Program of Studies - 2021-2022

Pr ogr am of St udies

2021-2022

Graduate at Graduation ASA JESUIT HIGH SCHOOL,

CHEVERUSCOMMITSITSELF TOEDUCATESTUDENTSTOBE:

Open toGrowth IntellectuallyCompetent Religious Loving Committed toJustice

Table of Contents Mission Statement............................................................ 4 Academic Resources......................................................... 6 Graduation Requirements ............................................. 8 Four-year Planning Sheet ............................................... 9 English ............................................................................... 10 Mathematics ..................................................................... 12 Theology ............................................................................ 14 Campus Ministry ........................................................... 16 Companions in Mission ................................................ 18 Global and Experiential Opportunities ...................... 20 History ............................................................................... 22 World Language ............................................................... 24 Science ............................................................................... 28 Computer Science ............................................................ 32 Fine & Performing Arts ................................................. 34 Arrupe Virtual Learning Academy ................................ 38 Instructional Support ..................................................... 40 Student Support Services................................................. 41 Academic Policy ............................................................... 42 Academic Resources ......................................................... 44 Academic, Spiritual & Wellness Formation ................ 45 Faculty & Administration................................................ 46

CheverusHigh School isa privateco-educational college preparatorysecondary school conducted by theSocietyof Jesus, theJesuits, and connected toover 80 schoolsin the United Statesand morethan 800 schoolsworldwide.

Theschool servesstudentsfromcommunitiesof southern and mid-coast Maineand issituated alongthenetwork of Portland trailson 30 acresoverlookingtheBack Coveof thecityof Portland. CheverusHigh School is accredited bytheNewEngland Association of Schools and Collegesasa collegepreparatoryhigh school since 1963. Cheverusisa member of theJesuit Secondary Education Association, Independent Schools Association of Northern NewEngland, NewEngland Association for CollegeAdmission Counseling, National Association for CollegeAdmission Counseling, and theCollegeBoard.

2021-2022 Program of Studies 3

Mission Statement The mission of Cheverus High School, an inclusive Jesuit, Catholic College Preparatory School, is to prepare young men and women to be people for and with others by fostering intellectual, spiritual, physical, and personal excellence.

Each Cheverus student graduates ready to start a fulfilling lifetime journey because they possess these five fundamental qualities: · Open to Growth · Intellectually Competent · Religious · Loving · Committed to Doing Justice taken fromTheProfileof a Graduateat Graduation

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A Letter from the Principal

Dear Cheverus Community, Welcome to our Program of Studies! As we plan for our next exciting school year as a school - we hope these pages will both guide and inspire you to live up to the ideals listed in our mission statement, the Grad at Grad, and the spirit of Magis. I would encourage you to see the courses listed in these pages as opportunities to be Open toGrowth and take a class (or several!) you have never taken before.

In writing this I?m aware that no document can fully capture the total scope of what happens in our classrooms or on our campus. The core of our classroom experience is found in the relationships that develop between teachers and students, and we believe that God?s love and presence can be found in these relationships. Our faculty and staff believe that this is truly sacred work we do each day.

Students and families who come to fully embrace the Cheverus experience find themselves on campus at all times of day, on the weekends and over breaks pursuing their passions beyond the classroom. In our Campus Ministry office, our Robotics lab, our band room, our gymnasium and weight room, students learn and grow towards the young women and men they will become.

And perhaps most importantly, at Cheverus, in embracing our Catholic traditions, we believe that the pursuits you follow here are not for your glory, but for God?s. Ad MajoremDei Gloriam(A.M.D.G.) means ?For the Greater Glory of God,? and it is a phrase you will hear often repeated here and at all Jesuit institutions. It refers to a striving, of living deliberately to face the darkness of injustice in unity and with love. At Cheverus, we believe in our students and prepare them to bear responsibility for bringing wholeness to our world. This foundational piece of Jesuit wisdom helps to keep all of us grounded in the larger purpose of the work we do each day. We extend this invitation to students of all faiths and those seeking a faith tradition to join in this work.

So, dive in! Explore! Try and test and stumble and recover and stretch and succeed in the many places and ways we offer our program here at Cheverus. Our talented faculty and staff are here to help and push you along the way.

Your piece will be to bring your best with you to each classroom, each discussion, and each assignment, and know that your classmates will do the same for you in this nurturing and supportive school we call Cheverus.

God Bless, Dr. John Moran Principal

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Community Read The mission of the Community Read program is to promote critical reading, community discourse, and action to be people for and with others. Every summer, the Cheverus community reads a book that unites the community and animates the mission of our Jesuit school. This shared read provides our community a chance to deliberately build a culture that promotes social justice and service. It is a conversation starter that is also intended to unite all of our academic studies. Students, staff, faculty, administration will participate in the read and support the focus with programming throughout the year. Small cross-grade discourse groups and independent student projects follow the summer read in the fall.

2016 -- Salt totheSea by Ruta Sepetys is a historical novel set during World War II that gave us deeply moving insight to the plight of the Polish, East Prussia, and Lithuanian refugee experience.

2017 -- Station Eleven by Emily St. John inspires the community to consider that ?survival is insufficient? and that art is essential to the human experience.

2018 -- OneGoal by Amy Bass recounts the stories and ref lections that lead up to the 2015 Soccer State Championship including those of Lewiston native Coach Mike McGraw, athletes such as Abdi Shariff Hassan, and other students from refugee families who arrived to Maine through Catholic Charities.

2019 -- Craigand Fred by Craig Grossi We get an inside look at US Marine Craig Grossi?s intelligence work in the front lines of the war in Afghanistan. His friendship with a stray dog, found while serving, becomes his balm not just while on deployment but also upon his re-entry back home. According to Craig, ?It is not what happens to us that matters, but how we respond to it.?

2020 -- All American Boys by Jason Reynolds and Brendan Kiely is New York Times bestselling novel, where two teens?one black, one white?grapple with the repercussions of a single violent act that leaves their school, their community, and, ultimately, the country bitterly divided by racial tension.

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2019-2020 Program of Studies 7 2021-2022

Graduation Requirements 25.5 credits are needed for graduation. A minimum enrollment of 6 credits are required each year.

Incoming first year students will be required to enroll in 7 credits for their freshman year, except with the express approval of the Assistant Principal of Academics.

Department

Graduation Requirement

English

4 credits of English I, English II, English III or AP Language, English IV or AP Lit

Math

4 credits which include 1 credit each year

Theology

4 credits of Ignatian Identity, Mission Sacrament and the Good Life, Scripture, Social Justice

Science

3 credits of Global Science, Biology, Chemistry

World Language

3 full consecutive credits of one language

History

3 credits of History I, History II, History III or AP US History

Arts

1 credit or 2 half credits of visual or performing arts

Computer Science ½ credit Electives

3 credits

Additional Graduation Requirements Retreats Community Service College Advising

One campus ministry retreat each year 55 hours plus Arrupe Service Project One semester each in 11th and 12th grade

Freshman Year at a glance

Sophomore Year at a glance

English I Math (Algebra I, Geometry) Theology I: Ignatian Identity History I Global Science World Language Computer Science ½ year and Fine and Performing Art ½ year or Elective full year

English II Math (Geometry or Algebra II) Theology II: Mission, Sacrament and the Good Life History II Biology World Language Computer Science ½ year or Fine and Performing Art or Elective full year

Junior Year at a glance

Senior Year at a glance

English III or AP Language Math (Algebra II, Pre-Calculus or Calculus) Theology III: Scripture History III or AP US History Chemistry World Language Elective - optional College Advising Spring Semester (no credit)

English IV or AP Literature Math (Algebra II, Pre-Calculus or Calculus) Theology IV: Social Justice Elective Elective Elective Elective - optional College Advising Fall Semester (no credit)

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Four-Year Cheverus Academic Plan Name ________________________________________________________________ Class of _____________

Freshman Year

Sophomore Year

Junior Year

Senior Year

English 4 credits Math 4 credits Theology 4 credits History 3 credits Science 3 credits World Language 3 credits Fine & Performing Arts 1 credit Computer Science ½ credit College Advising 11th & 12th grades Elective 3 credits

Community Service

Retreat

Freshman Year

Sophomore Year

Junior Year

Senior Year

5 hours

25 hours

25 hours

Arrupe

IgniteYour Spirit

Trust

Discernment

Kairosor Social Justice

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English TheEnglish student at CheverusHigh School will learn tousecritical thinkingand languageskills, which foster a loveof literatureand ensurecompetencein critical reading, writing, research, listening, and speaking. Such competenceisa basisfor the moreimportant goal: that thestudy of literature, reflectingdiversecultural traditions, must enhancethegraduate?sability tomake futurechoicesbased upon theJesuit Profileof theGraduateat Graduation. Theliteratureand languageskillstaught will ultimatelypresent a compellingcasefor studentstolead moral and empatheticlivesasmen and women for and with others.

English I 1 credit The freshman English class at Cheverus High School begins the process of preparation for the college English curriculum. Students learn the fundamentals of grammar and composition; they expand their vocabulary and begin to analyze literature according to plot, character, setting, point of view, theme, and level of irony. Over the course of the year, students acquaint themselves with the genres of the short story, the novel, poetry, drama, and the epic.

Students write critically and creatively as they discover and explore different genres.

