2013-2014 Course of Study Guide_Fall 2013 by Ashley Greene

Upper School

Course of Study Guide 2013-2014 Nansemond-Suffolk Academy 3373 Pruden Boulevard Suffolk, Virginia 23434 757.539.8789 www.nsacademy.org

Head of School Deborah B. Russell Administration J. Michael King, Head of Upper School Rebecca Steigenga, Assistant Head of Upper School/School Counselor Michelle J. Horton ’89, Head of Middle School Nancy B. Webb, Head of Lower School Rebecca Steigenga, Director of Admissions Kenda Goldberg Council ’91, Director of Advancement Edie Saecker Higinbotham ’85, Director of Auxiliary Services Board of Trustees R. Scott Carr, Chairman Rob J. Gies, Vice Chair S. Jane Benton, Secretary Charles R. Birdsong ’88, Treasurer and Finance Committee Chair Patricia P. Hartman, Advancement Committee Chair Brian T. Rowe, Buildings and Grounds Committee Chair Deborah M. McHorney, Governance Committee Chair G. Robert Aston, Jr. Dr. I. A. “Dimi” Barot ’93 Monica Y. Brothers Harry L. Cross III Carlton L. Cutchin III Donald Z. Goldberg William W. Hannah J. Carney Hawks ’92 Crystal H. Jackson Robert W. Jones Dr. Anne E. Morgan ’90 Roy “Chip” Runyon III W. Douglas Russell ’80 Nancy M. Tuck ’82 Kenneth W. Wren, Jr.

MISSION The mission of Nansemond-Suffolk Academy is to provide an academically rigorous college preparatory education in an atmosphere fostering moral character, respect, responsibility and compassion. With a commitment to honor above all, the school seeks to develop and inspire leaders who value diversity, creativity, scholastic excellence and community service.

Nansemond-Suffolk Academy admits qualified students without regard to race, color, ethnic background, national origin, handicapped status or religion.

TABLE OF CONTENTS

Graduation Requirements Curriculum Policies Summer Reading Schedule Changes Standardized Testing College Counseling Information: Course Advising College Counseling Information: Top Tips for Course Registration English History and Social Sciences Mathematics Science World Language The Visual and Performing Arts Health and Fitness Study Hall/Free Bell

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GRADUATION REQUIREMENTS

NSA Graduation Requirements ● A minimum of 22 credits must be earned in grades 9-12. ● Successful completion of a course earns one credit. ● Requirements are distributed among departments as listed below.

ENGLISH

Four credits to be taken one course per year.

HISTORY AND SOCIAL SCIENCES Four credits, three of which must include a course in each area: modern world history, U.S. history and American government. For the fourth year, students must choose from the following courses: Ancient World History, Principles of Economics or Psychology. MATHEMATICS Three credits to include an Algebra II-level course. SCIENCE Three credits of laboratory science. WORLD LANGUAGE Three credits of one language or two credits of two languages. THE VISUAL and PERFORMING ARTS One credit to include a course in the visual or performing arts. 4

CURRICULUM POLICIES

1. Students are required to take a minimum of five academic courses and encouraged to take six courses and a study hall. Any student wishing to take either seven courses or five courses and two study halls must obtain permission of the administration.

2. Any student desiring to sign up for two courses in the same year in the area of math, science or foreign language must first obtain permission of the respective department chair.

3. It is recommended that students sign up for no more than three Advanced Placement courses in one year. With permission of the Upper School administration, an additional Advanced Placement course may be scheduled.

4. Advanced Placement courses carry a weight of three points and honors courses, two points. These additional points are appended to the rounded average grade at the conclusion of each semester. All honors and Advanced Placement courses are labeled and noted as“accelerated course/weighted grade” on the student’s transcript. The yearly average for honors and Advanced Placement courses is computed using the average of the unrounded semester averages.

5. All students enrolled in an Advanced Placement course are required to take the AP exam in May.

6. All courses in the Health and Fitness Department are non-academic, which means that grades earned during the school year are included when determining Academic Probation, Honors List and High Honors List, but final averages are not included in the yearly GPA calculations. Final averages in all academic courses, are included in yearly GPA calculations, which are sent to colleges.

7. Every student who earns a cumulative grade point average of 92 without rounding (in academic courses) will be eligible for academic distinction.

8. Whenever a student repeats a course, final averages for both endeavors appear on the permanent record and are included in the respective yearly GPA calculation, yet the student will receive only one credit when the course is successfully completed.

9. Failure of English 9, 10 or 11 will result in retention in the grade. Advancement to the next level may only be accomplished by passing English in summer school at NSA or in a program approved by the administration. English 12 must be completed at NSA to earn an NSA diploma.

10. Students who fail two or more academic classes will not be promoted regardless of their final grade in English. In addition, such students may not be permitted to return to NSA for the ensuing year.

11. Any student who leaves NSA because of failure of two or more classes and wishes to be reinstated must have earned a minimum grade of C in every academic subject for a full academic year at an accredited school. A student will be considered for readmission on the basis of the regular admission policy. Readmission is not guaranteed.

12. Students entering NSA after their freshman year with no foreign language credits will be required to complete, at most, two years of a foreign language.

SUMMER READING All students in grades 9-12 will read C. D. B. Bryan’s short story “So Much Unfairness of Things.” “So Much Unfairness of Things” tells of a young boy at a prestigious boarding school in Virginia who is caught cheating on his Latin exam. The story provides insights from all members of a society, much like ours at NSA, where an honor code exists. Readers see how an instance of cheating affects the student who cheats and the student who reports the incident, the teacher, the headmaster, the dean of students and the parents.

English classes will discuss the story as it pertains to the themes of the course within the first weeks of school.

AP courses in History and Science will have their own summer reading assignment to help students prepare for the course, as assigned by the teacher. Assignments will require 4-6 hours of completion time, with the exception of AP Art. Because of the nature of AP Art, this course has it’s own guidelines. Students enrolled in an AP course should see the teacher for the assignment.

Students returning to NSA will be responsible for completing all summer assignments for their courses regardless of the dates their enrollment contracts are returned. Students new to NSA who enroll after July 31 may receive special consideration depending upon the full extent of their assignments. Summer assignments are posted to Edline and the NSA website at the conclusion of the school year.

SCHEDULE CHANGES

During the first three weeks of the school year, a student may initiate a schedule change. The student is, however, responsible for making up all designated work according to a timetable established by the teacher. Beyond this timeframe, a student may not add a course in a subject area different from that of the dropped course. Such schedule changes require approval of the Upper School administration.

Seniors adding a course after the second week of school will be required to take the semester exam regardless of their average.

All schedule changes are contingent upon available space.

STANDARDIZED TESTING

The purpose of standardized testing is to compare abilities and skills of students from different schools and backgrounds. For admission to colleges, the most important standardized tests are the SAT and ACT. Since colleges consider the SAT and ACT to be comparable tests, NSA students are encouraged to take either test. To prepare students for these tests, the Upper School administers preliminary tests every October. Sophomores and juniors take the PSAT, a three-part test in reading, math and writing.

Preparing for standardized testing is built into the NSA English and math curriculums. For additional practice and more information, visit http://sat.collegeboard.org/home for the SAT and www.actstudent.org for the ACT. Contact the Upper School Office of College Counseling with questions.

COURSE ADVISEMENT from an Office of College Counseling perspective To guide students, advisors and parents in the course selection process, we base the information below on feedback from the 40-plus college representatives who visit Nansemond-Suffolk Academy each fall, along with information we receive from college admissions officers during the reading season as they review our students’ applications.

A key point is that course selection decisions should always rely on the needs and interests of the student. At NSA, students should choose the courses that interest and appropriately challenge them, and in which they will find academic success, instead of trying to choose what they think colleges may want them to take. NSA graduation requirements meet general college admissions requirements. However, students should also be aware of the minimum requirements needed for specific programs such as engineering, architecture, nursing, studio and performing arts.

