent practice such as homework, reading, and projects. Students are expected to complete 4 culture open responses of 1 paragraph in length, and deliver 4 core assignment summaries. Students are expected to develop oral proficiency in Latin in order to reinforce development of fundamental skills in reading and writing. The proficiency target for the end of this course is Novice High.

441 H Latin 1 Accelerated - Beginner 1 Level: H 1 GL Credit Prerequisite: None Grade 9-12

Prerequisite skills: This course is designed for students with previous foreign language experience or strong skills in English.

Expectations: Latin 1 Accelerated aims to provide students with one and one half years of Latin instruction based in the Cambridge Latin Course series. Students will learn the fundamentals of Latin grammar and vocabulary, and develop fluency in reading Latin through active class participation and 3-5 hours per week in independent practice such as homework, reading, and projects. Students are expected to complete 4 culture open responses of 1-2 paragraphs in length, and deliver 4 core assignment summaries. Students are expected to develop oral proficiency in Latin in order to reinforce development of fundamental skills in reading and writing. The proficiency target for the end of this course is Intermediate Low.

442 Latin 2- Beginner 2 Level: CP 1 GL Credit Prerequisite: Latin 1 Grade 9-12

Expectations: The content of the material previously studied will be reinforced by a thorough review. By reading challenging texts, by expanding knowledge of vocabulary, and by understanding grammar at a deeper level, students will significantly improve their ability to apply reading strategies across content areas. Students will also discover Roman life and culture by reading and translating original works geared to their level of instruction through active class participation and 2-3 hours per week in independent practice such as homework, reading, and projects. Students are expected to complete 4 open responses of 2-3 paragraphs in length, and deliver 4 core assignment summary assignments. Students are expected to develop oral proficiency in Latin in order to reinforce development of fundamental skills in reading and writing. The proficiency target for the end of this course is Intermediate Low.

442 H Latin 2 Accelerated- Beginner 2 Level: H 1 GL Credit Prerequisite: Latin 1 Accelerated or equivalent Grade 9-12

need to complete several chapters of the CLC independently and provide evidence of mastery of the grammatical and vocabulary structures acquired in Latin 1 Accelerated before enrolling in this course.

Expectations: Curriculum for this course is designed to complete basal grammar and vocabulary. This course will continue the rigorous pace of Latin 1 Accelerated. By reading challenging texts, by expanding knowledge of vocabulary, and by understanding grammar at a deeper level, students will significantly improve their ability to apply reading strategies across content areas. Students will also discover Roman life and culture by reading original works geared to their level of instruction through active class participation and 3-5 hours per week in independent practice such as homework, reading, and projects. Students will be expected to complete 4 open responses of 4-5 paragraphs in length, and deliver 4 core assignment summaries. Students are expected to develop oral proficiency in Latin in order to reinforce development of fundamental skills in reading and writing. The proficiency target for the end of this course is Intermediate Low/Intermediate Mid.

443 H Advanced Latin: Prose - Intermediate 2/Intermediate 3 Level: H 1 GL Credit Prerequisite: Latin 2 Accelerated or equivalent Grade 9-12

Prerequisite skills: Students are expected to show mastery of vocabulary, grammar and cultural content of Latin as demonstrated by their performance on open response, core assignments, and midyear and final exams in Latin 2 Accelerated. Mastery is defined by the “Placement Criteria for Honors Level.” Students wishing to enter this course from Latin 2 CP will need to complete several chapters of the Cambridge Latin Course independently and provide evidence of mastery of the grammatical and vocabulary structures acquired in Latin 2 Accelerated before enrolling in this course.

Expectations: In this course, students are expected to learn about Roman civilization while reading Latin prose. Students are expected to engage in active class participation and 3-5 hours per week in independent practice such as homework, reading, and projects. Students are expected to complete 4 open responses of 5-6 paragraphs in length, and deliver 4 core assignment summaries. Students are expected to develop oral proficiency in Latin in order to reinforce development of fundamental skills in reading and writing. The proficiency target for the end of this course is Intermediate High.

444 AP/H/DE Advanced Latin: Poetry (UMass Boston Dual Enrollment) - Advanced Level: H/ AP/ DE 1 GL Credit Prerequisite: Advanced Latin Prose Grade 12

Expectations: Students registered in this course are expected to learn about Roman civilization through the reading of Latin poetry. Curriculum for this course continues to introduce students to more advanced Latin literature, and offers the student texts of greater complexity. In addition to increased power in grammar and vocabulary, students will also gain a greater understanding of the cultural influence of Rome on Western civilization through active class participation and 3-5 hours per week (5-8 hours per week if the student is enrolled in the class for AP or DE credit) in independent practice such as homework, reading, and projects. Students are expected to complete 4 open responses of 5-6 paragraphs in length, and deliver 4 core assignment summaries. Students are expected to develop oral proficiency in Latin in order to reinforce development of fundamental skills in reading and writing. The proficiency target for the end of this course is an Intermediate High/Advanced Low.

Additional Requirements: 1. Students who enroll in this course for AP credit are required to take the AP Latin Literature exam. 2. Students who enroll in this course as a 3-credit University of Massachusetts Boston course are required to pay a UMB fee of $450 at the beginning of the course. If a student enrolls in the UMass Boston course, the student is expected to attend class for the entire senior academic year, releasing any option to go on an internship. Upon successful completion of the dual enrollment course, a UMass Boston transcript will be awarded reflecting 3 transferrable credits.

450 Ancient Greek Mythology and Language Level: CP Credits .5 Prerequisite: None Grades:9-12

This course will cover in depth the mythology and religion of the ancient Greeks that has influenced western culture, language, and literature for thousands of years. Students will start by exploring what mythology is and its importance to culture. Then students will research and learn ancient Greek mythology through Literature, art, music, and films both ancient and modern. Students will also tell the stories themselves to their peers through a variety mediums and styles. In this way they will experience mythology the way its is meant to be, tales meant to be passed on. The goal will be for students to learn these important stories as well as explore how and why they became these important cultural touchstones for so many thousands of years. During the course students will also be introduced to the Ancient Greek language. They will learn to read and write the alphabet, still used in mathematics and science today, as well as the ability to read small passages of the primary sources.

SCIENCE, TECHNOLOGY AND ENGINEERING

The courses in Science and Technology serve two objectives: 1) to insure that those individuals who desire to pursue science- related studies and careers will be prepared with a good foundation necessary to continue further education and training and 2) to provide students with a challenging learning environment to attain a common core of knowledge, concepts, skills, analytical methods and strategies to become responsible citizens and successful problem solvers in a changing world. Students now have the additional requirement of passing a science MCAS test for graduation. All ninth graders will be expected to take this exam in the spring.

Four credits in Science and Technology are required for graduation, with 3 credits in a lab-based science (L). Colleges, technical schools, and schools of nursing, etc., may have additional requirements. If a student intends to pursue a career in the scientific, technical, medical, or allied health fields, a minimum of 4 credits in the sciences plus additional coursework in technology is highly recommended. Students pursuing careers in these areas should also pay close attention to mathematics requirements for these fields.

We continue to grow our capacity at Melrose High School in courses that include computational knowledge and follow the lead from the Department of Elementary and Secondary Education. Courses fulfilling the computational knowledge pathway include Computer Aided Design (CAD), Computer Science, Robotics, Engineering, and Video Production. All students are encouraged to take a computer-based class.

Many 21st Century careers require expertise in the area of technology. Exploratory and advanced experiences are provided for students to introduce them to technology and its applications. Students also gain information in many of the courses on how to prepare for professions and careers. Skills development in these areas of technology will be a focus of the courses and will include problem solving skills.

Science

The recommended course sequence for Science Courses is as follows:

Grade Honors/AP CP

9 Biology Biology

10 Chemistry Chemistry or Science Choice

11 Physics or Science Choice Physics or Chemistry or Science Choice

12 Science Choice Science Choice

Science Choice classes include Advanced Placement offerings, Astronomy, Marine Science, Environmental Science, Anatomy and Physiology, Bioethical Issues, and Biotechnology.

501 Biology 1 (L) Level: CP 1 STE Credit Prerequisites: None Grade 9 - 10 51

Prerequisite Skills: College Prep level Biology requires students to use analytical, reading, and writing skills.

Expectations: The course focuses on six basic themes: the Chemistry of Life, Cell Biology, Ecology, Genetics, Evolution and Biodiversity, and Anatomy and Physiology. Each theme is studied using student-centered activities, lecture, laboratory experiments, and reading assignments. Students are expected to complete 4 Core Assignments (laboratory reports and projects).

501 H Biology 1 (L) Level: H 1 STE Credit Grade 9 - 10 Prerequisites: Three of the following four criteria must be met after completing 8th grade science STE standards: a Trimester 1 and 2 average of 90% or better, a Trimester 1 and 2 Assessment average of 90% or better, a core open response average of 80% or higher, and teacher recommendation. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class with department approval.

Prerequisite Skills: Honors level Biology requires students to possess independent and strong reading and writing skills as well as analytical and graphing skills.

Expectations: The course focuses on six basic themes: the Chemistry of Life, Cell Biology, Ecology, Genetics, Evolution and Biodiversity, and Anatomy and Physiology. Each theme is studied using student-centered activities, lecture, laboratory experiments, and reading assignments with a focus on independent learning and inquiry. Students are expected to complete 4 Core Assignments (laboratory reports and projects).

501 AP Advanced Placement Biology (L) Level: AP 1 STE Credit Grade 9 - 12 Prerequisite for 9th graders: Students must meet all of the requirements for placement into Honors Biology and earn a qualifying score on AP Biology entrance exam. Students will be expected to complete two sets of summer work as a condition of enrollment in order to prepare students for the rigors of an AP course as a 9th grade student.

Prerequisite for 10-12th graders: Completion of Honors level Biology and Chemistry as well as teacher recommendation. A score of 85% or higher on the Biology mid-year exam for students entering 10th grade. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class with department approval. A teacher’s recommendation is required.

Prerequisite Skills: AP Bio is a second year advanced biology course. Students must possess strong independent reading, analytical, and problem solving skills to succeed in this class

Expectations: This is a rigorous course that is modeled after a college level Introductory Biology course and follows the curriculum prescribed for an AP Biology course. Lab work including modeling, scientific questioning, experimental planning, data collection, and data analysis is a significant part of the coursework. The course will culminate with an independent research/experiment project. This is an in depth look at some of the major concepts in Biology. Students will prepare and be required to take the AP Biology exam and the state administered Biology MCAS exam. Students are expected to complete rigorous course and lab work consistent with college level Biology.

502 Physical Science (L) Level: CP 1 STE Credit Grade 10 - 12 Prerequisites: Successful completion of Biology. Students who do not meet this prerequisite will be expected to participate in additional support in order to be successful in this class with department approval.

Prerequisite Skills: College Prep level Physical Science requires students to use analytical skills to conceptually and mathematically solve problems.