English II 1 credit English II prepares students for the intellectual demands of a university English curriculum and the SAT/ ACT. The course develops critical and analytical thinking skills through close reading; students assimilate what it means to read and engage literature?s patterns, codes, and devices. Assigned readings?spanning genres and periods?explore various themes. English II students respond to literary analysis prompts, annotate texts, form effective class discussion/ lecture notes, practice grammar, execute sentence structure fundamentals, write MLA format literary analysis essays, engage in class discussion, and refine verbal expression.

English II Honors 1 credit English II Honors fosters appreciation for close reading of literature as an art form and portal to the human experience. The course introduces advanced critical thinking and analysis techniques. Honors students read in greater depth the core texts from English II and engage in a demanding Honors literature survey. Honors students examine and synthesize symbolic/ archetypal patterns, analyze college level literature selections (from texts such as The Norton Anthology of Short Fiction), respond to 10 2021-2022 Program of Studies

extensive literary analysis prompts, annotate texts, begin to identify allusions, form effective class discussion/ lecture notes, actively engage in class discussion, refine verbal expression, exhibit mastery of grammar fundamentals, and master MLA format analytical essay writing. English II Honors requires a growing desire to read, think, and discuss well beneath the surface.

English III 1 credit This is a survey course designed to challenge and prepare students for intended colleges of their choice.

The reading list is composed of both American and British Literature. Focus is given to a specific thematic approach. Content overview includes emphasis placed upon perfecting effective study skills, grammar skills, vocabulary enrichment, comprehensive reading and writing skills, and effective speaking and listening skills. The literature selections are novel-based and supplemented by appropriate poetry, short stories, essays, letters, and lyrics. The writing component complements the literature and is practiced consistently. Students are expected to hone various forms of writing including expository, descriptive, narrative, and the term paper.

English III Honors 1 credit The Honors course uses some of the offerings of the English III program along with additional materials, which present a special challenge to the gifted junior.

Juniors contemplating Honors English must understand that daily participation is expected and evaluated as well as nightly reading. Students should be able to express sophisticated, literary analysis through written and verbal means. The Honors student must be self-directed and assume responsibility for extensive reading, writing, and research. Two extended literary analysis papers will be written, and bi-weekly in class essays are expected to be written with clarity and excellence.

AP Language and Composition 1 credit This course is designed to help students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and to become skilled writers who can compose for a variety of purposes. By their writing and reading in this course, students should become aware of the interactions among a writer?s purposes, audience expectations, and subjects, as well as the way generic conventions and the resources of language contribute to effective writing. It is recommended that the student has maintained a solid ?A? average during his/ her previous two years of Honors English. Weekly formal essays, nightly reading, as well as summer reading/ writing assignments are required.

English IV 1 credit The purpose of the senior English class at Cheverus High School is to complete the process of preparation for the college English curriculum. To that end, the students will reacquaint themselves with the rules of grammar, learn to recognize the characteristics of strong writing, acquire a vocabulary necessary to the understanding and analysis of literature, examine the genres of the short story, the novel, poetry, drama, and journalism, and, in concert with their religious studies, begin to face philosophical questions. Students can expect to write critically and creatively and will complete one project over the course of the year. Dual enrollment credit with St. Joseph?s College is available.

English IV Honors 1 credit English IV Honors students should enjoy reading a multitude of texts from a variety of cultures, and they should speak and write about the literature with both skill and integrity. Coursework, lectures, and discussions encourage students to develop their unique voice. In isolation and collectively, students survey the extensive language of reading and examine authors, texts, narrators, characters, readers, and artistic movements to identify patterns and common levels of significance. English IV Honors students assimilate what it means to read, discern, and deconstruct literature. The writing and reading standards are rigorous?expect nightly close-reading assignments including annotations and critical thinking literary analysis questions/ prompts. Students

write and revise several compositions employing rhetorical, literary, and critical devices. Students exhibit course knowledge through short answer, quotation, and essay exams. English IV Honors students must demonstrate they are autonomous?able and willing to take responsibility for their own edification. The course requires a fundamental desire to intellectualize and elucidate. Dual enrollment credit with St. Joseph?s College is available.

AP English Literature 1 credit The AP English Literature and Composition student will read college-level literature from several genres and from different time periods, ranging from classic American and British texts to translations from a variety of cultural origins. An emphasis will be placed on slow, careful examination of the literal, metaphoric, and symbolic meanings of each text as they pertain to the culture from which they originate and to the immediate, contemporary culture of the student. The student will write both analytical essays and creative pieces, but always with the intention of deepening the student?s comprehension of the craft and magic of literature. The expectations for the student?s writing efforts are high; the excellent AP Literature student will compose sophisticated, well-organized arguments while demonstrating a subtle command of vocabulary and recognition of what it means to write with style. Students should expect a variety of major evaluations: take home essays with time for research and ref lection; in class, timed essays in response to questions generated by the instructor; and quotations tests, which ask the students to respond critically to excerpts from either the narrative or the dialogue of the text.

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Mathematics TheCheverusMathematicsDepartment believesmath should bestudied for itsbeauty aswell asitsutility. Themysteriesof sciencearewritten in thelanguageof mathematicsand thedepartment hopestoopen their students?eyestothepower of math, as well asdevelop a catalogof skillsfor dailyliving. Technologywill beused whereappropriateand thedepartment requiresthe purchaseof a TI-83/ 84 graphingcalculator for itsupper-level courses.

Algebra IA

Geometry

1 credit This algebra course is designed for the student who needs extra time to understand mathematical concepts such as polynomials and linear/ quadratic equations. The course is informal, inductive, and the pace slowed so that fewer topics are covered, but they are mastered in preparation for Geometry.

1 credit This course covers the essentials of plane geometry from a formal point of view. Topics covered in this course include parallelism, congruent triangles, parallelograms, similarity, right triangles, circles, areas, volumes, and coordinate geometry. An introduction to some concepts in elementary logic is included.

Algebra I 1 credit Algebra I is the foundation course for all secondary mathematics. For most students, it is their first exposure to an axiomatic approach to learning mathematics. Symbolic manipulation will be important, but problem solving will be the main focus of our study. Topics covered in this course include linear equations, inequalities, polynomials, and quadratic equations.

Algebra I Honors 1 credit Designed for the student taking first-year algebra who wants to challenge him/ herself, this course covers all the essentials of elementary algebra included in the regular program as well as challenge the student to grasp advanced concepts. The subject matter enhances the problem-solving capabilities of the student.

Students selected for this course must be highly motivated and have a history of outstanding grades in mathematics.

Geometry A 1 credit This course covers the essential topics of geometry from an inductive point of view. Algebra skills are continuously reinforced while topics such as parallelism, congruent triangles, parallelograms, similarity, right triangles, area, and volume are examined.

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Geometry Honors 1 credit Prerequisite: Algebra I Honors Geometry Honors presents a complete course in plane geometry for the well-prepared mathematics student. The course is theoretical and an introduction to formal, deductive proof begins very early. Algebraic skills will be constantly reviewed and strengthened through application to solving geometric problems.

Supplemental material will be used to enrich the text.

Freshmen selected for this course must be highly motivated, have a history of outstanding grades in mathematics, and score well on the Cheverus math assessment.

Algebra II 1 credit This course is designed to provide the student with a review of skills from first year algebra and then to study trigonometric, logarithmic, and exponential functions as well as other topics as time allows. The emphasis is on equation solving and its application to the solution of word problems.

Algebra II Honors with Trigonometry 1 credit Prerequisite: Geometryand Algebra I H This course is designed for highly motivated math students who have taken Algebra I Honors and Geometry or Geometry Honors. The usual Algebra II topics are studied in greater detail and depth. The next course in the sequence is Pre-Calculus Honors.

Algebra II Honors with Pre-Calculus

Statistics

1 credit Prerequisite: GeometryH and Algebra I H This course is designed for highly motivated math students who have excelled in Algebra I Honors and Geometry Honors. Algebra II and trigonometry topics are studied in great detail and depth. Conic sections and matrices, typically covered in Pre-Calculus classes, are examined. The next course in the sequence is AP Calculus AB.

1 credit Prerequisite: Algebra II This course introduces students to the fundamentals of statistical thought. Methods to describe data, both visually and numerically, are examined as well as topics from linear regression, survey and experimental design, probability, and basic hypothesis testing. Topics in consumer mathematics, such as interest and personal finance, will be considered in the second semester if time permits.

Pre-Calculus 1 credit Prerequisite: Algebra II This course develops a foundation so students will be well-prepared for a college calculus course, such as in an economics or business program. Trigonometric, logarithmic, and exponential functions will be studied in detail. Limits will be introduced in the second semester.

Pre-Calculus Honors 1 credit Prerequisite: Algebra II This course prepares students for college calculus, such as in an economics or business program.

Trigonometric, logarithmic, and exponential functions will be studied in greater detail. Limits will be introduced in the second semester.

AP Calculus AB 1 credit Prerequisite: Algebra II Honors This is a college-level course for students who have completed Algebra II Honors with Pre-Calculus.

Some time is spent strengthening the student?s pre-calculus background, but the focus of the course is differential and integral calculus. Students will grapple with the idea of instantaneous change and the area under a curve, and the numerous applications of these concepts.

AP Statistics 1 credit Prerequisite: Algebra II The focus of the course is on the four critical ideas of elementary statistics: planning a survey, probability, describing data, and making inferences about a population from a survey. This course is equivalent to a one semester college statistics class.

Dual enrollment credit with St. Joseph?s College is available.