The most important factor in college admissions, as you will hear if you attend a college counseling presentation or visit a college, is the student’s transcript - both the courses they take and the grades they earn. Roughly 50% of the college admissions process is based on courses and grades. Colleges want to see, and students should take, a selection of appropriately challenging courses in which students can earn strong grades. “Appropriately challenging” means that a student is learning and growing in the class, while being required to think and struggle a bit - but not being left to drown. “Strong grades” generally mean B range or higher. Most colleges, especially the University of Virginia, Virginia Tech and James Madison University, strongly disapprove of C grades in the junior year; students should avoid receiving Cs as a junior and senior!

All colleges expect students to do the following in high school: 1. build the broadest and strongest possible academic foundation 2. take the most challenging courses in their area(s) of strength and interest 3. address, not avoid, areas of weakness Note: We review every junior’s transcript and senior course selections in our junior college meetings and communicate any concerns to the student, parents and advisor.

To take APs or Not To take APs: That Is the Question Here are some common concerns from advisors, students and parents about taking AP courses, followed by our responses:

Will taking AP courses strengthen my college application? Yes, assuming you get good grades (B or higher); colleges like to see you take the most challenging curriculum that is appropriate for you. "Appropriate" means that you are challenged in a good way and can complete work well and on time, not that you are run ragged and are having a nervous breakdown!

Are there other ways to pursue a rigorous curriculum besides taking AP courses? Yes, you can take Honors courses, which are challenging courses in individual subjects. You can also take the standard NSA courses, all of which are designed to prepare students for college and engage you in a stimulating learning process. Students can also consider ways to enrich the learning experience (or to pursue a particular passion) outside of the classroom through an independent project, research program or summer course here at NSA, at colleges nationwide or abroad.

Are there students who should not take AP courses? If you are a three-sport athlete, or are committed to an activity that requires considerable time outside of school year-round (horseback riding, dancing, ice hockey, working, etc.), generally struggle with time management or don't particularly enjoy your current school work, taking AP courses might be especially challenging or unfulfilling for you. If you fit one of these scenarios, consider whether you could reduce your commitment to your activity (such as playing two seasons instead of three), whether you could change your study habits or whether taking Honors courses instead of AP courses would be a better choice. This is an individual process--a few students can continue all commitments and pick up the additional work of AP courses with no problem, but for most students there is some adjustment. Knowing yourself is the most important part of making this decision!

Do colleges like AP course X better than AP course Y? Generally, if you meet NSA requirements, you are well prepared for college. Colleges prefer to see four years of the five core courses (English, history, science, foreign language, math). Generally, colleges prioritize focusing on these courses instead of art or music. However, if art is your passion, or you know you will apply to art school or art programs, then absolutely take as many art courses as possible! Conversely, if you want to be pre-med or study engineering or science, you should definitely take four years of both math and science, to the most advanced levels possible. If you don’t plan on doing this, then you do not need to take certain courses, such as physics. Work with your advisor and college counselor to come up with the best plan for you.

Important note on exceptions: Students should nearly always plan to take five core courses for all four years. But exceptions can happen. The exception is students who really struggle to maintain their grades within the NSA curriculum, or those with a significant, documented learning difference. If you drop a major course like math or foreign language, you should double up on a different core academic subject, like science or history. It is often hard for students to make choices within the curriculum, but there is no "bad" choice. Students should choose a challenging, interesting curriculum, and the college counseling staff will work to find the colleges that are the best fit for the student -- the students shouldn't contort themselves to fit a prospective college's requirements.

Should I take six core academic classes? Most NSA students take five core academic courses plus an elective and a study hall. If you are a driven student with many specific interests, talk with your advisor about an extra core academic class. However, please note that it is a rare student who can successfully manage six core academic courses. Generally, though, it's more manageable to take five core academic courses.

Students should be encouraged to make their own choices and pursue challenges where they are both appropriate and inspiring to the individual student. This is a good time and a safe place for students to experiment with their courses, perhaps making and learning from both good and bad decisions, before going on to higher education. Colleges appreciate the risk taking, but students need to take ownership of their choices and rise to the challenge.

One more note about scheduling logistics: within the NSA curriculum, students may need to make choices. There might be times when, due to a scheduling conflict or availability of a course, students are unable to take their first choice of a class. When this happens, please note the issue, and remind your college counselor to mention it in your counselor college recommendation if it had a significant impact on your transcript. Rest assured that colleges know that these conflicts happen, especially in small private schools like ours.

Here are some potential concerns and factors to consider: No foreign language after tenth grade (even if year 3 has been completed) This choice is especially problematic if the student is expressing an interest in studying the humanities or social sciences in college.

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Exemptions must document a language-based learning difference. Students who drop foreign language should be sure to take challenging courses in other subjects, perhaps adding Music Theory, Economics or doubling up in math, history or science. Many colleges (such as UVA, Virginia Tech and James Madison, for example) want no less than three (preferably 4+) years of the same language.

Starting a new foreign language in the senior year Seniors should not take the first year of a foreign language unless it is in addition to the study of another language; colleges prefer to see a sustained commitment to a foreign language.

No math in the senior year Generally, college-bound students should plan to take four years of math. Though NSA only requires 3 years of math for graduation, many colleges prefer to see four years of math on a student’s transcript. For weaker math students, not taking math senior year could be an option but it is an issue to examine carefully with your advisor, considering the recommendation of the math department.

Capable math students are expected to complete Calculus, especially those expressing an interest in analytical fields of study (math, science, psychology, ecology, environmental science, engineering, computer science, architecture, pre-med).

Students who plan to major in a science-related field, or who have a strong interest in science, should plan to take biology, chemistry and physics. Prospective engineers should plan to take Advanced Chemistry and Advanced Physics, along with the most challenging math curriculum available (ideally AP Calculus).

Students considering a studio art and/or performing arts program in college, should plan to take the highest level course offered in their specific area of interest. If the student plans to apply to a BFA or other professional arts/performance programs, which include BA and BS degrees in a wide variety of subjects, these courses should be a priority.

Students who plan to major in the humanities, or who have a strong interest in the subjects, (history, English, sociology, politics, international relations, philosophy, communications, etc.) should plan on taking the highest level courses offered to them in their specific area of interest- for example, Honors or AP English, Honors or AP US History.

Very selective colleges expect at least three lab sciences, four years of English, completion of at least Calculus and four years of a foreign language. While some students can be admitted to the most selective colleges without pursuing AP courses, this is the best path to admission to an elite college or university.

Top Tips for Course Registration for consideration by juniors and seniors, from an Office of College Counseling perspective ●

We recommend that students take five core academic courses, an elective and a study hall each year.

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If possible, students should attempt to take at least one AP course by senior year.

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Students cannot take more than three AP courses per year without special permission.

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Certain AP classes can be pursued after taking the introductory course in that discipline, whereas in other courses students should choose between the standard level, honors level and the AP level. This varies by discipline. For example, students can take Honors Chemistry one year and AP Chemistry the next; in contrast, students cannot take Honors US History one year and AP US History the next.

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We recommend that students reach the fourth level in foreign language and math.

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Students must be ready to ask two teachers for a letter of recommendation at the end of junior year. With few exceptions, colleges require that letter-writers be: a.) from core academic disciplines (such as English, history and social science, math, science, foreign language) Please note: students interested in studying studio or performing arts in college should have (and in some cases will be required to have) a recommendation from a teacher within those disciplines. b.) from a student’s junior or senior year

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Students who are considering competing as a Division I or Division II Varsity athlete will “clear” all NCAA course requirements if they follow the typical NSA student course schedule.

For more specific information, please reference the Course of Study Guide above in the section entitled “Course Advisement from an Office of College Counseling Perspective.”