Expectations: This course covers the structure of the atom, characteristics of the different states of matter, measurement and analysis of sources and uses of energy, gravity and the laws of motion, and an introduction to the earth sciences. Major emphasis will be on chemical and physical interactions from a descriptive approach. The student will derive conclusions from laboratory experiments and solving problems. Students are expected to complete 4 Core Assignments (laboratory reports and projects).

503 Chemistry 1 (L) Level: CP 1 STE Credit Grade 10 - 12 Prerequisites: Successful completion of Biology and Algebra 1. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class with department approval.

Prerequisite Skills: College Prep level Chemistry requires students to use analytical skills to conceptually and mathematically solve problems.

Expectations: This course covers the most frequent theories of the nature of matter and its interaction. Major emphasis will be on chemical interactions from both a descriptive and mathematical approach. The student will derive conclusions from laboratory experiments and solving problems. Students are expected to complete 4 Core Assignments (laboratory reports and projects).

503 H Chemistry 1 (L) Level: H 1 STE Credit Grade 10 - 12 Prerequisites: A score of 85% or higher in Biology 1 H, 90% or higher in Biology 1 CP or 83% or higher in AP Biology 9. Successful completion of Honors Algebra 1 or a grade of A- or higher in CP Algebra 1. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class with department approval.

Prerequisite Skills: Honors level Chemistry requires students to use strong mathematical skills to analyze data and solve problems with increasing complexity. Students must also be able to read and comprehend scientific material.

Expectations: Emphasis is placed on a theoretical and mathematical approach to the more advanced concepts of the nature of matter and its chemical interactions, with an equal stress on accurate and meaningful laboratory experiences. The combination of this course and AP Chemistry is designed to approximate the essentials of first year college chemistry. Students are expected to complete 4 Core Assignments (laboratory reports and projects).

503 AP Advanced Placement Chemistry (L) Level: AP 1 STE Credit Grade 10 - 12 Prerequisites: A grade of 87% or higher in Chemistry H or 90% or higher in AP Biology 9. Students must also be co- enrolled in an Honors math course.

Prerequisite Skills: AP Chemistry is a second year advanced chemistry course. Students must possess strong mathematical, problem solving, and laboratory skills to succeed in this class. Students are highly recommended to be co-enrolled in or have completed Pre-Calculus, or the successful completion of a supplemental mathematics packet specific to the skills needed in AP Chemistry.

Expectations: This course will follow the curriculum prescribed for an AP Chemistry class. Students will prepare and be required to take the AP Chemistry exam. AP Chemistry emphasizes chemical calculations and the mathematical formulations of principles. Instruction is provided in five key areas, including (1) the structure of matter, in which atomic theory and chemical bonding are discussed, (2) phases of matter, (3) chemical reactions, emphasizing stoichiometry, equilibrium, kinetics and thermodynamics, and (4) descriptive chemistry analyzing relationships and trends in the periodic table. The final component involves (5) a laboratory experience, in which students will develop and perform chemical experiments in order to build upon group collaboration, data manipulation, and communication of scientific results through formally-written laboratory reports. All students are required to complete a summer assignment. Students who take AP Chemistry as a first year course will have an additional substantive summer assignment. Students are expected to complete rigorous course and lab work consistent with college level Chemistry. The AP Chemistry exam requires math and does not permit the use of calculators on all sections of the exam. Being able to do mental math and manipulate numbers in scientific notation are important skills.

504 Physics (L) Level: CP 1 STE Credit Grade 11 - 12 Prerequisites: Successful completion of Biology 1. Co-enrollment in Algebra 2 or higher. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class.

Prerequisite Skills: College Prep level Physics requires students to use analytical skills to conceptually and mathematically solve problems.

Expectations: This course is an analytical and conceptual treatment of physical phenomenon. The topics studied will include the study of motion, forces on objects, energy, heat, sound and light waves, electricity and magnetism. This course will use real world examples and basic mathematical strategies to illustrate physics concepts and solve physics problems. A scientific calculator will be required for this course. Students are expected to complete 6 Core Assignments (laboratory reports and projects).

504 H Physics (L) Level: H 1 STE Credit Grade 11 - 12 Prerequisites: Biology 1 H, co-enrollment in Honors Algebra 2 or higher. Students currently enrolled in Honors science courses should have an average grade of B- or better for quarters 1 and 2. Students currently enrolled in College Prep level science courses should have an average grade of A- or a score greater than 85% on the midyear assessment in Chemistry. Students who do not meet these prerequisites are expected to participate in additional support in order to be successful in this class.

Prerequisite Skills: Honors level Physics requires students to use strong mathematical skills to analyze data and solve problems with increasing complexity.

Expectations: This course is a mathematics-based treatment of physical phenomenon. The topics studied will include kinematics, forces, mechanical energy, dynamics, energy waves, electricity and DC circuits. The course will emphasize mathematical problem solving. A TI-80 series graphing calculator is used in this course along with many online resources. Students are expected to complete 4 Core Assignments (laboratory reports and projects).

504 AP Advanced Placement Physics 1 (L) Level: AP 1 STE Credit Grade 11 - 12 Prerequisites: A- or better in Honors level Chemistry or a score of 88% or higher on the chemistry midyear exam as well as teacher recommendation. Students must be co-enrolled in or have completed Pre-Calculus.

Prerequisite Skills: AP Physics 1 is a first year, algebra-based advanced physics course. Students must possess strong mathematical and problem solving skills to succeed in this class.

Expectations: This course will follow the curriculum prescribed for an AP Physics 1 class. Students will prepare and be required to take the AP Physics exam. AP Physics 1: Algebra-Based is the equivalent to a first semester college course in algebra-based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It will also introduce electric circuits. This course assumes that students will be able to solve problems independently and have a high level of math skill. A TI-80 series graphing calculator is used in this course. Students are expected to complete rigorous course and lab work consistent with college level Physics.

505 AP Advanced Placement Physics C (L) Level: AP 1 STE Credit Grade 12 Prerequisites: B+ or better in Honors or AP level Physics and a score of 85% or higher on the Physics midyear exam as well as teacher recommendation. Students must be co-enrolled in or have completed Calculus.

Prerequisite Skills: AP Physics C is a second year advanced physics course. Students must possess strong mathematical and problem solving skills to succeed in this class.

Expectations: This course will follow the curriculum prescribed for an AP Physics C – Mechanics class. Students will prepare and be required to take the AP Physics exam. AP Physics C – Mechanics presents the areas of mechanics and wave phenomena. The course stresses both the mathematical and the practical applications of the topics being studied. A significant amount of class time is spent doing laboratory investigations. The topics addressed in this course include one and two- dimensional motion, Newton’s laws of motion, work and energy, momentum, circular motion and gravitation, rotational dynamics, periodic motion, and geometric optics. Analysis of these topics will use calculus where appropriate. This course

assumes that students will be able to solve problems independently and have a high level of math skill. A TI-80 series graphing calculator is used in this course. Students are expected to complete rigorous course and lab work consistent with college level Physics.

506 Environmental Science (L) Level: CP 1 STE Credit Grade 11 - 12 Prerequisites: Successful completion of Biology 1.

Expectations:Environmental Science is designed to provide students with the scientific principles and concepts needed to understand the relationships between organisms and their environment. Students will identify and analyze environmental problems caused by both natural causes and human actions. They will also study possible solutions to these problems. Topics covered include ecology, population dynamics, energy, resource management and pollution. Students are expected to complete 4 Core Assignments (laboratory reports and projects).

506 H Environmental Science (L) Level: H 1 STE Credit Grade 11 - 12 Prerequisites: A score of 75% or higher in Chemistry 1 H or 85% or higher in Chemistry 1 CP, 80% or higher in Algebra 1, and teacher recommendation.

Expectations: Environmental Science is designed to provide students with the scientific principles, concepts and methodologies needed to understand the interrelationships between organisms and their environment. Environmental Science is an interdisciplinary course where students will identify and analyze environmental problems. Topics covered include energy conversions, changing natural systems, biochemical systems, technology and the human impact on the environment, cultural and socio-economic factors, and development of practices that will achieve a sustainable world. Students are expected to complete 4- 6 Core Assignments (laboratory reports and projects).

506 AP Advanced Placement Environmental Science (L) Level: AP 1 STE Credit Grade 11 - 12 Prerequisites: A score of 85% or higher in Chemistry 1 H or 90% or higher in Chemistry 1 CP, and a score of 85% or higher in Algebra 1 H or 90% or higher in Algebra 1 CP.

Prerequisite Skills: Students will be expected to utilize standard scientific methods through student-centered activities, discussions, laboratory experiments, and reading assignments with a focus on independent learning and inquiry. Environmental Science is interdisciplinary. Students must possess strong mathematical and problem solving skills to succeed in this class.

Expectations: AP Environmental Science is designed to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world and to identify and analyze environmental problems both natural and human made. The following themes will provide a foundation for the course: energy conversions, changing natural systems, biochemical systems, technology and human impact on the environment, cultural and socio- economic factors, and development of practices that will achieve a sustainable world. Students will prepare for and be required to take the AP Environmental Science exam. The AP Environmental Science exam requires math and does not permit the use of calculators. Being able to do mental math and manipulate numbers in scientific notation are important skills. Students are expected to complete a summer assignment and 6 Core Assignments (laboratory reports and projects).

507 Anatomy & Physiology (L) Level: CP 1 STE Credit Grade 10 - 12 Prerequisites: A grade of B- in Biology as well as teacher recommendation is a requirement for enrollment in this class. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class.

Prerequisite Skills: College Prep level Anatomy & Physiology requires students to use reading, critical thinking, analytical and basic laboratory skills to be successful in all aspects of the course.

Expectations: A systematic survey of the structures and functions of the major systems of the human body, this course is a lab oriented course in which the fetal pig is dissected. Emphasis is placed on the causative agents for the normal and abnormal functioning of the systems. Students are expected to complete independent practice such as homework, reading, and projects as well as a research-based projects and presentations.

507 H Anatomy and Physiology (L) Level: H 1 STE Credit Grade 10 - 12 Prerequisites: A grade of A- in Biology as well as teacher recommendation is a requirement for enrollment in this class. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class.

Prerequisite Skills: Honors level Anatomy & Physiology requires students to use independent reading skills and strong critical thinking, analytical and basic laboratory skills to be successful in all aspects of the course.

Expectations: An in depth systematic survey of the structure and function of the human body, this course is a lab oriented course which includes dissections. Curriculum for this class is designed to introduce students pursuing a career in medicine to the structure and function of the human body. Students are expected to complete independent practice such as homework, reading, and projects as well as a research-based projects and presentations.

500 Human Evolution Level: CP or H 0.5 SS and 0.5 STE Credit Grade 11 - 12 Prerequisite: Completion of Biology 1

508 Marine Science (L) Level: CP 1 STE Credit Grade 11 - 12 Prerequisites: Biology 1 and Chemistry 1 or Environmental Science. A general understanding of physics and mathematics is preferred. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class.