Calculus C 1 credit Prerequisite: CalculusBC and Department approval This course extends the topics learned in AP Calculus BC into multiple dimensions. The same concepts of limits, differentiation, and integration are studied, but are no longer restricted to the Cartesian plane.

Partial derivatives, multiple integrals, and line integrals are among the new ideas introduced. This course is honors level.

Linear Algebra 1 credit Prerequisite: Department approval The topics in this course include matrix operations, determinants, vector spaces, inner product spaces, eigenvalues, and linear transformations. This course is honors level.

AP Calculus BC 1 credit Prerequisite: CalculusAB This course is both a more rigorous examination and an extension of the topics studied in AP Calculus AB. The calculus of parametric and polar functions are introduced and series as approximations for functions are studied in detail.

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Theology TheTheologyDepartment iscommitted toleadingstudentson a journeythat systematicallyexaminesdivinerevelation, specifically theCatholicFaith, Moral Theology, Scripture, and Social Justice. Through such a study, it isour goal that studentswill havea solid understandingof thesubject matter sothat their own faith maybedeepened toa point wheretheyareconfidently and humbly puttingthat samefaith intoaction for thebetterment of others. Wehopethat thestudentsplaced in our carewill havenurtured reflectivehabitsthat aid themin strivingfor excellencein all things.

Theology I: Ignatian Identity and Introduction to Christianity 1 credit This course is an introduction to the basics of Christianity, its Church teachings, and Scripture for the varied backgrounds of Cheverus students, ranging from the unchurched to the religiously literate.

Students study St. Ignatius Loyola, the founder of the Society of Jesus, and are introduced to basic principles of Ignatian Spirituality. Students examine the experiences of growth and questioning, which are part of early adolescence, and explore who God is and how He calls us to faith, individually and collectively. Students become acquainted with the Old and New Testaments. Special attention is paid to God?s self-revelation, the developing Covenant, and humanity?s evolving understanding of God. The life and teachings of Jesus lead to discussions about the spirit over the letter of the law and what it truly means to be ?people with and for others.? Jesus? passion and resurrection are then seen as the Christian Passover--our rebirth to new life made possible by God?s love. A final unit on the development of the Church helps students understand how Christianity became an independent religion and how the Catholic Church relates to other Christian churches. Lessons on Catholic doctrine, liturgy, sacraments, Holy Days, saints, and structure are introduced throughout the year.

Theology II: Mission, Sacrament and the Good Lif e 1 credit This course examines the mission of the Catholic Church--her constitution, self-understanding, models, the marks of the Church, diverse roles within the Church, ecumenism, and inter-religious dialogue including the Church?s sacramental vision of the world generally, and the seven sacraments particularly.

Students study ethics, moral decision making, and virtue. The nature of this course is both catechetical and theological. Students are responsible for understanding Church teaching, but they will also be 14 2021-2022 Program of Studies

challenged to engage in honest inquiry, raising difficult questions and searching for meaning and personal understanding. The questions raised in theology class will help students evaluate their own ideas about what constitutes a meaningful life, how God is active in their lives, and how to move more deeply and responsibly into their own unique gifts.

Despite differences in religious backgrounds and levels of faith, the course will help students develop skill in finding common ground as well as celebrating personal differences. Some central questions for the year: How is religion shaped by society? How is society changed by religion? What does it mean to say that the Church is sacrament?

Theology III: Scripture 1 credit This course explores the narrative of salvation history through a close textual analysis of scripture with a particular emphasis on the Old Testament as a tool to promote understanding of the New Testament.

Students begin with an introduction to the Bible through an examination of its development, literary forms, interpretations, and inspiration. The majority of the course then explores the Old Testament through the exile lens by studying the impact of the Babylonian exile on the ancient Hebrews and their purpose for recording the scriptures, starting with Genesis and the beginnings of the world and humanity as understood by the ancient Hebrews.

After this, the course traces the development of the Hebrew people from the time of Abram through the Hasmonian Era and King Herod, which places us on the threshold of the New Testament. In the New Testament, students look at the Gospels as they reveal the person of Jesus Christ who fulfills the Old Testament prophecies. The Acts of the Apostles, New Testament letters, and Revelation are then examined.

Through a critical examination of the texts, the students are encouraged to contemplate how biblical truths help them to ref lect on their own lives, as well as their own faith and beliefs.

Theology IV: Social Justice 1 credit Senior theology is dedicated to the study of social justice. Students examine personal spirituality in order that they may develop an authentic view of justice, one based in humility and a consequent understanding of responsibility. Albert Camus?The Fall is used as an examination of conscience. The Trinity, Pentecost, and the Sacraments are included as Catholic Christian responses to our own selfishness and the injustice we foster. Aspects of Ignatian Spirituality that are implicit to the Cheverus education become a lens for viewing the application of these theological beliefs in daily life and toil.

Students read excerpts from Dorothy Day?s account of her conversion and path to service, so that they may see such a response lived in the modern world.

The class draws upon the works of Plato, Aristotle, and Saint Thomas Aquinas to answer the question, ?What is justice?? Plato?s Republicoffers the opportunity to again link personal justice with social justice. With Aristotle and Aquinas, the attention is firmly fixed on justice as the preeminent moral virtue. The course engages in concrete modern social justice issues including social-economic issues of poverty, hunger, the homeless, just wages, the dignity of work, business ethics, and the environment. Social issues about the dignity and sanctity of life including racism, sexism, abortion, capital punishment, euthanasia, non-violence, and the just war are studied.

Students?understanding of grace, solidarity, and cultivating virtues, which strengthen our concern for the common good, can be applied to these very real concerns our society faces.

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Campus Ministry Grounded in Catholicand Ignatian Tradition, CampusMinistryaccompaniesour studentsin their faith development offering themtoolsfor their spiritual journey. Through experiencesof prayer, reflection, leadership, and service, and based on theSpiritual Exercisesof St. Ignatius, weguidestudentstoward a deeper loveof self, others, and God. Out of thislove, werespond bybeing peoplewith and for others. In theSpirit of theGospelsweheed thecall toaffect changein our school, community, and world by beingcommitted tojustice. All religiousand spiritual activitiesaredesigned torespect each person?sreligioustradition, for the Greater Gloryof God.

Community Service Program The community service program at Cheverus supports the development of our Grad at Grad to be loving, committed to social justice, and to have experience with the wider community to put into action being people with and for others. Lovein action is the central tenet of our service program. As St. Ignatius said to his companions, ?Go forth and set the world on fire.?

Freshmen

Service is completed under the direction of the school during their fall retreat

Sophomores

20 independent hours plus the school-sponsored community service day for a total of 25 hours

Juniors

25 independent hours, initiating a site for service and reporting their service to Campus Ministry

Seniors

Seniors participate in a culminating month-long service project during May called the Arrupe Project.

Seniors spend their day at Southern Maine nonprofit organizations aiding the facility in their mission. At the end of the experience, seniors write a ref lection paper in relation to the Grad at Grad and offer their ref lections to small groups of the student body.

Examplesof eligibleserviceincludePrebleStreet or St. V incent DePaul Soup Kitchen, Special Olympics, involvement in a Parish community, environmental clean-up, mentoringyoungpeoplesuch asthrough BigBrother BigSister, and serviceat MercyHospital or MaineMedical Center. Studentsarenot toreceiveany payment or stipend for their service.

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Cheverus Retreat Program Themission of theCheverusretreat programistoengagestudents asactiveparticipantsin their exploration of spirituality. Retreats providea relaxingand reflectiveatmospherefor studentstoexplore Ignatian Spiritualityof discoveringGod in all thingsand toreflect on what it meanstobea person with and for others.

Ignite Your Spirit Freshman Retreat This is an overnight retreat held on campus at Cheverus. The retreat centers on the ideals of St. Ignatius of Loyola. Talks are given by seniors entitled, ?Why Are You Here,? ?Who Am I,? and ?God?s Love.?

It is a time for personal ref lection and a time to build community with their classmates through small groups, ref lection, games, and activities. The next morning the students participate in a community service day, ending the retreat by witnessing what it means to be a person with and for others.

Trust SophomoreRetreat The retreat begins with daily morning mass held in the Cheverus Chapel. The Sophomore retreat focuses on relationships, especially friendships. Through the experience of a guided meditation, a variety of trust exercises, and rock climbing, the sophomore is challenged to recognize the risk and task involved in friendships and how discipline, trust, goal setting, and cooperation can help them to overcome obstacles to a mature relationship with others and with God. By sharing their own experiences and growth, juniors and seniors act as peer ministers to their fellow students. The day ends with ref lecting on their experience.

at the Preble Street Soup Kitchen. They learn about the injustices against the poor and homeless and participate in discussion and prayerful ref lection.

Kairos means ?God?s time.? The retreat is grounded in the Ignatian Spiritual Exercises and is held at Camp Cody in Freedom, New Hampshire. The retreat members--composed of faculty and students who have experienced Kairos--give several major talks. There are activities to promote and build community, foster trust and openness, and encourage ref lection. There is an additional fee for this retreat. Kairos is offered four times throughout the school year.

D iscerning Your Journey Junior Retreat The retreat begins with daily morning mass held in the Cheverus Chapel. This retreat is an opportunity for students to ref lect on their journey. It is a time to ref lect on who is accompanying them (family/ friends) and the response they have to them. Students?ref lections may offer insight to discern how to respond to relationships, choices, decisions, and activities.