ENGLISH

• Only academic courses will be included when determining final grade point average and academic distinction. • An acceptable research paper must be completed each year as a condition for promotion. • All English classes prepare students for the PSAT, SAT and ACT.

ENGLISH 9 Grade 9 English 9 continues formal grammar study and its integration with composition skills. Through composition instruction, students will be able to demonstrate competence in the construction of five-paragraph expositions on various topics and of literary essays involving reading comprehension and analysis. Literature studies expose the student to a genre study of the epic, the play, the short story, poetry and the novel. Students will take part in a Great Books project encouraging reading of canon and popular works. Creative writing allows the student to explore self-expression in poetry and prose, to participate in peer sharing, and to submit their polished works to contests, to the school’s literary magazine and to other publications. Vocabulary enhancement includes independent study in a sequenced vocabulary workbook and examination of diction in literary context. A major part of the year’s study is the entire research process from topic selection through citation with emphasis on the avoidance of plagiarism as spelled out by the school’s Honor Code. Strategies for developing public speaking skills are interwoven throughout the course.

ENGLISH 10 Grade 10 English 10 stresses applied grammar and composition skills, reading comprehension and problemsolving/critical thinking skills for strategy applications on the SAT, and practice in writing various types of essays. The course also focuses on an international genre study of the major literary types: drama, the novel, the short story and poetry. Literary analysis and critical thinking skills are reinforced, and various short papers are assigned to provide exposure to sophisticated elements of style. Students continue to build public speaking skills through relevant activities. A formal research paper culminates the year.

HONORS ENGLISH 10 Grade 10 Prerequisite: Teacher recommendation based on English 9 achievement This advanced world literature and composition course offers a challenging curriculum that requires advanced reading comprehension and writing ability. It will focus on skills necessary for the analysis of poetry, drama and fiction. In its study of genres, this course parallels English 10; however, both selections and assignments are more numerous, sophisticated and demanding. Students in this course should demonstrate effective written expression to write essays with a minimum of grammar and mechanics errors, independent reading comprehension skills, research literacy skills and the potential to develop advanced writing skills needed for the Advanced Placement course of study. They will engage in activities designed to build effective public speaking skills.

ENGLISH 11 Grade 11 The goal of English 11 is to develop students’ analytical reading and expository writing skills using a number of important selections from American literature. The course focuses on recognizing common errors, improving syntax through effective transitions, honing SAT skills and studying early American writers. Vocabulary words gleaned from SAT lists and literary readings are reviewed throughout the year. Literary research is introduced in writing a research paper. Modeling effective persuasive techniques, students compose a formal argument research paper. The study of the survey of American literature spans from early journal writers to twentiethcentury writers and poets. Throughout the year, students are assigned parallel readings and activities designed to build effective public speaking skills.

HONORS ENGLISH 11 Grade 11 Prerequisite: Teacher recommendation based on English 10/ Honors English 10 achievement This course is designed for the junior English student who has proven competency in reading, analytical thinking, and grammar and composition. Course content covers a survey of American literature from John Smith (Colonial America) to Tim O’Brien (late twentieth century). Students will develop composition skills to prepare them for advanced writing in either Honors English 12 or Advanced Placement English Literature: expository, descriptive, narrative, formal argument, and critical analysis. To develop effective communication skills, students will participate in group discussions and class presentations. Analyzing two works by one American author, students will compose a literary criticism of the author and his or her works.

ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION Grade 11 Prerequisite: Teacher recommendation based on Honors English 10 achievement This course emphasizes the analysis and writing of rhetoric. Stylistic techniques, as well as critical reading strategies and development, will be the focus throughout the year. Expository, narrative and persuasive writings by American authors (but not exclusively) will be examined through various genres, including novels, essays and the print media. Students will develop effective modes of argumentation, both the Toulmin argument and the Rogerian argument, which will prepare them for Advanced Placement English Literature. To refine communication skills, students will participate in group discussions and various presentations. They will prepare for the AP exam by composing essays and answering objective questions from previous exams.

ENGLISH 12 Grade 12 The English 12 course attempts to polish and to develop the language skills already acquired in the earlier grades by introducing the student to new and increasingly challenging material. Emphasis is placed on the following areas of study: reinforcement of note-taking skills, reading and comprehension—particularly of British literature from the text and parallel assignments, vocabulary taken mainly from the readings and the SAT lists, and writing to include creative assignments but concentrating on clear, correct, logical expository writing and personal narratives. To build on oral communication skills, students will participate in group discussions and give presentations. An acceptable research paper is a requirement for graduation.

HONORS ENGLISH 12 Grade 12 Prerequisite: Teacher recommendation based on English 11 achievement

This course challenges the student to engage critical skills (reading, thinking, writing, collaborating, and speaking) in an intellectually provocative environment. The reading curriculum includes models of professional essays, selections from British literature, and selected readings in logic and philosophical perspectives. These essays and selected readings serve as material for critical reading and for critical writing and evaluation. The professional essays cover the scope of college writing requirements: narrative, report, formal argument, evaluation, causal analysis, formal proposal, literary analysis, rhetorical analysis, the essay exam, and the position paper. Once a week, students write a critical analysis (documented) paper based on the professional reading that week. In this class, every paper is a research paper. All essays require parenthetical documentation and a Works Cited using MLA style. Beyond the essay reading and writing focus, students engage in critical thinking, collaborating and speaking through special study units in logic and philosophical perspectives, and in the preparation and presentation of formal debates. The literature curriculum offers a study of literary analysis, critical analysis, and readings that launch the students into a study of logic and philosophy.

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION Grade 12 Prerequisite: Teacher recommendation based on English 11 achievement This college-level course is offered to a selected group of advanced readers and writers. The students will take a nationwide examination at the end of the course that may qualify them for as many as six hours of college credit. Through intensive reading, class study and discussion, students will develop analytical reading and

writing skills while exploring a wide variety of important pieces of prose and poetry from British, American and world literature. Students will frequently write analytical and research-based essays both in and out of class, with an emphasis on advanced research skills using both college libraries and the Internet. In addition, students will be required to read six additional books outside of assigned class reading with the goal of exposing students to a wide variety of literature, honing close reading skills, and sharpening discussion and presentation skills. Students will also compile a portfolio of original poetry and write an original short story. These creative writing skills will be further developed through their editing and compilation of the school’s literary magazine, The Spectrum.

YEARBOOK PRODUCTION Grades 9, 10, 11, 12 This course offers an intensive study of yearbook production using Josten’s web-based design program. In this course, students design and publish the school yearbook, The Scroll. The course offers instruction in layout design, copy writing, advanced page design, ethical and legal guidelines, and beginning photography, including digital camera use. Students may be chosen to be editors of each section of the yearbook, sharpening leadership skills. Event photography is required of all students, typically at games after school hours and some weekends.

After the book for the current year is sent to print, students will begin working on design, theme and content for the following year. Each yearbook is submitted to two national organizations for critiquing and judging, therefore, quality work and the ability to self-manage and meet deadlines are essential.

JOURNALISM-PRINCIPLES AND PRACTICE GRADES 10, 11, 12

Journalism-Principles and Practice offers students a practicum in investigative news reporting and publishing. Students will study the historical and current events responsible for press law and ethics, the role and impact of social media, news bias, and practices of fairness as forces that shape the integrity of news gathering, writing and reporting in a global community. The class designs and publishes an online newspaper. Students will maintain an individual portfolio of their news writing assignments. Assessment is measured through the students’ demonstrated engagement in critical thinking, collaboration, creative thinking, questioning, evaluating and prioritizing, writing, editing (AP Guide) and reporting, designing and composing, photojournalism, and publishing online.