Prerequisite Skills: College Prep level Marine Science requires students to use critical thinking, problem solving, analytical, and basic laboratory skills to be successful in all aspects of the course.

Expectations: Curriculum for Marine Science introduces students to biotic and abiotic factors of the marine environment. Course topics include aquarium maintenance and basic animal care; major physical, chemical and geological properties of the ocean, marine biology and ecology, structure and functions of marine ecosystems, and human interactions with the sea. Lab component includes microscope work; gross anatomy of organisms; taxonomy and basic water analysis. Students are expected to complete independent practice such as homework, reading, and projects as well as a research-based project and presentation.

509 H Astronomy Level: Honors 1 STE Credit Grade 11 - 12

Prerequisites: Biology 1, Chemistry 1 and general understanding of physics and mathematics. Students who do not meet these prerequisites will be expected to participate in additional support in order to be successful in this class.

Prerequisite Skills: Honors level Astronomy requires students to use critical thinking, analytical and basic laboratory skills to be successful in all aspects of the course.

Expectations: Curriculum for this class will provide students an introduction to astronomy, starting with the Earth-Moon system, working outward to the rest of the solar system (planets, the Sun). Additionally, students will explore the structure and life cycle of stars, using our Sun as a model star; the structure and movement of galaxies, using our own Milky Way as a model system; structure, evidence and influence of black holes; cosmology; and SETI (Search for Extraterrestrial Intelligence). A variety of text and media will be used. A working knowledge of chemistry and physics is helpful. Students are expected to complete independent practice such as homework, reading, and projects as well as a research-based project and presentation.

510 H Bioethical Issues Level: Honors 1 STE Credit Prerequisites: Completion of Biology 1 Grade 11 - 12

Prerequisite Skills: Bioethical Issues requires students to use reading skills as well as strong critical thinking skills to integrate materials from a variety of sources and content areas.

Expectations: An interdisciplinary topic, Bioethics combines sciences, including genetics, medicine, and ecology, along with law, philosophy, history, and pedagogy. Issues covered are relevant to everyday life. The cases presented require students to revisit areas they have previously learned in other science courses to study the topics presented in this course. Problem solving, comparing and contrasting, explaining, listening, writing, decision making, and discussion will be important aspects of this course. Students are expected to complete independent practice such as homework, reading, and projects as well as a research-based projects and presentations. Students receiving Honors credit will be expected to complete additional work as directed by the teacher as well as complete some more advanced work independently. Please note that this course is not considered a lab science course.

511.5 Forensics Level: CP 0.5 STE Credit Prerequisite: Successful completion of Biology Grades 10-12

Expectations: Curriculum for this 0.5 credit elective science course will feature lab activities dealing with various aspects of forensic science. Topics will include crime scene investigation and the law, fingerprinting, blood pattern analysis, hair and fiber analysis, impression evidence analysis, entomology, and the chemical analysis of drugs, poisons, and other trace evidence. Case studies will be reviewed and mock crime scenes will be set up in the classroom for evaluation. Each mock crime scene is preceded by instruction and labs that introduce the concepts or methods to be addressed for the mock crime scene. These introductory sequences are designed to develop analytical skills and to help students experience a variety of forensic techniques. Students are expected to complete Crime Scene Evaluation reports that relate to the concepts and techniques addressed, and to “solve” the crimes with the evidence and data they collect.

512 Biotechnology (L) Level: CP/H 1.0 STE Credit Grades 11-12 Prerequisite: Two years of science.

Expectations: This course is a hands-on course designed to introduce students to the basics of biotechnology including general laboratory techniques, culturing of microorganisms, DNA analysis, and genetic engineering. There will also be a focus on applications and ethical implications of these techniques in various fields (environmental, agriculture, medical, etc.). Additionally, students will learn about potential careers in the field of biotechnology. The honors section will have additional assignments including lab reports.

513.5 Student STEM Leaders Level: CP 0.5 or 1.0 Credit Grades 11-12 Prerequisite: By teacher recommendation only.

Expectations: Student STEM Leaders will participate in the designing and testing of course activities, preparing labs and assisting in lab situations. Lab techs will become proficient with a variety of lab skills and will develop a deeper understanding of the subject matter, laboratory design and the techniques of teaching science. Students will also be expected to develop an independent research product of their own choosing, related to lab skills or teaching science. This opportunity is designed for students who have a strong interest in STEM and may be pursuing a career in one of the STEM fields.

Technology and Engineering

514.5 Introduction to Computer Aided Design Level: CP 0.5 Credit Grade 9 - 12 Prerequisite Skills: Introduction to CAD requires students to have basic computer skills including file management on both a local drive and Google Drive..

Expectations: This introductory course is intended to expose students to engineering and architectural design techniques using computer aided design software. The goal is to have students gain an understanding into the process of designing and creating 3D models. Students will develop their critical thinking, problem-solving, collaboration, and presentation skills. Additionally students will have the opportunity to learn and use the 3D-printer to create replicas of their models. This course is highly recommended for students interested in technical drawing, interior design, machining, architecture, or engineering careers.

514 Foundations of Computer Aided Design Level: CP 1 Credit Grade 9 - 12 Prerequisite Skills: CAD requires students to have basic computer skills including file management on both a local drive and Google Drive.

Expectations: This course is a two-part course; half of the curriculum covers mechanical design software and skills and the other half covers architectural software and skills. The goal is to prepare students to work with architects and engineers by emphasizing design techniques and standards while working in the CAD environment. Students will design and create 3D parts as well as residential house models. Instruction using industry standard parametric software (including both Autodesk Inventor and Revit) along with a 3D printer and carving machine prepares the students for today's work environment. Additionally students will develop their critical thinking, problem-solving, collaboration, and presentation skills. This course is highly recommended for students interested in technical drawing, interior design, machining, architecture, or engineering careers.

515 H Advanced Computer Aided Design for Architecture Level: H 1 Credit Prerequisites: Students must have successfully completed Computer Aided Design. Grade 10 - 12

Expectations: Students in this class develop competency in designing and rendering models and plans for residential spaces. Topics and modeling include site planning and solar studies, residential house design standards and codes, floor plans, wall construction, window selection, stairway planning, roof selection and planning. Students learn the tools necessary to create models in Autodesk Revit including the above topics. This course is highly recommended for students interested in reading and drawing floor plans, construction, architecture, interior design and/or engineering careers.

516 H Advanced Computer Aided Design for Engineers Level: H 1 Credit Prerequisites: Students must have successfully completed Computer Aided Design. Grade 10 - 12

Expectations: Students in this class develop competency in designing and modeling engineered systems. Advanced software skills in Autodesk Inventor include assembly modeling and motion constraints. Students will develop their critical thinking, problem-solving, collaboration, and presentation skills. Additionally students will have the opportunity to learn and use the 3D-printer and carving machine to create actual builds of their designed systems. This course is highly recommended for students interested in drafting, machining, and/or engineering careers.

517.5 Advanced Projects in CAD Level: H 0.5 or 1.0 Credit Grades 11-12 Prerequisites: Students are eligible for this class only if they are individually recommended by the instructor. 58

Prerequisite Skills: The ability to work independently, and a mastery of relevant CAD and design skills including the technology and tools that accompanies it.

Expectations: Students are expected to serve both as CAD professionals and independent CAD learners. As professionals, students will assist as needed within a class with all phases of makerspace projects and needs. As independent learners, students will identify self-directed projects requiring growth in CAD software and/or use of makerspace tools and equipment. These projects must be completed independently and in a timely professional manner.

518.5 Introduction to Engineering Level: CP 0.5 Credit Prerequisite: None Grades 9 -12

Expectations: Curriculum for this half-year course provides students with hands-on activity- and problem-based experiences in the core engineering disciplines while practicing the engineering design process. Students are expected to work as teams to complete projects while developing problem-solving skills as well as research methodology and engineering standards. Students are expected to learn to document their work and communicate their solutions. Students will use 3D solid modeling software to compliment mechanical projects. Curriculum for this course this course aims to expose students to career possibilities in engineering and assumes no prior knowledge of the subject.

519.5 Robotics Level: CP 0.5 Credit Prerequisite: None Grades 10-12

Expectations: Robotics is a half year course that focuses on creative problem solving and machine behaviors. The robots are built with Legos and use the EV3 mindstorms programming environment. It is assumed that most students will have an interest in engineering or programming in computer science. Each class will be presented with similar components and programming exercises, but the challenges that students will solve will vary from module to module throughout the units. The general types of exercises will include: following a wall or a line, knocking things over, picking up and placing objects, and identifying objects with color and location sensors. The challenges will be inspired by real world problems that robots face—search and rescue, handicapped assistance, moving of hazardous waste, warehouse management, etc.

520.5 Engineering Design Level: CP 0.5 Credit Prerequisite: None Grades 9-12

Expectations: Everything that we use in our everyday lives, except maybe a tree, was designed by someone. This one semester class explores the methods that creative people use to solve real world problems. Utilizing the engineering design process students will create, build and test solutions to various challenges. Use of various rapid prototyping, model making methods, and tools available in our MakerSpace constitutes a large portion of this class. Come and be ready to be creative with engineering.

521.5 Utilizing Engineering Design Level: CP 0.5 Credit Prerequisite: Successful completion of Engineering Design. Grades 10-12

Expectations: Utilizing their existing design and model making skills, students will take on a variety of design problems. Throughout the course various rapid prototyping methods will be utilized. Design problems will be identified individually by instructor and student. This course will take place in the MakerSpace.

522.5 Introduction to Computer Science Level: CP 0.5 Credit Prerequisites: None Grades 9 - 12

Expectations: This course examines topics in computer science including human computer interaction, problem solving, web design, programming, and data analysis. Solving problems using algorithms, creating web pages using HTML/CSS, creating computer programs using Scratch, and analyzing data will all be covered in this course. Students will have the opportunity to 59

develop their critical thinking, problem-solving, collaboration, and presentation skills. Students will also examine the societal impacts of computing as well as the connections between computer science, math, and logic.

522 H Computer Science Level: H 1 Credit Prerequisites: Introduction to Computer Science or STEM teacher recommendation Grade 10 - 12

Prerequisite Skills: Students should possess strong analytical and numeracy skills as well as have basic computer skills including keyboarding and file management.

Expectations: Students are introduced to programming using the Java and Python programming languages. Object-oriented methodology will be used throughout the course. The students are expected to learn the syntax and semantics of these languages, and be exposed to the criteria for developing well-structured, readable, and maintainable programs. This course will provide the basic skills of programming, including language syntax and style, basic programming conventions, variables, strings, conditional statements, and classes. Students are expected to work on individual assignments as well as group projects.