Social Justice & Kairos Senior Retreats Seniors can choose to participate in a one-day Social Justice retreat or a four-day Kairos retreat. The social justice retreat opens with ref lection of fairness, justice, and injustice. The retreat begins with daily morning mass held in the Cheverus Chapel. The students experience the plight of the poor by engaging in service

2021-2022 Program of Studies 17

Companions in Mission Learning CheverusHigh School CampusMinistryimmersion programsoffer intentional experiencesof encounter. Immersion participants become?contemplativesin action.? Before, during, and after trips, studentsareled through deep reflection sothat theymight better discern waystoactivelyengagewith theworld. Thevision behind thesetripsisgrounded in theGospel messageof JesusChrist and madeconcretewithin our Jesuit tradition. Although manyof thetripsinvolvetravelingoutsideof Portland, studentscometo understand howcomplex justiceissues, accumulated advantage, and disadvantageareat playin their local context and lives.

Studentsgrowtheir skillsat listeningand accompaniment, formingintelligent questionsand creatingthoughtful dialogue. Through relationshipsbuilt and storiesshared on thesetrips, studentswill learn about peoplewholiveon themargins. Despitetheservice component of thesetrips, immersion tripsarenot meant tochangeor tosaveother people, but instead toopen ourselvesup tobeing changed. Immersion tripsallowour studentstounderstand complex social issues, movingfar beyond sound bitesand tweets.

Ignatian Family Teach-In for Social Justice

Portland Urban Plunge

November trip toWashington D.C.

The Cheverus Urban Plunge is a simple living immersion experience. Participants will learn deeply about many social issues, namely poverty, addiction, homelessness, health care, and immigration. The urban plunge is a hands-on retreat. The days are a combination of service work, listening to personal stories, taking part in experiential learning activities, ref lection, and prayer.

The Ignatian Family Teach-In for Justice (IFTJ) is an annual gathering in Washington, D.C. in November for members of the Ignatian family. The conference draws attendees from every Jesuit High School and University in the U.S. and beyond. Delegates come together in the context of social justice and solidarity to learn, ref lect, pray, network, and advocate together. Catholics and all people of conscience understand the call to love. Love in the public arena is justice. This conference gives students information and skills to work for justice and build bridges between disparate groups in their communities and the world. The weekend culminates in a meeting, with a Maine Senator or Representative on Capitol Hill, when students advocate for significant justice issues that they learned about at the conference.

Cheverus students in grades 10-12 are invited to apply for this competitive opportunity in the spring prior.

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Arrupe Leaders Summit Student leaders from across the Jesuit network of U.S. secondary schools meet at a Jesuit Retreat House in Ohio, California, or Maryland to share ideas and develop skills for inspired and effective student leadership.

South Dakota Rosebud Immersion A Cheverus delegation travels to the Rosebud Sicangu Lakota Indian Reservation in South Dakota. While there we partner with Lakota people who are members of a Jesuit Parish. During the day students work at a children's summer camp and in the evenings participants meet with various tribal elders and community members to learn about the richness of Lakota culture. Prior to our departure students learn about the culture, history, and multi-generational experience of native people of Maine. While on the reservation, we see first-hand the impact of multi-generational injustice, resulting in deep appreciation for the resilience of our indigenous people.

Southern Border Immersion Trip

For more information: immersion.cheverus.org

?I learned morethan I can comprehend in that week. Not just statisticsand figures, but emotionsthat areuncalculated in the issueof immigration. Onceyou havemet peoplewhoare affected byimmigration policy, been in theback of a courthouse seeingpeopleswiftlydeported, and walked in thedesert in scorchingheat in thefootstepsof travellingmigrants, then you havebegun tounderstand.? - Eva Griffiths ?18 Motivated by the call of Pope Francis to embrace refugees and asylees, the Southern Border Immersion Program humanizes migration across our U.S. border.

On this trip, students learn about the complexities at the borderlands of Arizona and Mexico, paying special attention to stories of human struggle and resilience. Students deepen their appreciation for the efforts of the Jesuit network through our collaboration with the Kino Border Initiative.

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Cheverus Global & Experiential Opportunities

Swan?s Island Field Research Science teacher Erika Rhile has been working with Dr. Peter Petraitis, Professor Emeritus of Biology at the University of Pennsylvania, on research regarding the ecological mechanisms that maintain strands of algae and beds of mussels and barnacles in the Gulf of Maine as distinct, self-sustaining communities for over twenty years. Each spring, a small group of students have the opportunity to assist in this research project on Swan?s Island, a small island located six miles off the coast of Mount Desert Island. Students are taught research methods including field sampling, organism counts, and statistical and microscopic analysis. This immersion experience is open to students in grades 10-12. Students are selected for their interest in environmental studies and the outdoors, their appeal in the Advanced Placement and marine science courses offered, and their overall academic competence in the sciences.

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Italian Exchange Program Students from Leo XIII Institute, a Jesuit secondary school in Milan, Italy, stay with host families for four months and attend classes with host students as part of a cultural exchange and language immersion. There may be an opportunity for a reciprocal visit to Italy.

Chilean Exchange Program Cheverus has welcomed students from the Colegios Padre Hurtado y Juanita de los Andes for a month-long exchange each spring since 2000. During this cultural exchange and language immersion program between Cheverus and the Jesuit school in Santiago, Chile, Chilean students live with Cheverus host families and attend school for four weeks, typically from mid-March to before April vacation.

The goal of the exchange is for the Chilean students to practice English and learn about U.S. culture by experiencing life with a U.S. family. The host families and Cheverus community also get to learn about Chilean culture, practice speaking Spanish, and perhaps establish lasting friendships. To reciprocate, Cheverus students travel to Chile in June/ July for a three-week exchange where they live with Chilean families and attend the Colegios Padre Hurtado y Juanita de los Andes.

The trip to Chile is typically organized as an independent experience.

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History & Social Studies Cheverusoffersa three-year corecurriculumin historythat surveysthehistoryand geography of both theworld and theUnited Statesin an integrated wayfromtheprehistoricperiod tothemodern world, includingbasicconceptsin U.S. civics, political science, and economics. Electivesareavailablefor seniorsand qualified sophomoresand juniors. Thecorecurriculumof HistoryI, II, and III aretaken duringa student'sfreshman, sophomore, and junior years.

History I: Origins of World Civilizations 1 credit This course surveys the origins of the major world civilizations today, focusing on the development of western civilization through the medieval period from its roots in the ancient Near East and the Greco-Roman tradition of the Mediterranean, as well as the early history of the Islamic, Slavic, Indian, and Chinese cultures and civilizations. Time permitting, some consideration is given to pre-Columbian and sub-Saharan African civilizations and cultures.

History II: Foundations of the Modern World and the United States 1 credit History II covers world and U.S. history from c. 1400 AD to the first decades of the 19th century. The course begins with a survey of world civilizations on the eve of the Renaissance in western Europe, then examines the early modern period in Europe, including the Renaissance, Reformation, voyages of discovery, colonization, Scientific Revolution, the Enlightenment, and the emergence of constitutional government in contrast to absolutism. Early American history, including the settlement of North America, the British colonial period, the American Revolution, the establishment of the United States and its founding documents, and the federal period, are all considered in their historical context.

History II Honors: Foundations of the Modern World and the United States 1 credit This course covers the same content as History II but at a more challenging level involving greater exploration of primary source documents and more conceptual analysis of historical events. Students should expect more intensive writing at the honors level. It also serves as a springboard for AP History III and preparation for students interested in taking the AP U.S. History or AP World History: Modern tests junior year.

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History III: The United States and the World from the 19th Century to the Present 1 credit This course surveys history since the mid-19th century, with a close look at the internal history and development of the United States as well as at its foreign relations. These will be considered also in their global context. Trends and phenomena characteristic of the period such as industrialization, nationalism, the expansion of democracy, global trade, imperialism, the rise and fall of Communism and Fascism, the world wars, decolonization, and, more recently, the resurgence of non-Western cultures will be considered both from a U.S. and global perspective.

History III Honors: The United States and the World from the 19th Century to the Present 1 credit This honors-level course covers the same material as History III but at a more challenging level. Solid reading, interpretive, and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Students must demonstrate success in the writing and analytic skills necessary for continued honors-level work.

AP History III: AP US History & AP World History: Modern 1 credit This class covers the History III material at a more challenging level involving greater exploration of primary source documents, more reading, and more conceptual analysis of historical events. In keeping with the College Board?s AP program, this course is designed to be the equivalent of an introductory college course. Students are expected to learn to assess primary and secondary sources, to weigh thoughtfully the evidence and interpretations presented in historical scholarship, to arrive at conclusions based on informed judgment, and to present a historical argument clearly and persuasively in essay form.

AP Comparative Government & Politics 1 credit The course aims to illustrate the rich diversity of world political life other than in the United States, to show institutional alternatives, to explain differences in processes and policy outcomes, and to communicate the importance of global political and economic changes. We will compare the effectiveness of policy approaches to poverty or overpopulation.

By comparing the political institutions and practices of wealthy and poor countries, students can begin to understand the political consequences of economic well-being. Why are some countries stable democracies and not others? Why do many democracies have prime ministers instead of presidents? By paying special attention to these six countries--China, Great Britain, Iran, Mexico, Nigeria, and Russia--we will move the discussion from abstract definition to concrete example.