CREATIVE WRITING: PROSE, POETRY, PLAYWRITING AND CREATIVE NON-FICTION Grades 10, 11, 12 This cross-genre, creative writing course will give students the opportunity to develop an authentic voice that reflects the individuality of the student’s style through a process-centered course. Using a portfolio approach in a workshop environment, students will analyze model essays, poems and short stories; practice creativethinking strategies; compose original stories, poems and plays; and practice peer editing and reflective revision strategies. Visiting writers will work with students periodically to share their work and provide professional revision strategies. Students will have the opportunity to submit work to contests and literary journals. Projects may include creating an original short story, writing a memoir and compiling a theme-based poetry chapbook. With the permission of the instructor, this course may be taken for three years.

HISTORY AND SOCIAL SCIENCES

Only academic courses will be included when determining final grade point average and academic distinction. Four credits, to include modern world history, US history, American government and an additional course, are required for graduation. ●

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ANCIENT WORLD HISTORY: EARLIEST BEGINNINGS TO THE EARLY MIDDLE AGES Grade 9 This course presents a study of the important people, events and trends of the ancient world beginning with prehistoric man and concluding with a study of the early Middle Ages. Emphasis will be placed on teaching an in-depth understanding of major trends and circumstances that impacted lives in both ancient and modern times. Particular attention will be given to the major economic systems, major religious systems, and the major cultural systems that defi ned man’s existence both then and now. Skill development will focus on library research, critical thinking skills and writing skills necessary for interpretation and synthesis.

MODERN WORLD HISTORY Grades 10, 11, 12 The culture, religion, economics, politics and society of Africa, Asia and Europe from 1400s to the present will be examined. The course emphasizes the use of primary sources, rigorous daily discussion and the development of research, and writing skills. In addition to the tests, quizzes, and homework assignments requiring a sophisticated level of interpretation, all students will complete an oral presentation.

ADVANCED PLACEMENT EUROPEAN HISTORY Grades 10, 11, 12 Prerequisites: English and history teacher recommendations based on classroom performance Advanced Placement European History is a highly challenging course taught on the college level covering trends in Western Civilization from 1400 to the present. Students will complete summer reading assignments, analyze primary sources, complete extensive essay assignments, and work on test-taking strategies including multiple choice and timed essay writing. Emphasis will be given to understanding the major historical trends from a cultural, political, religious, social, and economic perspective. NOTE: Students who enroll in AP European History will take the national Advanced Placement exam. Many colleges grant course credit or placement in an upper level course or both for a qualifying score on the exam.

UNITED STATES HISTORY Grade 11 Designed to provide students with a chronological and thematic view of American history, this course begins with the Native American migration throughout the Americas and concludes with the present. The course content focuses on major historical events and their effect on United States history, major themes throughout United States history, and the analysis and interpretation of history. In addition, skill development will focus on critical thinking, writing and research. Finally, the course will attempt to link events of the past with contemporary American issues.

HONORS UNITED STATES HISTORY Grade 11 Prerequisite: Teacher recommendation based on classroom performance A more rigorous version of U.S. History, this course will require more primary source reading, historical research and written analysis. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. The focus will be the American Revolution to the twentieth century. Students will investigate the various social and political factors that have shaped American democracy, the emergence of the United States as a world power, the economic problems caused by changing conditions and the various social forces and movements that have reshaped the basic fabric of American society. ADVANCED PLACEMENT UNITED STATES HISTORY Grade 11 Prerequisite: Teacher recommendation based on classroom performance

Advanced Placement U.S. History is designed to give students a foundation in the chronology of American history and in major interpretative questions that derive from the study of selected themes. To prepare students for the Advanced Placement exam in U.S. History as prepared by the College Board, special emphasis is placed on analysis of primary sources, reading comprehension and essay writing. NOTE: The demands placed on students in this course are equivalent to those of an introductory college level history course. Many colleges grant course credit or placement or both for a qualifying score on the AP exam.

AMERICAN GOVERNMENT Grade 12 This course provides students the opportunity to take an in-depth look at American political institutions at all three levels of operation: local, state and federal. The course focuses on making connections between the theoretical and the practical by building upon the basic introduction to American political philosophy offered in U.S. History. Special emphasis is placed on gaining an understanding of the workings of each of the three branches of government and on the citizen’s role and obligation within the democratic framework. Use of primary sources, contemporary media and technological sources will enhance the learning experience. Skill development will focus on sophisticated interpretation and synthesis, making value judgments from informed positions, research and writing.

HONORS UNITED STATES GOVERNMENT & POLITICS Grade 12 Prerequisite: Teacher recommendation based on U.S. History achievement This course is designed for the senior government student who wants the challenge of longer and more advanced reading and writing assignments than in American Government. Course content will include the constitutional underpinnings of United States government, political beliefs and behaviors, political parties, interest groups, mass media, state and local government, the three branches of government, civil rights and liberties, and institutional and policy processes. Instruction will be provided in advanced research skills and critical analysis of political readings and current events. Students will be expected to develop competency in these areas.

ADVANCED PLACEMENT UNITED STATES GOVERNMENT & POLITICS Grade 12 Prerequisite: Teacher recommendation based on U.S. History achievement Advanced Placement United States Government and Politics is a fast-paced course that will cover the following major content areas: constitutional underpinnings of United States government, political beliefs and behaviors, political parties, interest groups, mass media, Congress, the presidency, bureaucracy, federal judicial system, institutional and policy processes, civil rights and civil liberties. In addition, emphasis will be placed on the analysis of current events throughout the year as they relate to the material. Students are expected to conduct most of their work individually in preparation for the AP exam at the end of the year.

PSYCHOLOGY (with AP Option) Grades 10 (with instructor’s permission), 11, 12 This course offers students an opportunity to explore practical applications of psychology as a means of better understanding themselves and others. Emphasis will be placed on studying the practical aspects of the discipline of psychology, as well as on gaining an understanding of how knowledge of psychology can benefit one in daily life. Note: Those taking this course have the option to pick up the Advance Placement portion to prepare for the AP test. The same course material will be covered with more depth and analysis in the psychology subfields. The additional information will come from professional reading analysis and an alternate assessment system.

PRINCIPLES OF ECONOMICS Grades 11, 12 Presenting a broad overview of economic theory, history, development and application, this course introduces terms, definitions, policies and philosophies of market economies. It not only provides some comparison with other economic systems but also includes research and discussions related to microeconomic and macroeconomic concepts as well as personal finance. In addition to discussing and writing about these topics, students will complete individual and group projects, presenting their research before the class.

MATHEMATICS

Only academic courses will be included when determining final grade point average and academic distinction. Three credits, up to an Algebra II-level course, are required for graduation. ●

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ALGEBRA I Grades 9 Prerequisite: Algebraic Connections. A study of elementary algebra making frequent use of authentic data in real-life applications, this course includes traditional topics such as linear, exponential, quadratic and rational functions as well as the more contemporary topics of probability and statistics. Rigorous and challenging, it demands daily preparation. The graphing calculator is used regularly in a controlled fashion for effi ciency and exploration.

GEOMETRY Grades 9, 10 Prerequisite: Successful completion of Algebra I. Th is course content connects the physical and visual world with the algebra the student knows. Emphasis is placed on activities designed to strengthen spatial skills and logical reasoning ability. Th ese activities cover a wide range of topics from points, lines, angles, planes, circles and polygons to similarity, transformations, and area and volume where formulas are developed and applied in real world situations. Proofs are interspersed throughout the textbook and trigonometry is introduced to give students a foundation for future study.

HONORS GEOMETRY Grades 9, 10 Prerequisite: Teacher recommendation based on Algebra I achievement This is an accelerated geometry course that requires motivated work at a fast pace. Course content includes all topics in the Geometry course with the addition of solid geometry, transformations and exploration of nontraditional topics. It also includes an extended study of trigonometry to better prepare students for Honors Algebra II/Trig. Greater attention is given to writing proofs and using algebraic techniques to develop geometric concepts.