523 AP Advanced Placement Computer Science Principles Level: AP 1 Credit Prerequisites: None Grade 9-12

Expectations: This course will introduce students to the foundations of modern computing. The course covers a broad range of foundational topics such as programming, algorithms, the Internet, large data sets, digital privacy and security, and the societal impacts of computing. Students will develop the computational thinking skills needed to fully exploit the power of digital technology and help build a strong foundation in core programming and problem-solving. Students taking this course should have a strong interest in computer science. Students will be expected to complete the AP exam, which consists of two parts: a through-course assessment that will require you to upload and reflect on artifacts throughout the course, and an end of course AP exam.

524 AP Advanced Placement Computer Science A Level: AP 1 Credit Prerequisites: Honors Computer Science or Intro to Computer Science with teacher recommendation. Grade 10 - 12

Prerequisite Skills: knowledge of basic algebra and experience in problem solving. It is important that students and their advisers understand that any significant computer science course builds upon a foundation of mathematical reasoning that should be acquired before attempting such a course.

Expectations: This course is designed to prepare students for the AP Computer Science A exam. It emphasizes object- oriented programming methodology with a concentration on problem solving and algorithm development, and is meant to be the equivalent of a first-semester college-level course in computer science. Students will design and implement computer programs and learn to apply programming tools and solve complex problems. The course includes the study of algorithms, data structures, and abstraction. Java is used as the programming language for this course. Students will prepare for and will be required to take the AP Computer Science A exam in May.

525 Furniture Construction I Level: CP 1 Credit Prerequisite: None Grades 10-12

Expectations: This course is designed to give high school students hands-on learning opportunities to gain basic skills operating tools and machines to implement and construct furniture in the Middle School Technology shop. 21st Century manufacturing technology, material processing, and measuring will be integrated. Students will evaluate furniture design criteria of the past and current trends. They will learn technical drawing techniques; solve geometric layouts, scale, proportion and perspective drawing. There will be opportunities for students to work and contribute in collaborative groups as well as individual project work. Understanding and adhering to Industrial Safety Standards is a primary requirement for each student. Both the student and parents must sign and strictly adhere to a safety contract for participation in this course to help ensure a personal commitment to safety procedures. Grades will be based on safety adherence, consistent competency with shop tools, class participation, project work, technical drawings, design, and written assessments. Some homework will be required.

526 Video Production Level: CP 1 Credit Prerequisites: None Grade 9-12

Prerequisite Skills: The ability to work both alone and in groups.

Expectations: Video Production serves as an introduction to the skills required for both studio and field productions. Students will learn skills such as: Camerawork, Editing with Final Cut Pro, Script Writing, and Storyboarding. Each student is required to do TWO remote shoots per semester. Remote shoots include recording things like concerts, events, meetings, and sports. All projects produced will be broadcast on Melrose Public Access, as well as uploaded to our YouTube Channel (Youtube.com/MelroseHighTV).

527 Intermediate Video Production Level: CP 1 Credit Grade 10-12 Prerequisites: Students are eligible for this class only if they have a B average or above in Video Production. Teacher approval indicating that the student has upheld the standards of responsible production including the use of Video Production equipment is required.

Prerequisite Skills: The ability to work both alone and in groups as well as an understanding of the production process and the technology that accompanies it.

Expectations: Projects will include short films, PSAs, Skits and other more increasingly complex projects. Each student is required to do TWO remote shoots per semester. Remotes include recording things like concerts, events, meetings, and sports. All projects produced will be broadcast on Melrose Public Access, as well as uploaded to our YouTube Channel (Youtube.com/MelroseHighTV).

528 H Advanced Video Production Level: H 1 Credit Grade 11 - 12 Prerequisites: Students are eligible for this class only if they have a B average or above in Intermediate Video Production. Teacher approval indicating that the student has upheld the standards of responsible production including the use of Video Production equipment is required.

Prerequisite Skills: The ability to work both alone and in groups as well as an understanding of the production process and the technology that accompanies it.

Expectations: Projects will include studio productions, short films, PSAs, Skits and other more increasingly complex projects. The second half of the year will focus on producing Documentaries on subjects determined by the students. Each student is required to do TWO remote shoots per semester. Remotes include recording things like concerts, events, meetings, and sports. All projects produced will be broadcast on Melrose Public Access, as well as uploaded to our YouTube Channel (Youtube.com/MelroseHighTV).

529 H Broadcast Journalism Level: H 1 Credit Grade 11 - 12 Prerequisites: Students are eligible for this class only if they have a B average or above in Intermediate Video Production. Teacher approval indicating that the student has upheld the standards of responsible production including the use of Video Production equipment is required.

Prerequisite Skills: The ability to work both alone and in groups as well as an understanding of the production process and the technology that accompanies it.

Expectations: Broadcast Journalism is responsible for producing content for the weekly morning announcements in the form of short news stories and segments. Elements of production and postproduction learned in Introduction, Intermediate and Advanced Video will be utilized here. All projects produced will be broadcast on Melrose Public Access, as well as uploaded to our YouTube Channel (Youtube.com/MelroseHighTV).

530 Video Special Projects Level: H 1 Credit Grade 11-12

Prerequisites: Students are eligible for this class only if they are individually recommended by the instructor.

Prerequisite Skills: The ability to work independently, and a mastery of the production process including the technology that accompanies it.

Students are expected to serve as video production professionals and assist with all phases of production for school events, teacher projects, and other assignments as needed. Students must be able to complete projects independently and in a timely professional manner.

Business

The responsibility of the Business Department is to provide a program for students who desire and can profit in business training and which will equip them with the knowledge and skills related to their needs for college preparation or business and industry employment.

Business courses are of value to ALL students, including the college bound, because career choice is one of life’s most important decisions and because each student’s life will be affected by business in one way or another. Exploratory and advanced experiences are provided for students to introduce them to technology and its applications. Students also gain information in many of the courses on how to prepare for professions and careers. Salaries, working conditions, benefits, advancement opportunities, labor market forecasts, related information, and other work satisfactions complement the information, knowledge and skills. Skills development is a priority as students discover talents, clarify values, and define goals.

601 Business Management Level: CP 1 Credit Prerequisites: None Grade 10 - 12

Prerequisite Skills: The ability to read, write, create presentations, and to have basic computer skills to include keyboarding, Internet search skills, as well as Google skills.

Expectations: Curriculum for this course will provide a practical working knowledge as to how to plan, set up, and run a successful business. Students interested in small business ownership, business management, or post high school business administration training should take this course. Organization, marketing, finance, distribution, advertising, credit cards, budgets, taxes, stocks and bonds, employee relations, business plans and government regulations are studied. Legal foundations of business ownership, management, and employment are developed which relate to contracts, sales, insurance, administration of law, and statutory regulations. Students in this class will also have the opportunity to work within the school store. Student expectations include sales, marketing, pricing, stocking merchandise, and business planning.

602 Accounting 1 Level: CP 1 Credit Prerequisites: Algebra 1 completed or taken concurrently. Grade 10 - 12

Prerequisite Skills: The ability to read, write, and to have basic computer skills to include keyboarding, Google Docs and Google Sheets. Students should have strong basic math skills.

Expectations: Curriculum for Accounting 1 provides the student with an introduction to accounting principles, examining basic accounting theory and applying theory to business and providing a general understanding of business methods and concepts and the ability to make business judgments. Curriculum for Accounting 1 will explore the entire accounting cycle. The student will be provided with the essential background to concentrate on more advanced accounting courses in two and four year colleges. This course is a “must” for college business majors and future business careers. (Business Management, Accounting, Sport Management, Marketing, and Finance) Computerized accounting will be introduced.

603 H Accounting 2 Level: H 1 Credit Prerequisites: Successful completion of Accounting 1 and teacher recommendation. Grade 11 - 12

Prerequisite Skills: The ability to read, write, and to have basic computer skills to include keyboarding, Microsoft Word, and Excel. Students should be able to use basic math skills. Students in this class should have the ability to work independently.

Expectations: Students are expected to work on individual projects and simulated accounting sets, with “hands-on” experience using a computer. Emphasis is given to accounting for partnerships, corporations, and cost accounting, including the voucher system and analysis and comparison of financial reports. This course is a “must” for all students planning a major in the many fields of business and economics at the college level.

604 Personal Finance Level: CP 1 Credit Prerequisites: Computational Skills Grade 10 - 12

Prerequisite Skills: The ability to read, write, and to have basic computer skills to include keyboarding, Google Docs, Google Sheets, and Google Slides. Students should have strong basic math skills.

Expectations: Personal Finance is a course designed to help students take charge of their future. Now more than ever, making sound financial decisions is extremely important. The goal of this course is to help students become lifelong skillful managers of personal finance. Topics covered will include: budgeting your money, personal earning power, checking accounts, saving accounts, credit use and credit cards, purchasing goods and services, insurance, personal income tax, investment fundamentals using a simulation sponsored by the Boston Globe, retirement, and auto and home buying. Students can expect to work on individual assignments as well a group projects during class.

605.5 Marketing Level: CP 0.5 Credit Prerequisite: None Grades 10-12

Expectations: Curriculum for this course will introduce students to the processes and functions involved in providing products or services that meet consumers’ wants and needs impacting both the domestic and International economies. Students are expected to learn marketing skills and concepts and gain a clear picture of how key business functions are directly related to marketing activities. Students are also expected to learn about career opportunities in the field of marketing. Specific topics will include advertising, sales, promotions, public relations and special marketing areas: event, retailing, social media, and sport & entertainment. The course will conclude with the development of a marketing plan.

VISUAL AND PERFORMING ARTS

Performing Arts: Music

The Music Department offers courses and after school activities for students with an interest in and passion for music. Students can identify their interests and needs for creative self-expression and are encouraged to enroll in one or more of the following large ensembles: Band, Chorus, or Orchestra. Enrollment in Band, Chorus or Orchestra is a prerequisite for auditioning for the Massachusetts Northeastern District Music Competition, the Massachusetts All-State Music Competition, or any organization that has the approval of the Massachusetts Educators’ Association. Students will be introduced to a variety of musical skills through song selections and composers from around the world which will inform their knowledge of music history and culture.

Any of the following courses may be applied toward the graduation requirement for Visual and Performing Arts.

621 Band Level: PD/H 1 Credit 622 Band 0.5 Credit Prerequisite: None Grade 9-12

Expectations: The Band is open to all students. Students will learn and develop performance skills, sight reading, breathing, phrasing, analyzing music and concert production. Students will have the opportunity to use these skills in a great variety of performances. Each year, members of the band perform at Band Night, Spring “Pops”, varsity football games, NESBA competitions, parades, and MHS graduation and concerts for local civic groups.