AP Government 1 credit Students gain an analytical perspective on government and politics in the United States. It includes the study of general concepts used to interpret government and politics, and the analysis of specific examples. The course exposes students to the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. Students will learn important facts, concepts, and theories pertaining to U.S. government and politics; understand typical patterns of political behavior; be able to analyze and interpret basic data relevant to U.S. government and politics; and be able to analyze relevant theories and concepts, apply the ideas, and develop connections across the curriculum.

Economic Forces in US History 1 credit This course will provide students with an introduction to basic economic theory in the context of American history. Students will re-examine key moments from American history, focusing on the economic considerations of the events. Individual units of study will incorporate interactive simulations and exercises that will deepen students?understanding of both history and current events, as well as economic theory and practical financial literacy.

Entrepreneurship Semester, ½ credit This course leads students through the entire process of starting a business--from conception to execution and, finally, operation. It will not use a textbook; rather, the students will start and operate an original business and maintain ownership of said business indefinitely. Along the way, students will enhance their financial literacy, understanding of several legal entities, income tax and government transfer programs, concepts of organizational management, economic indicators, and decision-making.

AP Economics 1 credit AP Economics is a rigorous, college-level course in introductory economics. Emphasis is placed on how the market economy of the United States directs the production and allocation of goods and services, although other economic systems are brief ly considered. Both introductory macro and microeconomics are covered.

World War II: Causes, Course, and Consequences Semester, ½ credit World War II was the largest armed conf lict in the history of the human race. Sixty million people died, cities were destroyed around the world, western colonialism came to an end, technology advanced by giant strides, radically new forms of economic and social organization came to dominate much of the world, and new international alliances, organizations, and institutions became cornerstones of the post-war world. The course includes origins of WWII in the Treaty of Versailles, surveying the geopolitical landscape of the inter-war years and the events of the war itself. The course also covers the aftermath, focusing on the scientific and technological developments that are an important legacy of the war, as well as the diplomatic arrangements that gave an uneasy stability to the Cold War period.

The Sixties Semester ½ credit This course explores the political, social, and cultural history of an era that fundamentally reshaped American life. Students will examine the Kennedy and Johnson presidencies, the Civil Rights Movement, the Vietnam War, student protest and the counterculture, and women?s liberation.

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World Language TheWorld LanguageProgramat Cheverusguidesour studentstoward linguisticand cultural proficiencyin Spanish, French, and Mandarin. Studentslearningtospeak in a second languagerequiremuch repetition, practice, and commitment todevelop theskill.

Our intention istocreatean interactive, safe, risk-takingenvironment for growth in thelanguage. Studentsdevelop their proficiencyusinga varietyof contexts, tools, and techniquesthat emphasizeboth oral and written expression. Learnerswill refine their abilitiesin interpersonal communication, interpretivecommunication, and presentational communication accordingto American Council on theTeachingof Foreign Language(ACTFL) guidelines. A second languageisan important asset in an increasinglydiversesocietyand global economy. Studentswill encounter different waysof thinkingabout theworld, themselves, and their own culture. Weagreewith Charlemagnewhen hesaid, ?Tohaveanother language, istopossessa second soul.?

French French 101: Introduction to French 1 credit Introduction to French gives students the basic tools to communicate in different modalities on a range of everyday topics including family, school, weather, food, and clothes. Students are also introduced to the culture and history of France and the Francophone world through various audio and visual media as well as research projects. The class is conducted mostly in French.

At the end of the course, students should reach at least ACTFL Proficiency level: Novice Mid. French 201 Honors: La Francophonie 1 credit La Francophonie is a continuation of Introduction to French emphasizing the culture of non-European French-speaking countries. Students delve deeply into global issues like world cuisine, education, and poverty that touch the lives of French-speakers across the globe through storytelling, radio and TV news, and authentic French news sources. Students communicate on more complex issues in several tenses and modalities, as well as introducing new topics such as technology, travel, and work life. The class is conducted primarily in French. At the end of the course, students should reach at least ACTFL Proficiency level: Intermediate Mid-High.

French 301 Honors: Francophone Europe 1 credit Students learn about the history, politics, and culture of Francophone regions in Europe through an introduction of the six themes 24 2021-2022 Program of Studies

dictated by the College Board?s Curriculum Framework for AP French Language & Culture.

Students learn the most common grammatical structures and are encouraged to express themselves mostly in French. French is spoken 90%. At the end of the course, students should reach at least ACTFL Proficiency level: Advanced Low. French 401 Honors: AP Preparation, Conversation & Composition 1 credit Students grow in their ability to converse and write about various issues connected to six themes of the College Board?s Curriculum Framework for AP French Language & Culture. Texts include chapter books as well as articles from French magazines and newspapers. Students do weekly oral presentations comparing their community with various Francophone countries and regions.

The class is conducted mainly in French and students are encouraged and expected to practice speaking French all the time, using the appropriate grammar, vocabulary, and pronunciation.

AP French Language & Culture 1 credit Students develop advanced proficiency in listening, speaking, writing, and reading skills.

Oral communication (interpersonal, interpretive, and presentational as defined in the ACTFL standards for World Languages) in a variety of contexts is emphasized using the six themes of the College Board. Texts include articles and excerpts from French magazines, newspapers, literary texts,

and websites focusing on the culture of French-speaking countries. Verbal and written language skills applied to language competencies beyond the school setting are used to attain advanced proficiency of ACTFL?s Proficiency Guidelines. French is spoken in the entire class and students are encouraged and expected to practice speaking French all the time.

Mandarin Mandarin 301 Honors 1 credit This course is a continuing study of basic Mandarin Chinese for students who have completed 2+ years of secondary Chinese study. In this class, students continue building their practical vocabulary and grammatical skills by learning dialogues and texts from print and online materials. A variety of audio-visual tools are used to help students explore the Chinese culture. Assignments include regular verbal and written exercises and a research presentation on Chinese customs.

Cheverus can provide a hybrid class: a combination of web-based self-learning and in-class instruction, practice, and assessment.

Spanish Spanish 101 Introduction to Spanish 1 credit Students develop practical vocabulary through oral and written drills, simple conversations, and a variety of audio-visual tools, including online resources. Regular writing assignments emphasize elementary sentence structure, verbs, and vocabulary usage. Cultural studies enhance student discovery of the Spanish speaking world.

This class is conducted mostly in Spanish.

Spanish 102 Novice Spanish 1 credit Prerequisite: Spanish 101 This course reviews, reinforces, and expands on skills acquired in Spanish 101. There is a greater emphasis on cultural readings and perspectives.

Students further develop their communication skills and are able to use basic Spanish in varied situations. This class is conducted mostly in Spanish. At the end of the course, students should reach at least ACTFL Proficiency level Intermediate Low. Spanish 201: Communication & Cultural Connections 1 credit This course is a continuation of Spanish 101 and/ or Spanish 102. Students build upon their understanding of elementary Spanish to communicate about a variety of topics. They develop their vocabulary and incorporate new grammar themes into their work. In addition, students explore cultural themes and connections.

They begin to navigate authentic materials and practice communication in real-life contexts. This class is conducted primarily in Spanish.

Mandarin 401 Honors 1 credit This course can be arranged through AVLI (Arrupe Virtual Learning Institute) on an individual basis. If there is high student interest, 2021-2022 Program of Studies 25

Spanish 201 Honors: Communication & Cultural Connections 1 credit Prerequisite: Spanish 102 OR A- or higher in Spanish 101 This course is designed for students who have a firm background in elementary Spanish and a high level of commitment to advancing in the language.

Students use vocabulary and grammar in more complex situations. Authentic video, audio and printed material engage students as they communicate with one another through listening, writing, speaking, and reading in Spanish. Students study the history and culture of Spain and have the opportunity to communicate with Spanish students at a Jesuit school in Badajoz. Students will be prepared to enter the Spanish Advanced Placement (AP) study track. Spanish is spoken 90%.

Spanish 301 Honors: Immersion Acquisition Through Cultural Contexts 1 credit The emphasis of this course is on speaking, listening, and participating in Spanish. Students work in the classroom to fulfill grammar, vocabulary, listening, and comprehension requirements in the context of Spanish language and cultures of the Spanish-speaking world. By the end of the year, students complete the indicative mood in all its tenses, can write with ease about a cultural topic, and are able to present in two minutes following the College Board curriculum on Product, Practice and Perspective.

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Spanish 401 Honors: Advanced Conversation, Composition and Presentation 1 credit Speaking and participating in the Spanish language is emphasized in this course. Students continue using the online program Senderos and work in the classroom to fulfill grammar, vocabulary, listening, and comprehension requirements. By the end of the year, the students will complete a thorough review of the indicative mood in all its tenses at an advanced level.

Dual enrollment credit with St. Joseph?s College is available.

AP Spanish Language 1 credit AP Spanish Language is intended for students who wish to develop proficiency and integrate their language skills, using authentic materials and sources.

Students who enroll should already have a basic knowledge of the language and cultures of Spanish-speaking peoples and should have attained a reasonable proficiency in using the language. It is assumed that most students will be in the final stages of their secondary school training and will have had appropriate coursework in the language. Dual enrollment credit with St. Joseph?s College is available.