ALGEBRA II Grades 10, 11 Prerequisites: Algebra I and Geometry or Honors Geometry. In this course, students have the opportunity to develop a greater understanding of topics covered in Algebra I through a thorough review of algebra skills. From then on, familiar topics are expanded and new topics presented. Included among new topics are matrix algebra, probability and transformations of functions. Throughout the course, emphasis is placed on problem solving with appropriate use of the graphing calculator.

ALGEBRA II/TRIGONOMETRY Grades 10, 11 Prerequisite: Teacher recommendation based on Geometry achievement and Algebra I performance. In this course, students will study in greater depth basic algebra topics and also learn the fundamentals of new material such as higher order polynomials, probability, transformations, imaginary numbers, logarithms, sequences and series, and trigonometry. These expanded and new topics will be applied to model and solve real-life situations through algebraic techniques and appropriate use of graphing calculators. Rigorous and challenging, this course demands consistent and focused daily preparation.

HONORS ALGEBRA II/TRIGONOMETRY Grades 10, 11 Prerequisite: Teacher recommendation based on Geometry achievement and Algebra I performance. This is a challenging and rapid-paced course that expands the depth and difficulty of standard Algebra II/Trig to include additional topics of conics and matrix algebra. Intended to stretch beyond the introduction of fundamental advanced algebra, this course will challenge students to apply that which is taught to discover

further and more complex applications. Students are expected to have a solid mastery of Algebra I concepts, recall of geometry rules and formulas, and graphing calculator facility.

TRIGONOMETRY/ALGEBRA III Grades 11, 12 Prerequisite: Algebra II, or Algebra II/Trig with teacher recommendation. This course expands upon previous algebra material and includes a broad range of intermediate level topics. Th e curriculum focus is on the development of mathematical models tailored to real-world situations that demonstrate an application of the material learned. The graphing calculator is used to evaluate complex computations and assist in the graphical analysis of functions. After a review of algebra skills, basic trigonometry is introduced with the focus expanded to periodic functions and angle/distance measurements. Algebra topics include linear, exponential, logarithmic, quadratic, rational and higher degree functions, as well as probability and statistics.

PRECALCULUS Grades 11, 12 Prerequisite: Algebra II/Trig or Trig/Algebra III, with teacher recommendation. This course is designed to prepare students for a college-level calculus course. A thorough study of the functions needed for calculus is provided: specifically trigonometric, logarithmic, exponential and polynomial functions. Although the graphing calculator is used extensively, the focus of the course is on algebraic problemsolving techniques and modeling real-world situations with math functions.

HONORS PRECALCULUS Grades 11, 12 Prerequisite: Algebra II/Trig or Honors Algebra II/Trig, with teacher recommendation. This is a challenging and rapid-paced course that builds on the topics presented in Honors Algebra II/Trig. It also extends the depth and difficulty of the standard Precalculus course to include a six-week introduction to the calculus topics of limit and differentiation. To develop the requisite analytical facility for Advanced Placement Calculus BC, relationships among topics are emphasized throughout the course.

HONORS CALCULUS Grade 12 Prerequisite: Precalculus or Honors Precalculus, with teacher recommendation. While not intended to adhere to the Advanced Placement Calculus AB syllabus, this course is equivalent to a one-semester college course. Topics include analysis of functions, limits, differentiation and integration of algebraic and transcendental functions with particular attention given to the use of calculus in problem solving.

ADVANCED PLACEMENT CALCULUS AB Grade 12 Prerequisite: Teacher recommendation based on Precalculus or Honors Precalculus achievement This college level course in calculus and analytic geometry prepares students for the Calculus AB Advanced Placement exam. Calculus students study functions of real variables, limits, continuity, differentiation and integration of algebraic and transcendental functions. Applications of these topics are emphasized.

ADVANCED PLACEMENT CALCULUS BC Grade 12 Prerequisite: Teacher recommendation based on Honors Precalculus achievement In addition to the topics covered in the AB level course, students study parametric, polar and vector functions, and improper integrals. Polynomial approximations and series are studied including tests for convergence or divergence and the use of technology to explore these concepts. Taylor series and Maclaurin series are formally manipulated. Differential equations and logistic models are introduced at the AB level but studied more thoroughly in the BC course. Students will take the BC level exam, which includes an AB subscore.

ADVANCED PLACEMENT STATISTICS Grades 11, 12 Prerequisite: Math teacher recommendation based on analytical skills and work habits Corequisite: Algebra II/Trig, Honors Algebra II/Trig or higher math. Advanced Placement Statistics is equivalent to a one-semester, introductory college statistics course. Its purpose is to introduce students to the major concepts and tools for collecting, organizing, analyzing and drawing conclusions from data. Topics include design of observational studies and experiments, random variables, distributions, hypothesis testing confidence intervals, chi-square goodness of fit tests and regression analysis with lessons presented using the SMART Board. Students also use the TI-84 Plus graphing calculator, Fathom statistical software and web-based Java applets to investigate statistical concepts. Although they are not required to memorize formulas, they are expected to use them proficiently. This course should be of particular interest to students planning a career in biological science, business, medicine, political science, education or the social sciences. While preference will be given to juniors and seniors, sophomores taking Honors Algebra II/Trig will be considered on a case-by-case basis.

SCIENCE

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Only academic courses will be included when determining final grade point average and academic distinction. Three credits of laboratory science are required for graduation.

BIOLOGY Grade 9 This is a lecture/laboratory science course designed to teach the student the variety of life forms on earth, the lifestyle and behavior of the life forms, and the important effects each life form has on humans. The subjects are taught in biological order according to complexity with references to the current evolutionary theories. The subjects include: cells, bacteria, viruses, protozoa, plants, animals and systems of the human body.

HONORS BIOLOGY Grade 9 Prerequisite: Science teacher recommendation based on classroom performance This lecture/laboratory course covers molecular biology, cell biology and organismal biology. Labs are included to emphasize concepts and biotechnology. The student must be willing to assume responsibility for keeping up with the work as assigned because of the depth and pace of the class. It is recommended that a student planning to take AP Biology take this course.

ADVANCED PLACEMENT BIOLOGY Grades 11, 12 Prerequisites: Honors Biology and Chemistry, science teacher recommendation based on classroom performance This is a college-level lecture/laboratory course offered to a selected group of advanced science students. With a good deal of emphasis on biochemistry, the range of topics include molecular and cell biology, genetics, organismal survey, human biology, ecology and evolution. Students are expected to work independently to realize how concepts apply throughout the biosphere. The engineering of living systems and their efficiency is emphasized and explored in all topics.. All students are required to complete a summer assignment.

CHEMISTRY Grades 10, 11, 12 Prerequisite: Biology or Honors Biology. This lecture/laboratory science course provides a general background in chemistry with emphasis on laboratory experience to reinforce key concepts and to develop lab safety and good laboratory techniques. Chemistry is the study of matter, its composition, structure and the changes it undergoes. Topics range from atomic structure (which forms the basis for understanding chemical bonding, composition, formulas and equations) to stoichiometry to phases of matter and the laws which govern them. Because of the nature of the laboratory experience, students are required to adhere strictly to lab safety rules.

HONORS CHEMISTRY Grades 10, 11, 12 Prerequisites: Biology or Honors Biology, recommendation of previous science teacher This laboratory/lecture science course provides an extensive background in chemical theory with emphasis on the mathematical computations and problem solving that pertain to chemistry. This course covers the same topics as general chemistry but in greater depth with emphasis on laboratory experience to develop an investigative style of thinking as well as good laboratory technique. In order to adhere to the pace of the course, students are required to develop independent study skills that will prepare them for advanced levels of study. Recommended of students planning to take Advanced Placement Chemistry, this course curriculum includes atomic theory, stiochiometry, physical and chemical properties, periodic relationships, thermochemistry, bonding, gas laws, solution chemistry, kinetics, equilibrium, acid/base chemistry and electrochemistry.