702.5 Music Studio Level: PD 0.5 Credit 63

Prerequisite: Students should have some music experience. Grade 9-12

Expectations: Music Lab is a half-credit course for students who would like to explore a specific area of music on their own individual path. Students will choose a topic of study and create a plan for exploring and discovering this are of interest under the guidance of the music department staff. Along with broadening their musical understanding and knowledge of their selected focus,, students will learn, apply, and improve the skills of goal setting, planning, reflection, problem solving, performance, and presentation through the completion of their final project.

703 PD/H Chorus Level: PD/H 1 Credit Prerequisites: 1 year of previous choral ensemble training or demonstration of competency Grade 9-12

Expectations: Students will learn and develop performance skills, sight reading, breathing, phrasing, analyzing music and concert production. Students will have the opportunity to use these skills in a variety of performances. Each year, members of the chorus are expected to perform in a both Winter Concert & Spring Concert. In addition, the members of the Honors Chorus will have the opportunity to perform at Bruins Games, MHS graduation and other concerts for local civic groups.

703.5 Chorus Level: PD 0.5 Credit Prerequisites: 1 year of previous choral ensemble training or demonstration of competency Grade 9-12 Expectations: Students will learn and develop performance skills, sight reading, breathing, phrasing, analyzing music and concert production. Students will have the opportunity to use these skills in a variety of performances. Each year, members of the chorus are expected to perform in a both Winter Concert & Spring Concert.

704.5 Intro to Chorus Level: PD 0.5 Credit Prerequisites: None Grade 9-12 Intro to Chorus is designed for students with no prior choral ensemble training. Students will learn the basic elements of vocal production and technique, music notation and sight reading skills, as well as beginning ear training skills. Students will learn simple score study skills and practice techniques for self-improvement. Opportunities for performance will be introduced during the second semester. This class is open to all students.

705 H Orchestra Level: PD/H 1 Credit 705.5 Orchestra 0.5 Credit Prerequisites: None Grade 9-12

Expectations: The orchestra is open to all students. Students will learn and develop performance skills, sight reading, phrasing, analyzing music and concert production. Students will have the opportunity to use these skills in a great variety of performances. Each year, members of the orchestra perform in their Winter Concert, MICCA Festival, and Spring Concert.

706.5 Introduction to Piano Level: PD 0.5 Credit Prerequisite: None Grades 9-12

Expectations: The curriculum is designed to teach the concepts and fundamentals needed to perform on the piano. The curriculum will increase musical understanding beyond just reading notes by teaching students a vocabulary of chords and keys, accompaniment patterns, and improvisational techniques. Students are expected to play melodies in several positions and have the opportunity to participate in ensemble playing. Students are expected to develop good practice habits and learn techniques to increase the muscular agility and flexibility of their hands.

Co-Curricular Programs in the Performing Arts

The Performing Arts Department makes available to students several co-curricular activities. Theses groups require students to audition.

● A Cappella Chorus ● Band Front ● Brass Ensemble 64

● Chamber Ensembles ● Jazz Band ● Megatones ● Melrose Drama - Massachusetts Educational Theater Guild High School Drama Festival- One Act Play ● Melrose Drama - Melrose High School- Spring Musical ● String Quartet

Visual Art

The Visual Art Department offers a variety of courses designed to build on the natural creativity of all students. Through diverse projects, students will learn fundamental art skills and concepts, experience the use of a variety of media and materials, and develop their own unique talents. Students will be introduced to a variety of art skills through projects and artists from around the world which will inform their knowledge of art history and culture.

The Visual Arts Sequences are a series of 3 courses designed for those students who have an interest in the subject and think they may want to continue taking art through high school. The 3 sequences are 2D Art, 3D Art, and Photography. All sequences begin with Art 1 or equivalent (submission of the CBE portfolio to be reviewed by the art department). Students who begin their art studies with Introduction to Art will proceed to Art 1 or have the opportunity to submit a CBE portfolio to enter one of the art sequences listed above.

Any of the following courses may be applied toward the graduation requirement for Visual and Performing Arts. The CBE Portfolio may be obtained through the Visual Art Director. All instructions are included in the packet.

801 Art 1 Level: PD 1 Credit Prerequisites: None Grade 9- 12

Expectations: Curriculum for this foundation art course is structured to teach students the fundamentals of design. Students will spend a major portion of the year learning how to realistically recreate what they see. With this focus in mind, observational work will be emphasized as students learn various standards-based concepts and skills, including how to depict light and shadow, correct proportions, one and two point perspective, and color theory. Electronic technology will be used for reference to research artists and artwork. Design concepts will be learned as students explore composition through a variety of media.

801.5 Introduction to Art Level: CP 0.5 credit Prerequisite: None Grades 9- 12

Expectations: The main emphasis of the course is to teach hands-on studio arts techniques as personal research and creativity are explored. The student will learn basic approaches to drawing and painting using a variety of subject matter, including portraiture, perspective, still life, landscape, and the human figure. In this art class emphasis will be placed on observational drawing. Problems presented stress perception and stylistic organization of line, space, value, texture, and color. Works of major artists and technology will be used for reference. Homework will be a necessary part of this course. *Note: In order to continue with the Visual Art Sequence students will be required to take the Art I Course, or complete the Competency Packet for Visual Art Packet.

802 H 2-D Art 1 Level: H 1 Credit Prerequisite: Successful completion of Art I (or portfolio review via the Competency Packet for Visual Art) Grade 10 - 12

Expectations: In this advanced art course, students are expected to spend a full year immersed in drawings and painting. Students will strengthen their ability to draw what they see by studying perspective, self-portraits, landscapes, still life and figure drawing. A series of assignments will help students improve skills and develop a personal style.

802.2 H 2-D Art 2 Level: H 1 Credit Prerequisite: Successful completion of 2-D Art 1. Grade 11 - 12

Expectations: In this sequel to 2-D Art I, advance students are expected to continue to explore drawing and painting in depth. Drawing skills will be strengthened as students work more independently. New media may be introduced.

802.3 H 2-D Art 3 Level: H 1 Credit Prerequisite: Successful completion of 2-D Art 2. Grade 12

Expectations: Students are expected to continue to develop skills learned in 2D Art 2. Students are expected to handle light and shadow, composition and color in an advanced way. Students are expected to hone their ability at drawing what they see. The entire year will be spent on drawing and painting projects.

803 H 3-D Art 1 Level: H 1 Credit Prerequisite:. Successful completion of Art I or portfolio review via the Competency Packet for Visual Art Grade 10 - 12

Expectations: This full year course is for second-year art students who enjoy working in three-dimensional media. Through projects in ceramics and sculpture, students will develop a personal style. Students may take up to three years of 3-D Art.

803.2 H 3-D Art 2 Level: H 1 Credit Prerequisite:. Successful completion of 3-D Art 1 Grade 11- 12

Expectations: This full year course is open to third-year art students who want to concentrate on sculpture. Students will begin to work more independently as they further explore 3-D media.

803.3 H 3-D Art 3 Level: H 1 Credit Prerequisite: Successful completion of 3-D Art 2 Grade 11-12

Expectations: This full year course is open to fourth-year art students who want to concentrate on sculpture. Students will be expected to work independently as they further explore 3-D media.

804 H Photography 1 Level: H 1 Credit Prerequisites: Successful completion of Art I (or portfolio review via the Competency Packet for Visual Art) Grade 10 - 12

Expectations: This course is designed for students to study black and white darkroom photography. They develop and print their own film. Students use the camera as a tool to increase their observational skills and work towards developing their own photographic style. Camera orientation, darkroom techniques, and traditional printing are taught as well as an introduction to a variety of photographers and photographic movements. Students have regular readings, and weekly shooting assignments. Students write artist statements about their own work and write responses to other artist’s work to practice analyzing and critiquing photographs. Students are expected to use a 35mm camera and pay an activity fee of $35 for photography supplies.

805 H Photography 2 Level: H 1 Credit Prerequisites: Photography 1 Grade 11-12

Expectations: This course is designed for students to further advance their skills developed in Photography I. Students use the camera as a tool to further improve their observational skills and conceptual understandings. Students continue to enhance their developing and printing skills in the darkroom. Students work on expanding their capabilities of their craft and creative expression. Students learn various manipulative processes in and out of the darkroom, gaining an increasing repertoire of photographic processes. Written Assignments are required to record progress and gain a stronger understanding of each student’s own photographic development.

806 H Advanced Photography Level: H 1 Credit Prerequisites: Photography 2. Grade 12

Expectations: This course is designed to facilitate learning opportunities for experienced photography students. Students are introduced to photojournalism, professional studio work, and what it means to be a working artist. Students are expected to work more independently on technical problems, aesthetic challenges and manipulative processes in order to create photographs that make compelling visual statements. Students demonstrate critical thinking about subject matter when shooting, editing, and printing. Their artistic choices reflect their developing personal styles and individual interests in 66

photography, ultimately deepening their knowledge of history, techniques, aesthetics, and practice. The end of the year will culminate in a portfolio comprised of a cohesive body of work and a breadth showing their range of abilities.

807.5 H Advanced Painting Level: H 0.5 credit Prerequisite: 2D Art or equivalent Grades 11- 12

Expectations: This is a half year advanced art course. Students will work with acrylic paint, watercolor and mixed media. Throughout this course, students will utilize traditional drawing and painting techniques. Each project will facilitate building a deeper understanding of the properties of light, perspective, scale, and proportion. The elements of art and principles of design are integrated into each project. Teacher demonstrations, technology and internet videos will enable students to develop a deeper appreciation for paintings by the Masters as well as expose them to the various styles of painting from ancient to modern art eras. Art is a vehicle for knowing and understanding the world and its heritage. At this advanced level, students may discover or develop a unique talent that could lead to further studies or career opportunities in visual art.

808 Graphic Design Level: PD 1 credit Prerequisites: Successful completion of Art 1 or Intro to Art Grade 10-12

Expectations: This is a full year advanced art course.Students will learn about the basic fundamentals of graphic design. Students will study graphic design techniques and learn how to create their own utilizing various media including technology software and traditional sources. Students will analyze various art forms, styles, and graphic artists from around the world to influence, inform and inspire their own artistic creations. At this level, students may discover or develop a unique talent that could lead to further studies or career opportunities in visual art.

809.5 Introduction to Fashion Design Level: PD 0.5 credit Prerequisites: No Prerequisite Needed Grade 9 -12

Expectations: This is a half year art course where students will learn the process of designing clothing; from sketching to sewing. Students will learn how to conceptualize their own fashion collections through trend market research and fashion illustration techniques. 2D designs are then translated into 3D, using fundamental pattern drafting and sewing skills. At this level, no previous sewing experience is needed. Students will leave this course with a comprehensive understanding of the fashion industry, as well as garment construction.

*Note: In order to continue with the Visual Art Sequence students will be required to take the Art I Course, or complete the Competency Packet for Visual Art Packet.

Co-Curricular Programs in Visual Art

The Visual Art Department makes available to students co-curricular activities such as the MHS Art Society and Photography Club. Each year visual art students have the opportunity to have their art exhibited in the following events.