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Science Cheverussciencepreparesstudentstobeinnovativescientistsand informed citizens. Wearecommitted toa rigorousfoundation in lifeand physical sciencesin thecontext of our changingworld. Werecognizethat in therecent decadealone, advancesin applied and basicscienceshavecatapulted usintoa world of greater opportunitiesand questions. Laboratoryexperienceswill serveto illustratetheprinciplesbeingstudied aswell astointroducesafeand proper scientificinvestigativeprocedures. Our hands-on, inquiry- and lab-based curriculumisgrounded not only in rich content, but isalsoguided byour Jesuit mission of serviceto humanity. Weaimtogrowleaders, thinkers, innovators, designers, and engaged citizens.

Global Science 1 credit Global Science combines the foundations of biology, chemistry, and ecology. Students will develop an understanding of the enterprise of science as a whole?the wondering, investigating, questioning, data collecting, analyzing, problem solving, designing, and communicating. Topics will include Earth systems, geochemical cycles, natural resources, and sustainability. An emphasis on environmental science, policy, and social justice helps students relate science to themselves, our community and, ultimately, the world.

Biology 1 credit This introductory course presents many of the major concepts in the field of biology, the study of life.

Students will develop an understanding about the science of biology and experimental design, the chemistry of life, cellular biology, metabolism, genetics, the central dogma of biology, and evolution.

The course includes an exploration of the human body and promotes a critical analysis of current advances in medicine and science.

Biology Honors 1 credit

Biology Honors is intended for those interested in pursuing science. The goals achieved by each student through participation in the Biology Honors experience are a heightened awareness and interest in biology as well as an appreciation of both the broad scope and the enormous depth that the field of biology encompasses. Students will develop an understanding about the science of biology and experimental design, the chemistry of life, cellular biology, metabolism, genetics, the central dogma of biology, and evolution. The course includes an exploration of the human body and promotes a critical analysis of current advances in medicine and science, including the advancements in genetic engineering and the ethical decisions created by such advances.

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Chemistry 1 credit This introductory course presents many of the major concepts in the field of chemistry, the study of matter. It concentrates on the relationship between the structure of matter and its behavior, attempting to pose the question ?Why does something behave a certain way?? and answer the question based on the structure and chemical changes that occur. The other primary emphasis of the course is on the process of learning problem-solving techniques and strategies, both mathematical and investigative. While providing an overview of specialized behaviors of the elements (making extensive use of the periodic table to indicate structure and draw conclusions about generalized property patterns), the course will also introduce solution chemistry and nuclear chemistry.

Laboratory experiences will serve to illustrate the principles being studied as well as to introduce safe and proper scientific investigative procedures.

Chemistry Honors 1 credit Chemistry Honors is designed for students who will pursue a career requiring further science education at the college level. Algebra and study skills are needed to be successful in this process-oriented course. It concentrates on the relationship between the structure of matter and its behavior; attempting to answer the question, ?Why does something behave a certain way?? based on the structure and chemical changes that occur. The other primary emphasis of the course is on the process of learning problem-solving techniques and strategies, both mathematical and investigative. While providing an overview of specialized behaviors of the elements (making extensive use of the periodic table to indicate structure and draw conclusions about generalized property patterns), the course will also introduce solution chemistry and nuclear chemistry.

Newtonian mechanics (including rotational motion); work, energy, and power; momentum; and mechanical waves. Basic use of trigonometric functions can be gained either in the concurrent math course or in the AP Physics 1 course itself.

Physics 1 credit

Prerequisite: Algebra II Physics is an algebra-based, introductory course.

Students cultivate their understanding of physics through inquiry-based investigations as they explore topics such as Newtonian mechanics (including rotational motion); work, energy, and power; momentum; and mechanical waves. Basic use of trigonometric functions can be gained either in the concurrent math course or in the Physics course itself.

Physics Honors 1 credit Prerequisite: Algebra II Physics Honors is an algebra-based course that aligns closely with the AP Physics 1 course content. Students cultivate their understanding of physics through inquiry-based investigations as they explore topics such as Newtonian mechanics (including rotational motion); work, energy, and power; momentum; and mechanical waves. This course will provide students with the background needed for study in an engineering program in college and for students who will pursue a career requiring further science education at the college level.

AP Physics 1 1 credit Prerequisite: Algebra II

AP Physics 1 is an algebra-based, introductory college-level course. Students cultivate their understanding of physics through inquiry-based investigations as they explore topics such as

Marine Biology Semester, ½ credit Prerequisite: Biology This course is designed for students with special interest in marine biology and contains significant laboratory and field experience.

Students study ecological concepts of the sandy beach, rocky shore and benthic communities, seaweeds, planktonic forms, plankton and their relationship to marine life cycles, nekton, benthos, marine bacteriology, marine biological resources, and marine pollution. Special attention will be given to Maine?s coastal environment and working waterfront.

AP Environmental Science 1 credit Prerequisites: Studentsshould havecompleted twoyearsof high school laboratoryscience. Duetothequantitative analysisrequired in thecourse, studentsshould alsohave taken at least oneyear of algebra.

AP Environmental Science will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify 2021-2022 Program of Studies 29

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. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography.

AP Chemistry 1 credit Prerequisite: Recommended Chemistry AP Chemistry is designed for students who will pursue a career requiring further science education at the college level. Algebra and study skills are needed to be successful in this process-oriented course. It concentrates on the relationship between the structure of matter and its behavior; attempting to answer the question, ?Why does something behave a certain way?? based on the structure and chemical changes that occur. One of the primary emphases of the course is on the advanced process of learning problem-solving techniques and strategies, both mathematical and investigative. While providing an overview of specialized behaviors of the elements (making extensive use of the periodic table to indicate structure and draw conclusions about generalized property patterns), the course explores in-depth, solution chemistry, types of reactions, thermochemistry, gas laws, reaction kinetics, and nuclear chemistry. The advanced laboratory experiences will illustrate chemistry principles and use safe and proper scientific investigative procedures. Dual enrollment credit with St. Joseph?s College is available.

Human Anatomy & Physiology 1 credit Prerequisite: Biology Human Anatomy and Physiology is a hands-on laboratory course that investigates the forms, processes, and systems of the human body.

Students will study the basic organization of the body, the biochemical composition and interactions, and the parts of the major body systems as well as how they work together. Case studies of infectious and genetic diseases and current discoveries in medicine will enhance our study. This class is designed for students who have an interest in pursuing a career in the health 30 2021-2022 Program of Studies

fields, and for students who want to learn more about their own bodies and how to maintain a healthy lifestyle.

AP Biology 1 credit AP Biology aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. AP Biology labs are equivalent of those performed by college students over the course of one year of college study. The course culminates in a Research Project that is presented to judges and the Cheverus community through the AP Biology Symposium in the spring.

This presentation meets the STEM diploma requirement for Strand 3: Research & Design.

Research Course (Honors) Semester, ½ credit Students will generate and conduct independent research, collect data, make meaning from their data, and present their findings to the Maine State Science Fair (MSSF) for external review.

Junior students who participate in the MSSF have an opportunity to earn college scholarships in Maine Universities and honors enrollment into the Maine State University System. Past awards have come from University of Maine, University of New England, and College of the Atlantic. The Cheverus Science Department is well-endowed with analytical equipment, biotechnology, and 3D printing capacity. Students will be encouraged to be innovative engineers and researchers.

Introduction to Organic Chemistry and Biochemistry (Honors) Prerequisite: Biologyand ChemistryRecommended Health and medicine will be the framework for learning the fundamentals of organic and biological chemistry. Topics include acids, bases, and pH; chemical kinetics and equilibria; the chemistry of organic compounds; carbohydrates, proteins, lipids, nucleic acids, nomenclature; structure and stereochemistry; reaction types; substitution, addition, and elimination; and reaction mechanisms and the factors inf luencing them. Laboratory work will be both quantitative and qualitative. Considerable personal initiative is expected as the course is designed for well-prepared students.

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Computer Science Studentstakingcoursesin theComputer ScienceDepartment will understand thebasicsof computational thinkingand beableto applythoseskillstoother disciplines. Studentsarerequired tocompletea half-credit in theComputer ScienceDepartment. All Cheverusstudentsarerequired tobringtheir own devicetoclasseach day. Studentsmust beabletowork both independentlyand in groups.

Introduction to Coding Semester, ½ credit In this introductory course, students learn the basics of how computer programs work--even if they have never done any programming before.

Students in this hands-on course will use online coding tools, such as MIT?s Scratch, to learn programming concepts in an interactive environment. Students will learn fundamental computational thinking concepts, including event sequencing, parallelism, loops, conditional statements, mathematical and logical operators, using variables, and debugging code. Students explore sample programs, solve problems, and complete challenging projects.

Computer-Aided Design for 3D Printing Semester, ½ credit Using lightweight computer equipment, students will learn how to design everyday objects. The students will apply spatial geometry, principles of good measurement, creativity, and artistry for numerous projects. If time and material allows, these projects will be 3D printed. The interface will be OnShape, an educationally free CAD program that is usable across all devices.

Prospective students should have at least two items that they would like to design that will improve some aspect of their lives.

Python for Data Analysis Semester,½ credit Prerequisite: Introduction toCodingor permission of the instructor Building on the computational thinking concepts from Introduction to Coding, this intermediate level course covers the essentials of Python coding language--variables, strings, and numbers; lists and tuples; if statements and loops; functions and dictionaries; and comments and coding best 32 2021-2022 Program of Studies

practices. Then, students will learn how to import, analyze, and visualize large data sets using Python.

Students should have some experience with basic programming concepts.

AP Computer Science Principles 1 credit AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems--such as the internet--work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.