ADVANCED PLACEMENT CHEMISTRY Grades 11, 12 Prerequisites: Chemistry (Honors is suggested), recommendation of the Chemistry teacher

Corequisite: Precalculus or higher math. Advanced Placement Chemistry is a college-level course, which includes an in-depth analysis of the basic topics covered in introductory chemistry with advanced problem solving techniques in stoichiometry, kinetics, equilibrium, qualitative and quantitative analysis, acid/base and buffer chemistry, electrochemistry, thermodynamics, gas laws, nuclear and organic chemistry and oxidation/reduction reactions. All students are required to take the AP Chemistry exam at the end of the year. Students are required to complete a summer assignment.

ENVIRONMENTAL SCIENCE Grades 10, 11, 12 Prerequisites: Biology or Honors Biology and concurrent enrollment in or successful completion of Chemistry or Honors Chemistry This lecture/laboratory course is designed to help students develop an appreciation for the environment, its growing problems and possible solutions to those problems. Topics include general ecology, pollution, conservation, resource depletion and extinction. Laboratory experiments will supplement each unit.

ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE Grades 10, 11, 12 Prerequisites: Biology and Chemistry achievement and science teacher recommendation. This is a college-level lecture/laboratory course designed to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. While preference will be given to juniors and seniors, sophomores taking Honors Chemistry will be considered if space is available. All students are required to complete a summer assignment.

PHYSICS Grades 11, 12 Prerequisites: Algebra II/Trig, Honors Algebra II/Trig and science teacher recommendation. This lecture/laboratory science course is intended to provide a strong conceptual and practical base of concepts. The student should have good algebra skills. Major physics concepts covered include mechanics of movement, wave motion, electricity, light and optics. Throughout the course, primary emphasis will be placed on conceptual understanding and “real world” applications. Group projects and laboratory experiments will reinforce these concepts.

HONORS PHYSICS Grades 11, 12 Prerequisites: Concurrent enrollment in or successful completion of Honors Precalculus and science teacher recommendation. This is a college-level, algebra-based lecture/laboratory science course. Major topics include kinematics, optics, fluids, waves, and electricity and magnetism. Throughout the course, emphasis is placed on mathematics and problem solving, theoretical concepts and practical applications.

ADVANCED PLACEMENT PHYSICS C Grade 12 Prerequisites: Honors Physics, concurrent enrollment in or successful completion of Advanced Placement Calculus BC and science teacher recommendation. In accordance with The College Board, this calculus-based lecture/laboratory science course is designed to be a student’s second physics course, taken after Honors Physics. Comparable to a one-semester sequence course required of physical science, math and engineering students at the university level, AP Physics C is intended for qualified seniors who expect to pursue further study in these areas. Major topics include mechanics, electricity and magnetism. Throughout the course, emphasis is placed on theoretical concepts, problem solving and practical applications, with about 20 percent of time spent on lab projects. For this reason, AP Physics classes will

meet for two periods. Although mechanics topics will be covered, the AP Physics C Mechanics exam is optional; however, all students must take the AP Physics C Electricity and Magnetism exam. All students are required to complete a summer assignment.

ANATOMY & PHYSIOLOGY Grades 11, 12 Prerequisites: Biology or Honors Biology and concurrent enrollment in or successful completion of Chemistry or Honors Chemistry. This lecture/laboratory science course is an introduction to human anatomy and physiology focusing on the structure and function of the human body. The course follows a systemic approach to the study of the human body and includes examinations of cell, tissue, and organ structure and function. The pace and depth are suitable for those students whose scientific interest and background are basic but who wish to pursue greater knowledge in the area. Laboratory experiments and procedures, including dissection, are also a part of this course.

ADVANCED PLACEMENT COMPUTER SCIENCE A Grades 10, 11, 12 Prerequisite: Honors Geometry Designed to serve as a first course in computer science for students with no prior computing experience, Advanced Placement Computer Science is equivalent to a one-semester college-level course. Because the development of computer programs to solve problems is a skill fundamental to the study of computer science, a large part of the course is built around the development of computer programs or parts of programs that correctly solve a given problem. The course also emphasizes design issues that make programs understandable, adaptable, and, when appropriate, reusable. In addition, an understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. Necessary prerequisites include facility with mathematical reasoning, comfort with algebraic functions and function notation, and the ability to communicate thoughts clearly in written form. This course will prepare students for the AP Computer Science A exam.

WORLD LANGUAGE

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Only academic courses will be included when determining final grade point average and academic distinction. Three credits of one language or two credits of two languages are required for graduation.

FRENCH I Grades 9, 10, 11, 12 Through a variety of materials, French 1 students begin acquiring proficiency in listening to, speaking, reading and writing French while developing cultural sensitivity to the everyday activities of French-speaking people throughout the world. Students communicate in the target language with their peers in paired or cooperative learning groups on a regular basis. The textbook series offers online listening activities to help students gain confidence in understanding native speakers from various regions in France and from many different francophone countries. In a video series created for use with the textbook, students follow a continuous story line, which reinforces and expands on the vocabulary themes and grammatical structures they learn in the book. Students also practice grammar usage and vocabulary through student-centered activities and games in class.

FRENCH II Grades 9, 10, 11, 12 In French 2, students continue acquiring proficiency in listening to, speaking, reading and writing French while further developing an understanding of the culture of French-speaking people throughout the world. French 2 offers a more in-depth study of grammar while expanding vocabulary in the target language. Students enjoy continuing the video series begun in French 1. They also continue to develop their communication skills through paired and group work. Students are expected to begin using the target language whenever possible in class.

FRENCH III Grades 10, 11, 12 Building upon the skills learned in French 1 and 2, French 3 students continue to work towards proficiency in listening to, speaking, reading and writing French. They have a strong understanding of the culture and geography of the French-speaking world. More emphasis is placed upon the details of vocabulary and grammar usage and the application of those rules through readings, composition and conversation in the target language. Students watch the final episodes of the video series they have been watching since French 1 and enjoy finding out what happens to the characters they have gotten to know so well. The teacher and students make an effort to use the target language as much as possible. To finish the year, students read a mystery novel written in French.

HONORS FRENCH IV Grades 11, 12 In French 4, students are expected to have acquired a proficiency in French allowing them to communicate almost exclusively in the target language. A review of basic and more advanced grammar and vocabulary is continued, with an emphasis on creative expression through composition and conversation. Various videos, news clips, and other online sources are used to further the students understanding of native speakers. The year ends with an in-depth study of Le Petit Prince. Teacher recommendation is required for this course.

HONORS FRENCH V Grade 12 Conducted entirely in the target language, this course provides an advanced study of French language through the synthesis and analysis of literature and film from a variety of cultures from the francophone world. Students will learn advanced grammatical structures and complex nuances of the language through the study of short films by contemporary filmmakers. Each unit will culminate with students writing a composition and engaging in lively conversations and debates relating to the theme of the lesson. Students will further their own listening and speaking proficiency through exposure to authentic texts taken from various media sources such

as radio, television and the Internet. Students are expected to speak only in the target language when in the classroom. Teacher recommendation is required for this course.

ADVANCED PLACEMENT FRENCH LANGUAGE Grade 12 Prerequisite: French IV achievement with teacher recommendation. This course is designed for the advanced French student. Advanced grammatical structures, in-depth literary studies and advanced composition are included to prepare students for the Advanced Placement French Language exam in May. Weekly picture sequences are used to trigger creative oral responses to improve fluency in the recorded part of the AP exam. (This course will be offered only with adequate enrollment.)

LATIN I Grades 9, 10, 11, 12 Using the Cambridge Latin Course, Unit One and Two textbooks, students learn the inflection of Latin forms and the fundamentals of grammar. Students translate simple stories that present a continuous narrative about a Roman family, living in Pompeii in the latter half of the fi rst century A.D. Lessons include material on Roman civilization as well as on the practical appreciation and usefulness of Latin, especially word study, derivatives and Latin phrases, abbreviations and mottoes occurring often in English.