● Melrose City Wide Art Walk, Downtown Melrose ● Hunts Photography Exhibit ● Melrose Public Library ● Boston Globe Scholastic Art and Writing Awards ● Massachusetts Art All States ● Melrose Celebrate the Arts Night

WELLNESS DEPARTMENT

In order to meet Massachusetts State Regulation for Health and Physical Education, all 9th, 10th and 11th grade students must successfully complete Wellness 1(9th), Wellness 2(10th) and Wellness 3(11th) courses. Our 11th and 12th grade students will be able to choose from the elective options to fulfill State Regulations.

Wellness courses blend the disciplines of health and physical education. Students are taught to lead a meaningful and healthy lifestyle by introducing physical activity, knowledge, and habits which will serve to improve their quality of life. 67

Current health curriculum literature identifies thirteen content areas. From these content areas students will acquire health knowledge and life skills that will promote responsible decision making and help develop them into self-sufficient adults. The thirteen content areas are identified below and are addressed in both disciplines.

Growth and Development Disease Prevention and Control Mental Health Consumer Health and Resources Physical Activity Violence Prevention Family Life Ecological Health Nutrition Safety and Injury Prevention Interpersonal Relationship Community and Public Health Tobacco, Alcohol and other Substance Use/Abuse Prevention

The physical education curriculum seeks to develop positive attitudes, an appreciation for activity and healthful living through various team and individual activities. Acquisition of motor skills, the development of a healthy body and mind are primary objectives of the program.

Wellness classes utilize multiple learning styles for students to acquire, analyze and apply knowledge to improve their quality of life. Students are expected to exhibit clear, effective communication within the programs, while critically assessing themselves to successfully meet the goal of each program.

904.5 Lifetime and Recreational Activities Level: CP 0.5 Credit Prerequisites: Successful completion of Wellness 1, Wellness 2, and Wellness 3. Grade 11- 12

Expectations: This course is an elective for students in grades 11 and 12. This course will meet every other day for a full year or half year depending on enrollment. Curriculum for this course will provide students the opportunity to participate in fitness activities that promote lifetime benefits such as; weight training, jogging, and aerobic walking. Also, students will be able to choose recreational activities such as basketball, volleyball, badminton, table tennis, softball, tennis etc. Students are expected to change and actively participate in this course. Not changing 4 times for class during each quarter is an automatic failure. Students will demonstrate their proficiency by completing 2 open responses and 2 core assignments per year.

905.5 Fitness & Health Level: CP 0 .5 Credit Prerequisite: Successful completion of Wellness 1 and Wellness 2. Grade 11-12

Expectations: This course is an elective for students in grades 11 and 12. This course will meet every other day each semester for a half year, depending on enrollment. Curriculum for this course is designed to have an effect on your life by providing you with the knowledge and skills that will enable you to achieve and maintain optimal health. The focus will be on building strength, smart eating and self-defense. We will identify some of the important issues affecting how we feel about ourselves, especially our body image. Students are assessed on a core assignment presented as a research project evaluating violence against women. Students are expected to demonstrate techniques learned through RAD training. Students will demonstrate the RAD techniques as a final exam.

901.5 Wellness I Level: CP 0.5 Credit Prerequisite: None Grade 9

Expectations: This course is required for all students in grades 9. Wellness 1 classes meet every other day for a full year. Curriculum for the course presents developmentally appropriate material to address wellness content areas and presents activities that aid students in maintaining lifelong health and well•being. Topics covered in the classroom include: mental health(general depression, suicide, and eating disorders), tobacco, vaping, drugs, alcohol, and components of fitness. Topics covered in the physical education section of the course will include: FITNESSGRAM, pickleball, strength and conditioning, soccer, and flag football. Students are expected to actively participate in the physical education section of wellness. During the classroom section students are expected to participate in class discussions and keep a folder for all classroom materials. Students are assessed through a common mid•year and final exam. Successful completion is required to continue to the next year.

902.5 Wellness 2 Level: CP 0.5 Credit Prerequisite: Successful completion of Wellness 1 Grade 10

Expectations: This course is required for all students in grade 10. Wellness 2 classes meet every other day for a full year. Curriculum for the course presents developmentally appropriate material to address wellness content areas and presents activities that aid students in maintaining lifelong health and well•being. Topics covered in the classroom include: sexual harassment, reproduction, contraception, sexually transmitted infections, sexual assault, dating violence, and healthy relationships. Topics covered in the physical education section of the course will include: FITNESSGRAM, Frisbee activities, tennis, square dancing, jump rope, and badminton. Students are expected to actively participate in the physical education section of wellness. During the classroom section students are expected to participate in class discussions and keep a folder for all classroom materials. Students are assessed through a common mid•year and final exam. Successful completion is required to continue to the next year.

903.5 Wellness 3 Level: CP 0.5 Credit Prerequisite: Successful completion of Wellness 2 Grade 11

Expectations: This course is an elective for all students in grade 11. Wellness 3 classes will meet every other day for a full year. Curriculum for the course presents developmentally appropriate material to address wellness content areas and presents activities that aid students in maintaining lifelong health and well•being. Topics covered in the classroom include: nutrition, pregnancy, HIV/AIDS, and mood disorders. Topics covered in the physical education section of the course will include: FITNESSGRAM, volleyball, floor hockey, softball and lacrosse. Students are expected to actively participate in the physical education section of wellness. During the classroom section students are expected to participate in class discussions and keep a folder for all classroom materials. Students are assessed through a common mid•year and final exam.

906.5 Peer Education Level: CP 0.5 Credit Prerequisite: Successful interview and teacher recommendation. Grade 11-12

Expectations: This course is an elective for students in grades 11 and 12. This course will meet every other day each semester for a half year depending on student enrollment. Curriculum for this course provides an opportunity to learn to help other young people by developing communication skills, clarifying personal values, and examining contemporary teenage issues. Topics include self-esteem, peer pressure, depression, stress, coping skills, alcohol and drug use, sexuality, decision making, and health issues resulting from these decisions. Students are expected to practice helping others by working with students at the elementary and middle school levels. Students are expected to demonstrate their proficiency by developing and implementing a lesson plan from a Wellness related topic. These lessons are presented in various classes at the high school and middle school.

907.5 Strength and Conditioning for the Serious Competitor Level: CP 0.5 Credit Prerequisite: Successful completion of Wellness 1 and Wellness II Grade 11-12

Expectations: This course is an elective for students in grades 11 and 12. This course will meet every other day each semester for a half year depending on student enrollment. Curriculum for this course is designed to teach both the male and female athletes the importance of preparing the mind and body for sport during athletic competition. Additionally, this course will cover a variety of topics including, muscular strength, flexibility, endurance and psychological wellness. The lessons demonstrated in this class will be beneficial for athletic competition and everyday life. Students are expected to change for all physical activity in the class. If the student does not change 4 or more times for the quarter, they will receive a failing grade for that marking period. The students are also required to fill out a lifting program appropriately throughout the unit. For a final, the students will “teach the teacher” specific lift(s) that we have performed followed by a series of related questions.

908.5 Athletic Training/Sports Medicine Level: CP 1.0 Credit Prerequisites: None Grade 10-12

Expectations: This course is a class that will cover the six domains of Athletic Training (injury prevention, clinical evaluation & diagnosis, emergency care, treatment,rehabilitation & reconditioning, organization/ administration, and

professional responsibility). The course will follow American Red Cross and National Athletic Trainers Association protocol and will use the high school athletic training and team room for classes.

910.5 Mentors in Violence Prevention (MVP) Level: CP 0.5 Credit Prerequisite: None Grade 11-12

Expectations: MVP is a leadership program that motivates both men and women to play a central role in solving problems that have historically been considered “women’s issues”; rape, battery and sexual harassment. This course will meet every other day each semester for a half year depending on student enrollment. The MVP curriculum is broken down into five educational units; battery, gender roles, sexual harassment, alcohol and consent and heterosexism/homophobia. Students will discuss realistic scenarios that are appropriate for our high school population. Each scenario challenges students to discuss how they could act to empower bystanders and intervene and diffuse realistic examples of abuse. This course will be co-taught by a male and female instructor from the Wellness Department who has been trained by MVP; students are given both the male and female view of each scenario.

Wellness Options for Grade 12

In order to meet Massachusetts State Regulations for Health and Physical Education 12th graders must participate in one of the following health or physical education options:

Option 1 Enroll in one of the Wellness elective courses above.

Option 2 920 Interscholastic Athletics 0.5 Credit Grade 12 Interscholastic Athletics and Activities – Students will receive .5 credit for each completed athletic season (Fall Athletics, Winter Athletics, Spring Athletics) documented by the MHS Athletic Office.

Option 3 930 Non-School Physical Activity Program Grade 12

Contract for Non-School Physical Activity Programs monitored by the Guidance Department

• Contract A - .5 credit for ½ year • Contract B – 1 credit for full year

Students may complete a contract by choosing a non-school based after school fitness program. These programs must have duration of at least 15 consecutive weeks per semester and must meet twice per week. Each individual session must be at least for one hour in duration. In order to elect this option, students must complete an Independent Study proposal by the first Monday in June. The deadline for second semester proposals is the Friday in January after December break. Independent Study forms are available in the Guidance Office.

Additional Learning Opportunities

999.5 Student Tech Leaders Level: CP 1 Credit Grades 11 - 12 Prerequisite: To be successful in this course, a familiarity with Google Apps and Chromebooks, Windows, OSX, and/or iOS is preferred. Library approval is required.

Expectations: Student Tech Leaders is an exciting opportunity for technology-minded students to put their skills into practice through the hands-on study of technology integration in the field of education. Students will be required to regularly assess problems and define the best approach to addressing the issue or creating a solution. In addition to solving problems

for both students and teachers, students will complete and maintain several running projects within the realm of educational technology. Student Tech Leaders will also be expected to design and pursue and independent learning path in one of four areas: innovation, design, entrepreneurship, or applications, with the goal of developing a project that positively affects the community.

1001 Senior Later Start Level: PD No Credit

Seniors who meet the following criteria may have the opportunity to participate in Melrose high School’s Later Start and Early Release programs: ● Credit accumulation that puts the student on track to graduate. ● Approval of student’s guidance counselor ● Approval of student’s assigned assistant principal ● Approval of student’s parents Seniors who meet the above criteria have the option of eliminating A-block from their schedule and arriving at school for the start of second block on Days 1-6 and first block on Day 7. This option is designed to reduce student stress and provide students with more rest. Students who elect to participate in courses that only run A-block (ex. Orchestra) do not have an option for Later Start.

1002 Senior Early Release Level: PD No Credit

Seniors who meet the following criteria may have the opportunity to participate in Melrose high School’s Later Start and Early Release programs: ● Credit accumulation that puts the student on track to graduate. ● Approval of student’s guidance counselor ● Approval of student’s assigned assistant principal ● Approval of student’s parents Seniors who meet the above criteria and are interested in career and college exploration have the option of an Early Release schedule. This schedule would ‘clump’ the student’s required classes for graduation.