AP Computer Science A 1 credit Prerequisite: Algebra II AP Computer Science A is an introductory college-level computer science course. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures.

Weaimtoformleadersin service, in imitation of Christ Jesus, men and women of competence, conscienceand compassionatecommitment.

Fr. Peter-HansKolvenbach, S.J.

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Fine & Performing Arts TheCheverusFineand PerformingArtsDepartment preparesstudentstobesuccessful in a diverseand ever-changingsociety through experiencesin thefineand performingarts. Theobjectivesof thedepartment areto: 1) encourageparticipation in and appreciation of musicand art, 2) foster creativityand develop technical skillsin performingmusicand creatingvisual art, 3) preparestudentsfor careersor professional schoolingin thosefieldsthat requirestrongpresentational skills, creativeproblem solving, effectivecollaboration, and an understandingof human experiences.

Visual Arts Introduction to Art Semester, ½ credit This class is an introduction course, providing students with a strong foundation in the basics of art.

The course combines hands-on techniques, enriched with art history, art theory, and critique. Guided exercises will develop a base understanding of studio processes and practice of art. Students will develop understanding and application of observational drawing, color mixing, painting, elements of art, principles of design, and three-dimensional design.

Drawing I Semester, ½ credit Prerequisite: Introduction toArt or permission of theinstructor This course focuses on the strength of two-dimensional art. Time will be spent on the fundamentals of drawing using various media including graphite, pen and ink, colored pencil, pastel, and charcoal. Students will explore creative and self-directed themes while gaining skills in observational drawing, anatomy and portraiture, design, and landscape drawing. Course material is regularly enriched with art history and group critiques.

Painting I Semester, ½ credit Prerequisite: Introduction toArt or permission of theinstructor Painting students experience a series of exercises designed to develop fundamental skills and knowledge while painting with acrylic and watercolor paint. Through frequent instruction students delve into a multitude of interrelated activities exploring essential methods and skills. In a stimulating atmosphere students are encouraged to immerse and explore their artistic expression, uncover their talents, and develop the unique style of the whole person. A well-informed approach to the medium is enhanced by the study of works throughout significant artistic movements in history.

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2D Art Semester, ½ credit Prerequisite: Introduction toArt In this course students build upon their previous two-dimensional skills and knowledge from Introduction to Art: composition design, color theory, and basic drawing and painting applications.

Students are introduced to more advanced 2D techniques and design concepts, such as collage, print-making, illustration, and graphic design.

Students explore a variety of media and have opportunities to experiment with mixed media applications as well. Lastly, past and contemporary artists and art movements serve as inspiration to students throughout the course.

3D Art Semester, ½ credit Prerequisite: Introduction toArt This course builds upon foundational skills learned in Introduction to Art and focuses on the creation of three-dimensional art. The course teaches design techniques to plan and execute artwork in a variety of media: clay, paper mache, metal, and mixed media.

Students experiment with form and develop problem-solving skills to produce artworks that are both sculptural and functional. Art theory and history are incorporated into the course to enrich concept development and approach.

Studio Art 1 credit Prerequisite: Introduction toArt or Drawing/ Painting This is a course for students of proven interest and stresses the creative process. After reaching a level of proficiency at rendering the natural form, experimentation leads to deeper study into the fields of two-dimensional design, printing, three-dimensional design, sculpture, painting, watercolors, color, collage, and stained glass. Artist demonstrations and works are intermittently shown to enhance thought and nurture an atmosphere of

creativity through established theory. Portfolio development and theme will inf luence the course of study for each student.

photography, inf luential photographers, photographic careers, and the effective assembly of a comprehensive digital image portfolio.

Stained Glass Workshop Semester, ½ credit Prerequisite: Introduction toArt In this course, students learn the creative elements and technical aspects of basic stained glass construction using the required materials, tools, and skills. Through a series of focused projects, students will gain an understanding of the history and aesthetics of stained glass work, as well as produce a variety of stained glass pieces and functional art. There is an additional art lab fee of $50 for tools/ safety equipment.

Yearbook 1 credit, Grades11-12 with instructor approval.

This course provides skill development in the electronic procedures of producing and editing a digital publication. The course introduces skills and knowledge critical to making a successful new media product in today?s competitive marketplace.

Students create, format, illustrate, design, edit, and revise digital publications with the emphasis on improved productivity of the digitally produced Cheverus Yearbook, TheClarion, along with f lyers, brochures, reports, and advertising materials.

Proofreading, document composition, digital photography, and communication competencies are also explored. New and emerging technologies, applications, design processes, and principles are used to create innovative digital products.

Students use personal time to cover and document Cheverus events and sports. Adherence to strict deadlines and working with others is key.

Digital Photography Semester, ½ credit Students explore an overview of the many aspects of digital photography as an art form. With a focus on hands-on, project-based learning, students use digital cameras or their phones to create a variety of images utilizing both natural and artificial light. Students create photos using themes of lines, patterns, symmetry, etc.

Additionally, the course addresses the history of

Theater Introduction to Drama Semester, ½ credit In this course, students interpret various pieces of dramatic literature in classroom discussions, group performances, and writing. They will be able to look at dramatic literature from various perspectives and gain a better understanding and appreciation of theatrical conventions. A variety of genres such as Greek theater, comedy, modern realistic drama, and musicals will be studied.

Drama combines the literary arts of storytelling and poetry with the world of live performance. As a form of ritual as well as entertainment, drama has served to unite communities and challenge social norms, to vitalize and disturb its audiences.

In order to understand this rich art form more fully, students study and discuss a sampling of plays that exemplify different kinds of dramatic structure. Class members also participate in, attend, and review dramatic performances.

2021-2022 Program of Studies 35

Music Piano Lab Semester, ½ credit (Seniors: First Semester only) This course is designed for beginning piano students or students who have very little piano experience. Using electronic pianos in a lab setting, students will learn the basics of music notation, rhythm, melody, and harmony. Students progress through instruction utilizing beginning piano books and supplementary materials. Access to a piano/ keyboard outside of the classroom is required. Students will be required to purchase a low cost electronic keyboard to have at home.

Seniors may only register for this class during the first semester of their senior year.

Advanced Piano Lab Semester ½ credit Prerequisite: PianoLab or permission of theinstructor (Seniors: First Semester only) This course is designed for students who wish to further their piano skills. Students should have already taken one semester of piano lab in order to sign up for this course. Using electronic pianos in a lab setting, students will learn more advanced concepts of music notation, rhythm, melody, and harmony. Students progress through instruction utilizing piano books and supplementary materials. Access to a piano/ keyboard outside the class is required. Students will be required to purchase a low cost electronic keyboard to have at home. Seniors may only register for this class during the first semester of their senior year.

Cheverus Choir 1 credit The Cheverus Choir emphasizes vocal techniques and the exploration and interpretation of various periods and styles of choral literature. This course is designed for the experienced singer who can match pitch and hold their own harmony part.

Enrollment is determined by the director and may consist of an audition. Students are encouraged to study privately outside of Cheverus. Students must participate in all major school performances and may be asked to perform at various performances outside of school. Auditions for All-State and District ensembles are strongly 36 2021-2022 Program of Studies

encouraged. This course is eligible for honors credit.

Music Technology and Production Semester ½ credit (Seniors: First Semester only) Students are given a background in acoustical concepts related to audio recording and will learn the application of a digital audio workstation through major production projects. The class prepares students for postsecondary study in communications, production, and audio engineering at colleges, universities, and technical schools. Students learn basic digital editing and recording using a variety of concepts and software including MIDI, Audacity, and Mixcraft.

Concert Band 1 credit Students enrolled in this course have participated in band throughout middle school and have a technical command that includes knowledge of all notes within the range of their instrument.

Students rehearse and perform music of high school-level that is written for standard concert band instrumentation. Students who play f lute, oboe, clarinet, saxophone, bassoon, trumpet, trombone, French horn, baritone horn, tuba, or percussion should sign up for this section.

Students are required to participate in all major school performances, and may be asked to audition for All-State and other regional festivals.

This course is eligible for honors credit.

Jazz Band 1 credit Prerequisite: Audition mayberequired Students rehearse and perform high school level music geared toward standard jazz band instrumentation, including trumpet, trombone, saxophone, piano, guitar, bass, and drums.

Students are required to participate in all major school performances. There may be an additional fee for use of school owned instruments. This course is eligible for honors credit.

clefs f luently. The course focuses on skills required to be successful as a first-year music student at a college, university, or conservatory.

Course content includes harmony and harmonic analysis, melodic and rhythmic structure, part-writing, formal analysis, score reading, and a music history overview. Personal musical skills are developed daily through ear-training, dictation, and sight-singing. Although keyboard skills are not required, they are beneficial and should be developed during the class.

Jazz Combo 1 credit This course is designed for the advanced musician. Enrollment is determined by the director and may consist of an audition. Students explore musical concepts that deal with improvisation, transcription, and ensemble techniques that are needed within the context of small group playing. Students are required to participate in all major performances of the year and may be asked to perform at various performances outside of school. This course is eligible for honors credit.

Honors Credit in Music Performance Available for students enrolled in Choir, Concert Band, Jazz Band, Jazz Ensemble, and Strings when a student completes 5 or more of the following:

String Ensemble 1 credit This course is designed for experienced players of violin, viola, cello, and bass. Students explore music for strings from trios and quartets to arrangements of orchestral pieces--jazz, pop, and classical. Students have an opportunity to advance individual skills and techniques. Students are required to participate in all major performances of the year and may be asked to play at liturgies.