LATIN II Grades 9, 10, 11, 12 Students complete the Unit Two textbook and move into the Unit Three book, where they encounter more advanced Latin forms and grammar, word derivations and uses of prefixes and suffixes in the formation of both Latin and English words. They continue to read the narrative of the Cambridge Latin Course, begun in Unit One, and to learn about Roman history and civilization.

LATIN III Grades 10, 11, 12 Students complete the Unit Three textbook, moving to more complex sentence structures and grammatical forms, and begin the Unit 4 textbook. They continue to translate the narrative begun in the Unit One book and to study Roman history and civilization, as well as Latin connections with English.

HONORS LATIN IV Grades 11, 12 Students complete the Unit Four textbook, learning to translate selected passages from Roman writers such as Vergil, Catullus, Ovid, Pliny, Martial and Cicero. Upon successful completion of the fourth year, students are prepared to undertake the challenge of Advanced Placement Latin.

HONORS LATIN V Grade 12 Students continue to study classical Latin literature and to hone their skills in reading, translating, interpreting and analyzing passages. Course content includes works of Horace, Ovid, Cicero and Vergil. (This course will be offered only with adequate enrollment.)

ADVANCED PLACEMENT LATIN: VERGIL Grade 12 Prerequisite: Latin IV achievement with teacher recommendation Students complete the AP syllabus, reading Vergil’s Aeneid and Caesar’s De Bello Galico. They examine literary devices and meter, render literal translations, and write interpretative essays. (This course will be offered only with adequate enrollment.)

SPANISH I Grades 9, 10, 11, 12 This introductory course places an emphasis on basic vocabulary and fundamental grammar skills of Spanish. Grammar topics include: subject pronouns, present tense conjugations of regular and irregular verbs,

adjective/noun agreement, ser vs. estar and the present progressive. The first-year student enjoys an introduction to the culture of Spanish-speaking countries and begins to learn basic conversational skills in the target language.

SPANISH II Grades 9, 10, 11, 12 The second year of Spanish is a continuation of the grammar and vocabulary building experienced in the fi rst year. More emphasis, however, is placed upon the details of grammar and usage. Grammar topics include: object pronouns, reflexive verb conjugations, preterit tense conjugations of regular and irregular verbs, and imperfect tense conjugations of regular and irregular verbs. The student is exposed to reading as well as translating both from Spanish to English and from English to Spanish. In the second year of Spanish, the student examines cultural differences and begins to concentrate on speaking and listening skills.

SPANISH III Grades 10, 11, 12 Spanish III deals with advanced grammar and conversation as well as reading and interpreting short stories. Th e students are introduced to writing skills, which enable them to express their thoughts clearly and concisely in the Spanish language. Hispanic culture is also studied. In addition, practical conversation skills are reinforced using relative vocabulary and grammar concepts.

HONORS SPANISH III Grades 10, 11, 12 Prerequisite: Spanish II achievement with teacher recommendation. This advanced language course allows students to practice the major grammar structures previously studied, as well as more complex grammar concepts. Considerable emphasis will be given to enriching the students’ active vocabulary and increasing their ability to comprehend and express themselves in spoken and written Spanish. Students will be required to speak in Spanish in a variety of situations ranging from class discussion to oral presentations. In addition, students will read and interpret authentic cultural stories written by Spanish-speaking authors.

HONORS SPANISH IV Grades 11, 12 Prerequisite: Honors Spanish III or average yearly grade of 90 or higher in Spanish III and teacher recommendation. Required of students planning to take Advanced Placement Spanish Language, this advanced language course is designed for the student who wishes to become fairly proficient in Spanish. The course will be conducted almost exclusively in Spanish and will provide a formal introduction to literary analysis supported by the study of advanced grammar and language skills. To further develop grammar and language accuracy in speaking and writing, students will read, evaluate and comment on great works by Hispanic authors, films from Hispanic culture, and current event newspaper and magazine articles. Oral participation by the student is mandatory.

HONORS SPANISH V Grades 11, 12 Prerequisite: SPANISH IV achievement with teacher recommendation. Conducted entirely in the target language, this course will provide an advanced study of Spanish language through the synthesis and analysis of literature and film from Hispanic culture. A strong emphasis will be placed on reading and interpreting short stories and literary passages in Spanish. The course further develops the student’s proficiency in the target language and insight into Hispanic culture through exposure to use authentic texts, taken from different media (radio, television, the internet).

ADVANCED PLACEMENT SPANISH LANGUAGE Grade 12 Prerequisite: Honors Spanish IV achievement with teacher recommendation. This course is designed for the advanced Spanish student. Advanced grammatical structures and advanced composition are included to prepare students for the Advanced Placement language exam in May. Students are required to complete a summer package, which includes portions addressing both listening and written comprehension (This course will be offered only with adequate enrollment.)

THE VISUAL and PERFORMING ARTS • Only academic courses will be included when determining final grade point average and academic distinction. •One Arts credit is required for graduation.

VISUAL ARTS

ELEMENTS OF ART/PRINCIPLES OF DESIGN (formerly Art 1) Grades 9, 10, 11, 12 This course is an introduction to the principles and elements of design. Students will apply these principles and elements to two and three-dimensional projects. Students will learn several techniques and use a variety of media with an emphasis on graphite, paint, pastel, clay, collage and printmaking. Art history is regularly integrated into projects. Weekly sketchbook assignments are assigned reiterating the element of art and/or technique being studied. Participation in the NSA student art and photography show, Portfolio, is required.

EXPLORATION OF MEDIA (formerly Art II) Grades 10, 11, 12 Prerequisite: Art I with teacher recommendation. Students expand and focus on techniques learned in Art I. Critiquing skills continue to be developed and utilized. Design, watercolor, portraiture and clay are studied. Art history is discussed in every area of exploration. Participation in the NSA student art and photography show, Portfolio, is required and participation in regional art shows is encouraged.

INTRODUCTION TO STUDIO ART (formerly Advanced Art) Grades 10, 11, 12 Prerequisite: Art II with teacher recommendation. Based on art history, aesthetics and production, new activities are explored annually. Periods of inquiry will include drawing, painting, pastels, printmaking, collage construction and three-dimensional design. In addition, students are encouraged to pursue personal interests. Students are introduced to contemporary living artists and to independent study of past masters. Student critiques are consistently utilized. Submission to certain art exhibits is required. This course can be taken twice and noted as Advanced Art and Advanced Art II on the transcript.

ADVANCED PLACEMENT STUDIO ART Grade 12 Prerequisite: Art II with teacher recommendation. Offered to seniors who have completed at least two years of art or by special permission of the instructor, this course consists of work in observational drawing, design, color, three-dimensional forms and a personal concentration based on a particular idea or theme. The culmination of the course is the submission of a portfolio to the College Board consisting of five original works; twelve digital images of the student’s work exhibiting a breadth of understanding in drawing, 2-D design or 3-D design; and twelve digital images of the student’s personal artistic pursuit. Students are expected to enter regional art shows. Work will be necessary far beyond regular class time. Summer work will also be required as assigned.

PHOTOGRAPHY Grades 11, 12 Class size is limited to 8 and seniors have preference. A fee will be assessed for materials needed for digital and darkroom processing, printing, developing and presentation. This course introduces students to both digital and 35 mm black & white photographic processes. The year is divided equally between the two methods and students will learn how to use their cameras, explore various photographic techniques and learn how to take successful photographs. Students will be introduced to Photoshop and learn how to digitally manipulate their photographs. Assignments will be focused on a particular genre and students will photograph using the specified style to complete the requirements and use Photoshop to adjust the image file size and type. Darkroom techniques will be learned and implemented during

the developing and printing of black & white film. Experimental methods in photography will be investigated with the focus placed on composition and the formal properties of design. Students will be taught the history of photography and will participate in area photography shows. Participation in the NSA student art and photography show, Portfolio, is required. At the completion of this course, each student will have a completed portfolio or work expressing his/her own personal style and artistic vision.