This schedule would allow students to attend work, job training, or conduct research in a formal program in the afternoon. Students who participate, do so by their own choice, accept full responsibility for their transportation, safety and any associated costs upon leaving school property.

881 Online/ Blended Learning Level: PD/CP/H/AP 1 Credit Prerequisite: appropriate to course Grades 9-12

Expectations: In this course, students will engage in a program that blends traditional and digital learning. Students may elect to take any one of a variety of online courses. If enrolled in an online course, students will also be required to complete supplementary assignments under the guidance of the Academic Facilitator. If enrolled in a Blended Learning Melrose High School class, students will complete part of their learning in the classroom with their teacher and part of their learning in the library. When in the library, students will use digital resources to learn and then apply knowledge.

998 Peer Mentoring Level: CP 0.5 Credit Prerequisites: application and referral Grades 9-12

Expectations: This elective course will allow for a unique experience in which peers provide support to students with disabilities under the supervision of the special education teacher. Peer mentors/tutors will spend an assigned block providing support, modeling positive attitudes and establishing relationships with students with disabilities. Supports may include helping with classroom assignments, learning and modeling appropriate ways to interact in social groups, or participating in an elective class. Students will learn about different types of disabilities and gain ideas on how to help their peers with disabilities become active participants in daily school activities. Peer mentors/tutors will allow for increased positive social interactions and social relationships to grow within our high school community.

099 AP Lab Level: PD 0.5 Credit Grade 11 - 12 Prerequisite: Students with three or more advanced placement classes.

Expectations: This is a non-leveled, pass/fail credited course required of any junior or senior students enrolled in more than three AP courses. This class will meet every other day for a full year. If space is available, juniors or seniors with three AP classes may select this course. It is important to help students identify signs of stress, how it affects them, and what they can do about it. This lab period will allow students to manage academic stressors brought on by extremely rigorous academic demands. The focus of this course will be on stress reduction and time management. This lab will be overseen by a teacher, guidance counselor or administrative staff member. At different times during the year students will be required to meet with the school’s psychologist, and other staff to help manage stress levels.

AP Capstone Diploma Program

AP Capstone™ is an innovative diploma program from the College Board that equips students with the independent research, collaborative teamwork, and communication skills that are increasingly valued by colleges. AP Capstone is built on the foundation of two AP® courses — AP Seminar and AP Research — and is designed to complement and enhance the in- depth, discipline-specific study experienced in other AP courses. AP Seminar is a prerequisite for AP Research. Students may not take AP Research without completing AP Seminar and all the required assessment components as they will not have developed the skills necessary to be successful in AP Research. Students who complete and earn scores of 3 or better on AP Seminar and AP Research exams as well as four additional AP courses will receive the AP Capstone Diploma.

940 AP Advanced Placement Seminar Level: AP 1 Credit Grade 10 - 12 Prerequisite: Successful completion of grade 9 curriculum.

Expectations: Curriculum for this course will develop and strengthen inquiry and argument-based communication skills. Students will discuss contemporary issues from multiple perspectives, evaluate the strength of an argument, and write and present their own perspectives that incorporate an effective use of logic and credible evidence. Students will complete a multiple component exam which includes a team project, an individual research-based essay and presentation, and written exam. AP Seminar is open to sophomore and junior students.

950 AP Advanced Placement Research Level: AP 1 Credit Grade 11 - 12

Prerequisite: Successful completion of AP Seminar .

Expectations: AP Research will build upon skills developed in AP Seminar in the framework of an independent academic research project. Students will create an original research question, situate their idea in existing academic literature, justify an appropriate methodology, and defend their work. Each student will be responsible for a paper of 5,000 words and accompanying presentation and oral defense. SPECIAL EDUCATION

The Office of Pupil Personnel Services within the Melrose School Department provides for the special needs of Melrose High School students through identification, assessment and program development as required by both state and federal law. Pupil Personnel Services staff members at Melrose High School provide students with a variety of supports and programming options designed to meet the unique needs of the students. Team meetings are held with parents, students and staff to review assessment information and student progress in their educational program. As part of this process the Team will discuss the most appropriate support for the student based upon his/her individual needs with the goal of assisting the student achieve success in their educational pursuits. Individualized Educational Programs (IEP’s) specify programming that supports the student in the least restrictive environment. Some examples of programming include facilitated inclusion which supports students with a special educator and a general educator in the general education setting or small group instruction by a special education staff member.

906 ELA Skills Lab Level: Unleveled 0.5 Credit (1/2 Year) Prerequisite: Special Education Team Decision Grade 9-12

Expectations: Special Education students with an English Language Arts, Reading Comprehension, and/or Written Expression Goal in their IEP may take this course. This is an intensive skill building course that focuses on active, critical reading and thoughtful, revised writing. Using an independent reading model, students will learn and practice reading and writing strategies for successful high school work. Key elements of this course will be student selection of reading texts, the constant use of a reader’s journal, and frequent revised writing assignments. The teachers work in conjunction with the general education teachers concerning regular course offerings and requirements in order to provide appropriate assistance for the students when they are in the general education classroom. Organizational skills and study skills will be embedded in the course. This class will meet every other day.

901 STEM Skills Lab Level: Unleveled 0.5 Credit: (1/2 Year) Prerequisite: Special Education Team Decision. Grade 9-12

Expectations: Special Education students with a math goal in their IEP may take this course. This is an intensive skill building course that focuses on expanding each student’s basic math and science foundational knowledge. Using technology and mathematical or science investigation activities, students will learn and practice computational skills as well as problem solving strategies for successful high school work. The curriculum is designed to support students with their study of Algebra I, Geometry, Biology, and Environmental Science as well as prepare them for the 9th grade Biology MCAS & 10th grade Math MCAS examinations. Organizational skills and study skills will be embedded in the course. This class will meet every other day.

900 Organizational Skills Lab Level: Unleveled 0.5 Credit: (1/2 year) Prerequisite: Special Education Team Decision Grade 9-12

Expectations: Special Education students with an organization goal, self-advocacy goal or Learning Strategies goal may take this course. This is an intensive skill building course that focuses on teaching students the tools and techniques they need to successfully access the curriculum and the ability to apply these strategies to new learning situations. The goal is help student learn and enhance their skills, integrate new knowledge with previous learning, learn independently, and apply skills and knowledge to both new and familiar situations. This class will meet every other day.

911 Transition Skills Lab Level: Unleveled 0.5 Credit: (1/2 Year) Prerequisite: Special Education Team Decision Grade 9-12

Expectations: Transition Skills is designed to improve the academic and functional achievement of Grade 12 students and to facilitate the student’s movement to post-school activities including post-secondary education, vocational education, employment, adult services, independent living, and community participation. It includes academic instruction, related services, community experiences, development of employment, and other post school adult and living objectives, and, when appropriate, the acquisition of daily living skills and functional vocational skills.

NOTICE TO ALL STUDENTS: An important piece of legislation affecting the public school system was passed August, 1971. This law, Chapter 622 of the General Laws of 1971, is intended to prohibit discrimination in the public schools and guarantees each student the right to equal educational opportunity, as amended in December of 1993.

"No child may be excluded from any school nor prohibited or discouraged from participating in any course, activity, or resource available in such schools on account of race, sex, color, national origin, religion, or sexual orientation."

In selecting a course of study, each student should be aware that all courses have been made fully open and available to members of both sexes and all minority groups.

PATHWAYS OF STUDY

Students have the option of choosing one of our five Pathways of Study at Melrose High School. In addition to the well- established GEM and STEM pathways students have the opportunity to choose a pathway in Business, the Arts, and Humanities. Students who complete the GEM and STEM pathway programs will receive a special certificate at graduation. The Pathways of Study are designed to expose students to a focused curriculum that will further prepare them for college and career. Pathways of Study include some scheduling options, a capstone project and in some cases internship opportunities.

Global Education in Melrose (GEM) Pathway and Certificate Programs

Purpose and Philosophy

The MHS Global Education in Melrose (GEM) Program is designed to foster students’ global awareness, to recognize the accomplishments of students who represent the school around the globe, and to provide graduates with the essential skills for participating in and contributing to an increasingly global society. Students can choose to pursue GEM as a pathway or as a certificate program. GEM is founded on the following principles:

● Think Globally: Students gain an increased knowledge of their relationship to the world; think about issues from a global point of view; and gain an appreciation for other world cultures, viewpoints, and perspectives.

● Communicate Effectively: Students improve their foreign language skills and their ability to communicate with people across cultural and language differences.

● Contribute Responsibly: Students use their global knowledge to interact and build relationships with people from other cultures; actively seek world knowledge to develop their own values and opinions; demonstrate respect, open-mindedness, understanding, and flexibility in behavior and thinking; help others to embrace multiple perspectives.

Global Education in Melrose (GEM) Pathway 1) Global Language Courses: Students must enroll in a Global Language course through Level 4 2) Academic Courses: Students must enroll in at least 4 academic credits with a global focus as indicated below.

Department Course

English African American Studies

Theater Arts

Public Speaking Thinking About Thinking: An Introduction to Philosophy Journalism

Global Language French V/AP German V/AP Italian V/AP Spanish V/AP/DE Travel and Tourism

Social Studies World History II Global Leadership AP European History Anthropology and Sociology History through Film AP Economics Current Events/Media Literacy

Science and AP Environmental Science Technology Bioethical Issues

Wellness Peer Education Mentors in Violence Prevention (MVP)

Visual and Performing Advanced 2D Art Arts Advanced 3D Art Advanced Photography Photography 2 Graphic Design Advanced Painting Band Orchestra Chorus

Global Education in Melrose (GEM) Certificate Program

The MHS Global Education in Melrose (GEM) Program is designed to foster students’ global awareness, to recognize the accomplishments of students who represent Melrose High School around the globe, and to provide graduates with the essential skills for participating in and contributing to an increasingly global society. GEM participants have the opportunity to engage in various school and community programs including cultural exchanges, the study of foreign language and culture, individually designed study programs, and community service activities while at Melrose High School. At graduation, GEM participants will earn a certificate recognizing their ability to: ● Think Globally: have an increased knowledge of their relationship to the world; think about issues from a global point of view; and gain an appreciation for other world cultures, viewpoints, and perspectives ● Communicate Effectively: improve their foreign language skills and their ability to communicate with people across cultural and language differences ● Contribute Responsibly: use their global knowledge to interact and build relationships with people from other cultures; actively seek world knowledge to develop their own values and opinions; demonstrate respect, open- mindedness, understanding, and flexibility in behavior and thinking; help others to embrace multiple perspectives.