BAND Grades 9, 10, 11, 12 Students are exposed to various types of wind band literature with the goal of public performance and adjudication in which all efforts come together in a final product. Throughout rehearsals, the students are instructed in proper methods of performance, musicianship and self discipline. Music theory and music history are incorporated in the classroom instruction. Participation in the spring band trip is required, as the yearly adjudication takes place on the trip. These areas combine to form the knowledge needed for continuation in music whether for one’s own pleasure or for advanced study in college. Students participating in Concert Band also automatically participate in Marching Band. The band program also offers several other performance opportunities. The Jazz Band is open by audition to students who play saxophone, trumpet, trombone, percussion, piano, guitar or bass. The Basketball Pep Band is open to all band students throughout the girls’ and boys’ basketball seasons. Small ensembles such as flute choir and brass choir are also offered to interested students. No audition is necessary to participate in small ensembles.

INTERMEDIATE CHORAL MUSIC-NoteWorthy Grades 9, 10, 11, 12 Intermediate Choral Music is designed as a study in vocal production, music fundamentals and music appreciation. Students will experience opportunities to sing for personal enjoyment and to perform a variety of choral literature through which knowledge of form and historical context is acquired. One of the goals of instruction is the development of correct vocal technique including proper posture, breathing, diction, a free and clear tone, accurate intonation, and singing in unison and harmony. Music reading skills are encouraged through theory and sight singing, enhancing the student’s ability to understand the mechanics of a music score. Students will also learn to demonstrate the expressive qualities of music, to evaluate music performances and to contribute to the quality of the ensemble.

ADVANCED CHORAL MUSIC-VocalPoint Grades 10, 11, 12 Advanced Choral Music is designed as a study in vocal production, music fundamentals and music appreciation. Auditioned students will experience opportunities to sing for personal enjoyment and to perform a variety of choral literature through which knowledge of form and historical context is acquired. One of the goals of instruction is the development of proficiency in ensemble singing and competency in individual performance. Music reading skills are encouraged through increased levels of difficulty of theory and sight singing. Students will also learn to demonstrate refined expressive qualities of music, to evaluate more complex music performances and to contribute to the quality of the ensemble.

FUNDAMENTALS OF MUSIC THEORY Grades 10, 11, 12 Prerequisite: Permission of the instructor. The goal of this course is to instruct students with strong musical backgrounds in the fundamental concepts of tonal music theory, rhythm, pitch, simple and compound meters, scales, keys, intervals, triads, diatonic relationships and basic tonal harmony. Completion of the course would equip the students with the background needed to take Advanced Placement Music Theory or prepare them for college-level theory.

ADVANCED PLACEMENT MUSIC THEORY Grades 11, 12 Prerequisite: Teacher recommendation based on Fundamentals of Music Theory achievement and/or a music theory test. The goal of this course is to educate the student in the aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition, history and style. The course will seek to instill mastery of the

rudiments and terminology of music, including notation, intervals, scales and keys, chords, metric organization and rhythmic patterns. Completion of this course will prepare the serious music student for further music study at the college level. Students will be required to take the Advanced Placement Music Theory exam.

PERFORMING ARTS

THEATRE ARTS-Performance Theatre Grades 9, 10, 11, 12 Required: Participation in the three theatre performances: 1] the Fall/ISTF competition performance, 2] the Winter/musical production, and 3] the Spring/awards performance. This includes attendance at after- school/weekend rehearsals (winter musical production) and evening dress techs for all three productions (week of each production). The theatre arts class introduces the first-year, curious student to the art of acting, and prepares the college-bound, serious acting student for rigorous competition required for auditioning into advanced acting programs. Participating in monologue, scene study and improvisation workshops, students will develop skills in: critical thinking, creative thinking, collaborative and ensemble work, memorization, movement and dance, vocalization and enunciation, and singing. Because theatre is a combined-level course, students who repeat the class participate in more advanced experiences in theatre studies to include independent study of the great acting teachers who have influenced American theatre. Senior students who have been a part of the program for some years are encouraged to become leaders and to manage some of the components of each production.

STAGE CRAFTS AND TECHNICAL PRODUCTION Grades 9, 10, 11, 12 Prerequisite: Permission of the instructor. Required: Participation as stage crew in three class productions: the Fall/ISTF competition, the Winter/ Musical Production, and the Spring/awards performance. Students in this class are required to attend all dress rehearsals and performances to do their jobs for the production. Assessment for your grade is based on fulfillment of this obligation.

Stage Crafts and Technical Production make up 2/3 of the components needed to stage a theatrical production. There would be no show without these components. Students in this class create all the behind- the-scenes components that make theatre a spectacle of sight and sound. There are three different components to stage crafts: 1] Stage crew - students design scenery ideas and sets, build the set pieces and props, finish the pieces either through paint finishes or material applications, organize and run the back stage set changes during the performances. 2] Costume, make up, hair, and backstage crew-- students are responsible for organizing the dressing room, finding or helping to make costumes for characters, preparing and applying make up and assisting as dressers during the production. 3] Technical lighting and sound crew – students are responsible for following the show then designing a lighting plot and a sound plot for the show. Students are responsible for working light and sound for all rehearsals and performances. Students may explore all three components during the course of the school year, or they may choose to focus on one area specifically. Students will be experimenting with craft and technical ideas in mini-workshops to help them develop their creative skills.

HEALTH AND FITNESS

• All health and fitness classes are non-academic. • Grades earned during the school year will be included when determining Academic Probation, Honors List and High Honors List, but final averages will not be included when calculating the yearly grade point average. • Only academic courses will be included when determining final grade point average and academic distinction.

ALTERNATIVE SPORTS Grades 10, 11, 12 This course is designed for both males and females who are interested in participating in non-traditional sports rarely offered as physical education activities. Sports will be selected by the department and may include but will not be limited to biking, hiking, ultimate Frisbee, angling, rollerblading, skateboarding, kite flying, horseshoes, corn hole and a variety of indoor games. Emphasis will be placed on developing basic skills, rules, playing strategy and etiquette involved in these games. Students can expect to take occasional field trips to participate in sports at local venues.

STRENGTH TRAINING Grades 10, 11, 12 Strength training is designed for both males and females who wish to increase their physical strength or just stay physically fit. As for the weekly routine in this course: Monday, Wednesday and Friday will be upper-body workdays; Tuesday and Thursday will be lower-body workdays. Core workouts will be done every day between the regular workout sets. All strength training will be progressive: as the student gets stronger, weight will be added to the appropriate exercise. Each student or the individual sport coach will design a training program to assist in achieving desired goals. Individual daily records will be kept to show the strength gains at each lifting station. The activities presented in this course will be performed while demonstrating the correct form and safety standards.

STUDY HALL/FREE BELL

Study Hall/Free Bell is a non-academic course. No grade nor credit is received for study hall/free bell. Additionally, it is not indicated on the transcript.

STUDY HALL Grades 9, 10 A study hall is available to every student in grades 9 and 10. Time spent in study hall can be used for studying, conducting research or acquiring extra help from teachers. Any student who wants to take an additional study hall must have permission of the Administration.

FREE BELL Grades 11, 12 Students in grades 11 and 12 may include a free bell in their schedule as one of their seven courses. This is the equivalent of a study hall, yet they are not assigned to a study hall class; the student determines how to manage and use their time. It is recommended that it be used for studying, conducting research or acquiring extra help from teachers. Students in grade 12 may leave campus with parental permission during their free bell three days per week, however they must sign out in the office. Students may lose their free bell privilege as a result of academic probation or disciplinary consequence.