Students interested in extending their GEM experience past the requirements of the Pathway will complete these additional components:

I. Foreign Travel Component

Students must either participate in: A. a Melrose High School Exchange Program B. an extended immersion in another culture

II. Foreign Language Component

Students must study a world language through Level 4 and receive a grade of C or above each year. Students can also fulfill this requirement by testing at the Intermediate-Mid level on the ACTFL scale in a language other than English.

III. Global Focus Academic Coursework Students must enroll in at least 4 academic classes with a global focus as indicated in the program of studies.

IV. Community Service Component The equivalent of 30 hours of Community Service must be GEM related. To be considered GEM related the community service must expose the student to another world culture and should, ideally, employ his/her foreign language skills.

Students may instead complete 20 hours of GEM community service AND one of the following: · 10 hours of a GL club · 10 hours of Mock trial · 10 hours of Model UN

V. GEM Portfolio and Reflection Upon completion of the GEM requirements, each student will present a Portfolio to the Committee. Portfolios will be reviewed each spring. Completed portfolios will be shared electronically with Kim Talbot, Director of Global Languages, at [email protected], and Bryan Corrigan, Assistant Principal, at [email protected]. The portfolio must include the following: ● The completed and approved GEM Travel Experience Form ● The student’s transcript highlighting the foreign language and GEM academic coursework ● The synthesis of the Global Focus Academic Coursework ● The completed and approved GEM Global Service Form ● A GEM Résumé (see format and sample résumé on GEM website) ● A GEM Reflective Essay of 250-500 words, reflecting the student’s GEM experience.

Following the Portfolio review, the student will be informed if s/he has successfully earned a certificate. Students will then present their portfolio to the Melrose community, which could include a live, recorded or printed performance given to the MHS community, the Human Rights Commission, the School Committee or the local print/digital media. Student will be awarded certificates at graduation. Guidance counselors will include information about the MHS GEM Program in the School Profile.

Applications and forms for the GEM Program are available in the 2nd Floor Office and on the website at: www.tinyurl.com/GlobalEducationMelrose

Science, Technology, Engineering, and Mathematics Pathway and Certificate Program Purpose and Philosophy

The STEM Pathway and Certificate Program is designed to support students considering post-secondary education and careers in mathematics, scientific, engineering and health profession careers. Students will develop content-specific skills and knowledge in the classroom and apply these skills in community service opportunities and in capstone projects or student-initiated internships. Upon graduating, STEM participants meeting all requirements will earn a certificate recognizing their ability to:

● Research, experiment, and analyze to obtain results and draw conclusions ● Communicate efficiently and effectively with the use of technology ● Construct, design, and create innovative processes or structures ● Be active problem solvers and critical thinkers

Required Academic coursework for STEM pathway

Department Course

Foundational Science Coursework Biology Chemistry Physics

Foundational Mathematics Algebra 1 Course Work Geometry Algebra 2

Advanced Math Course Pre-Calculus (Select one) AP AB Calculus AP BC Calculus AP Statistics AP Computer Science Other course with approval

Technology or Visual Art Course Computer Aided Design Computer Science Robotics (0.5) Introduction to Engineering (0.5) Any Visual or Performing Arts class (art, music, etc.)

Advanced Science Course AP Chemistry (Select one) AP Environmental Science AP Biology AP Physics AP Computer Science 77

Anatomy and Physiology Astronomy Other course with approval

Elective Choice An additional math course (Select one) An additional technology elective An additional advanced science course Other course with approval

STEM Certificate Program

Students interested in extending their STEM experience past the requirements of the Pathway will complete these additional components:

1. Academic Coursework Students must receive a grade of C or better in their STEM pathway courses. In addition, students must select samples of work from each course and reflect on their growth and progress in STEM courses and include these in the Portfolio.

2. STEM Portfolio Students will develop a cumulative STEM Portfolio that includes representative samples from each STEM course and includes a reflection on their growth and progress in STEM courses. Students will also reflect on their community service experiences. Students will submit this reflective portfolio at the end of each academic year in which they are enrolled in the STEM program in order to receive acknowledgement of their participation and continued progress in the STEM Certificate Program. Seniors must submit their portfolios and a copy of their transcript to the STEM Department Director at least one month prior to their presentations. Students are advised to keep a copy of their completed portfolios for their own records. The portfolio for seniors will be reviewed and students will be advised of their successful completion of this portion of the program by May 1st and at that time they will be invited to participate in the Senior Presentation.

3. Community Service Component The equivalent of 30 hours of Community Service must be STEM related. Examples of STEM related community service includes assisting at math and science nights, judging elementary science fairs, refereeing at robotics event, volunteering at nursing homes or hospitals, etc. Students will be expected to reflect on these experiences and include this reflection in their portfolios.

4. Capstone Project The capstone project may include a summer project in a local laboratory, an internship with a STEM professional (City Planner, actuary, engineer), a comprehensive science fair project, or an engineering design project. Students will be expected to present this experience during their Senior Presentation. All Capstone Projects must be approved by the department director.

5. Senior Presentation Seniors who have successfully completed all other aspects of the program will present their STEM Portfolio and Capstone Project to a group of STEM educators, families, interested community members, and internship partners during the student’s senior year.

6. STEM Meetings Students are expected to attend each monthly STEM meeting, however, under extenuating circumstances, alternative arrangements can be made with the department director to satisfy this requirement.

Visual & Performing Arts Pathway

Purpose and Philosophy 78

The Visual & Performing Arts Pathway is designed to support students who have a strong interest in the arts. Melrose High School will foster this passion by preparing students for furthering their education or career in the visual arts, music, theater, marketing, communications, film, video, advertising, teaching, etc.. Any of the following courses may be applied toward the graduation requirement for Visual & Performing Arts. The Visual & Performing Arts Pathway will expose students to the following 21st Century skills:

● Explore and experiment with the creative process. ● Communicate effectively using Applied Arts terminology. ● Collaborate with others on a creative process. ● Be an active problem solver and critical thinker. ● Learn how to give and receive feedback. ● Revise and reflect on the creative process for continued improvement.

Visual Arts The Visual Arts sequence is a series of courses designed for students who have a strong interest or desire to explore in the subject matter. Introduction to Art or Art I are required prerequisites for ALL students before taking upper level classes including: 2-D Art (1, 2 & 3), 3-D Art (1, 2 & 3) and Photography (1, 2 & Advanced). Students are encouraged to follow this pathway if they are planning to pursue a college degree or career in the visual arts. Students have the opportunity to receive Advanced Standing in art by submitting a portfolio to the Art Department in the spring of any year. Another related pathway option for students is to follow the series of Video Production courses.

Department Course Visual Arts Introduction to Art (Prerequisite for the following) Visual Arts Art 1 (Prerequisite for the following) Visual Arts Art 2, 2-D Visual Arts Art 3. 3-D Visual Arts 3-D Art 1, 3-D Art 2, 3-D Art 3 Visual Arts Advanced Painting Visual Arts Advanced Placement Art History Visual Arts Advanced Placement Studio Art Visual Arts Graphic Design Visual Arts Photography 1 Visual Arts Photography 2 Visual Arts Advanced Photography Science, Technology & Engineering Video Production Science, Technology & Engineering Intermediate Video Production Science, Technology & Engineering Advanced Video Production Science, Technology & Engineering Broadcast Journalism Science, Technology & Engineering Computer Aided Design

* CAD courses when applicable as STE requirement

Performing Arts The Performing Arts Department supports student growth by offering courses and activities in large music ensembles like Band, Chorus or Orchestra and smaller specialty courses. Students are encouraged to join a music ensemble and explore the specialty courses especially if they are planning to pursue a college degree or career in the performing arts. Any of the following courses may be applied toward the graduation requirement for Visual and Performing Arts.

Department Course

Music Band 79

Music Chorus Music Honors Chorus Music Introduction to Music Music Introduction to Piano Music Musical Theater Music Music Theory Music Orchestra English Public Speaking English Theatre Arts

In addition to successful completion of courses in this pathway of study, students are expected to complete a capstone project. This final capstone project will be individual in nature and will result in a college level portfolio. This Pathway is currently not a Certificate Program.

Business Pathway

Purpose and Philosophy

The Business Pathway is designed to support student exploration of business-related career fields. Students will develop content-specific skills in the area of foundational business courses as well as computer and analytical skills. The Business Pathway will support students who have recognized an interest in furthering their education and/or pursuing a career in business.

Business Pathway

Department Course

Foundational Business Courses Accounting 1 Business Management and Law Personal Finance Public Speaking (0.5 Credit)

Foundational Computer Courses (Select one) Computer Science/AP Computer Science

Business Electives Accounting (Select two credits) Economics AP Economics AP Statistics Marketing (0.5 credit) Sports Management (0.5 credit) Student Technology Integration (0.5 or 1 credit)

The Business Pathway will incorporate a Senior Internship project. Students will be expected to intern during the spring of their senior year; students will be responsible for all eligibility criteria included for the senior internship.

Humanities Pathway

Purpose and Philosophy

The Humanities Pathway is a designed path of study for students who have an interest in classical studies, including Latin. Exposure to this pathway will foster student exploration in language, literature, and history. The Humanities Pathway is designed for the student who may be interested in studying the classics in college. Students who choose this pathway should follow a path of study which includes courses in Global Language, English Language Arts, and Social Studies.

Four Years of Global Language

4 years of Latin (including AP Latin) and 2 years of an additional Modern Language or 4 years of a Modern Language (including an AP Modern Language) and 2 years of Latin

Four Year of English Language Arts

English 1, English 2, English 3 (or AP equivalent), and English 4 (or AP equivalent), including:

Advanced Placement English Language and Composition or Advanced Placement English Literature and Composition

Four Year of Social Studies

World History 2 or AP European History U.S. History 1 U.S. History 2

and

AP U.S. History or AP European History or AP Psychology

2.5 Credits earned from among the following elective courses:

English Public Speaking English Thinking about Thinking: An Introduction to Philosophy English African-American Studies English Journalism Social Studies Global Leadership Social Studies Current Events/Media Literacy Social Studies Case Studies Social Studies Criminal Justice Social Studies World Religions Social Studies Sports in Society Social Studies Anthropology/ Sociology Social Studies Psychology

Community Service Component 82

The equivalent of 30 hours of Community Service must be Humanities related. Examples of Humanities-related community service includes assisting at the annual Art Show, the organization of visits to areas museums and sites of cultural interest, local college museum visits, and the presentation of cultural resources to children in the Education Stations after-school program at the local elementary schools. Students will be expected to reflect on these experiences and include this reflection in their portfolios.

In addition to the successful completion of courses in this pathway of study, students are expected to complete a Capstone Project. The final Capstone Project will be completed under the direction of a faculty mentor and will include the creation of a portfolio of writing, a survey of all reading, and the completion of a student-created, inquiry- based research assignment.

Upon completion of all these requirements, students will receive a certificate recognizing their work in this pathway.