Students are encouraged to audition for All-State and other regional music festivals. This course is eligible for honors credit.

AP Music Theory 1 Credit This course is a rigorous study of music theory for students interested in pursuing music beyond high school. Students considering this class should have a strong background in music, including the ability to read both bass and treble

1. Take private lessons with a degreed/ qualified teacher or artist on a weekly or bi-weekly basis.

2. Audition for one MMEA District 2 Music Festival Concert Band, Chorus, Jazz Band, Orchestra, or Jazz Choir.

3. Audition for MMEA All-State Concert Band, Chorus, Orchestra, Jazz Band, Jazz Combo, or Jazz Choir.

4. Attend an instructor-approved concert and prepare a typed summary/ evaluation of the concert. The student must also turn in a program and fill out a critique sheet for each concert.

(Limited to one per semester.)

5. Conduct research and prepare a typed, written report (5-10 pages) on one of the following topics: the instrument being studied, the orchestra, a composer whose music is being performed during the semester credit is desired, or a topic agreed upon by the instructor.

6. With instructor approval, work with and assist another student playing the same instrument. This will be scheduled between the instructor and students involved. Student musicians at area middle schools may be included with instructor permission.

7. Rehearse and perform with a church or community or other outside organization (PYWE, PYSO, MYO, Westcustago, etc.) on a regular basis (weekly/ bi-weekly) throughout the semester.

2021-2022 Program of Studies 37

The Arrupe Virtual Learning Institute Studentsmaytakeonlinecoursesthrough theArrupeV irtual LearningInstitute(AV LI). AV LI isstaffed byJesuit school teachers, includingour own Cheverusfaculty. Studentswith strongindependent study skillsand expectationsof commitment similar toan onsitecourse(estimated at 7+ hoursper week) will bemost successful. AV LI coursesmayrequiredigital online conferencing, includingactiveparticipation on discussion boards, blogs, wikis, and other projects. WhileCheverusencourages studentstotakecourseson campuswith liveteachers, werecognizethat therearestudentswhohaveinterest beyond our course offeringsand havemotivation that exceedswhat ispossibletotakein our dailyschedule. AV LI coursescan fulfill elective requirementsfor graduation. Year-longcoursesrun September 9 through May6, 2022. Fall termrunsSeptember 9 through December 17, 2021; springtermrunsJanuary13 through May6, 2022. Thereisa one-week add/ drop period for AV LI coursesfor full tuition refund. AV LI coursesincur an extra feeof $570 for a year-longcourseand $360 for a semester course.

Books, supplies, and dual credit enrollment through Creighton Universityarean additional cost. Consult your guidancecounselor todetermineif AV LI study isa good fit.

Art AP Art History DC AP Music Theory DC Digital Photography* (fall) Advanced Digital Photography* (spring) Computer Science** AP Computer Science DC Understanding Artificial Intelligence: The Science and Mortality (fall) C++ Programming (fall) Computer Game Development (spring) Computer Science Principles (spring) Database Development for Real World Problems (spring) Playing with Legos: An Introduction to Computer Programming Through Lego Building (fall) English/Communications The Art of Drama (spring) Catholic Authors (spring) Multimedia Authorship - The Power of Words and Images (fall) J.R.R. Tolkien: A Gamified Journey Through Middle Earth (spring) Mathematics AP Calculus BC DC AP Statistics DC Linear Algebra Multivariable Calculus DC Statistical Reasoning in Sports (spring) Modern Languages AP Spanish Literature and Culture DC Chinese Mandarin Level 1 Chinese Mandarin Level 2 Italian Level 1 Italian Level 2 Latin Level 1 Latin Level 2 38 2021-2022 Program of Studies

Science Introduction to Anatomy and Physiology (spring) AP Environmental Science DC Astronomy: An Introduction (spring) Introduction to Biochemistry (fall) Powered By: The Science of Energy (fall) Principles of Engineering (fall) Social Studies AP Comparative Government and Politics DC AP Human Geography AP Macroeconomics (spring) AP Microeconomics (fall) AP Psychology DC AP United States Government and Politics DC AP World History Genocide and the Holocaust (spring) Introduction to Business and Entrepreneurship (fall) Law and Society (fall) Model United Nations and International Relations (fall) Today?s Latin America (spring) Theology Bioethics: Navigating the Ethical Dilemmas of Our Future (fall/ spring) *Successful completion of this course will fulfill a ½ credit of the 1 credit requirement in Fine and Performing Arts. **Successful completion of these courses will fulfill the ½ credit requirement in Computer Science.

DC Dual Credit Available All coursesareyear-longunlessotherwisespecified in italics.

2021-2022 Program of Studies 39

Instructional Support Instructional Support (IS) isdesigned toassist studentsin academiccoursework duringtheir tenureat Cheverus. It isa goal of IS tohelp theCheverusstudent transition tocollege. IS helpsstudentsevaluatestrengthsand weaknessestodeterminethebest methods and strategiesfor successin a collegepreparatorycurriculum. Eligiblestudentsareassigned toIS asany other academiccourse.

Instructional Support 1 credit Instructional Support is a class designed to help the IS student in regular coursework here at Cheverus. The IS student?s responsibility is to come to class prepared to work, with all the necessary information and supplies to complete assignments and prepare for assessments.

Students will learn to identify one?s own needs for progress as well as the resources needed to meet those needs. Students will work on time management, organization, prioritization, planning, and academic awareness skills with the aim of increasing independence.

IS Eligibility and Determination for New Students

IS eligibility for new students is informed by the following: 1. Any known prior referral for special education services or school accommodation plan (i.e. IEP or 504).

2. Documentation of the student?s learning disability including the most recent IEP, other standardized or educational test results.

3. The student?s cumulative file. Cheverus will evaluate all documentation provided by new families and/ or referrals from teachers to make a determination regarding IS enrollment. If the student is eligible for IS, a list of possible accommodations specific to the student will be provided along with an outline of the impact on the student?s courses. The student will sign an IS contract to confirm expectations of the support course.

40 2021-2022 Program of Studies

Students with Learning Disabilities

Cheverus offers resources that may assist students with diagnosed mild to moderate learning disabilities. However, the demands and design of the curriculum, in conjunction with the school?s schedule, do not permit us to implement all recommendations in a student?s Individualized Educational Plan (IEP). Cheverus is committed to providing certain accommodations to students with documented learning disabilities. Please note that these are accommodations and not modifications. Modifications indicate a change in the requirements of the class, such as requiring a student to complete half as many math problems.

Cheverus offers the following student support services if such services are indicated by a student?s need and the student is enrolled in IS: - Extended time for tests and projects ? up to 50% - Separate testing - Permission to use a laptop or iPad/ tablet in the classroom for note taking and in-class assignments - Permission to record lectures - Priority classroom seating as needed - Limited oral testing using speech-to-text software - Access to student note-taker - Spelling waived on timed or non-word-processed assignments - Verbal directions to accompany written directions on tests and assignments - Use of a calculator in math class and on quizzes/ tests for students diagnosed with dyscalculia - Access to academic monitoring and support through the use of the Instructional Support program - Fee-based Faber Tutoring service - Access to extra help by teachers during the 2:15-3:00 p.m. consultation period, as available to all students

Student Support Services Student support servicesat CheverusHigh School assist and encourageall studentsin makingappropriatedecisionstoreach their personal best. Wehelp studentsbecome?peoplewith and for others? whoaresociallyresponsiblemembersof their school and local communities. School counselors, collegeadvising, and the school nursearepartnersin student achievement and will spend timewith each student toprovideguidancefor academic, career, personal, and social development. Astheprimary point of contact, counselorswill alsocollaboratewith families, faculty, staff, various stateand local agencies, scholarship programs, and sendingschools towork for thewell-beingof each individual student.

Freshman Formation Semester ? Nocredit The goal of this course is to help students practice the skills and tools necessary for success in high school while introducing them to the mission and Jesuit character of Cheverus High School. The freshman formation program is designed to prepare students for academic, social, and emotional success in high school and beyond. This is an opportunity for students to form relationships with each other, their school counselors, and other members of the faculty and staff who serve as resources for our newest students. The program offers students tools to improve their ability to self- advocate, time-manage, and take ownership of their education.

College Advising Semester ? Nocredit, Pass/ Fail, Grades11-12 99% of Cheverus students enroll in an undergraduate program after graduation. Cheverus recognizes that all students complete the college selection process at different rates. Students will be supported in their college search, provided standardized test taking strategies, become familiar with application basics and organizational methods that will make the college search an enjoyable learning experience. The College Advising course meets once weekly during the second semester of junior year and the first semester of senior year. The course prepares students for the task of exploring post-secondary options and understanding how the college application process works, ultimately concluding with a plan for life after graduation. Informational nights, one-on-one meetings, college visits, and fairs are scheduled throughout the year to support students as they explore their post high school undergraduate options.

Counseling Services Cheverus Guidance Counselors are members of a team of caring professionals at Cheverus High School. Students meet with counselors individually and in small groups as part of a comprehensive grades 9-12 counseling curriculum. Families can expect to meet with school counselors annually in addition to grade level informational nights. Counselors are professionally obligated to maintain the confidentiality of their relationship with students, unless such disclosures are necessary to protect the student from harm to self or others, including parents, other students, faculty, or administration. Students are assigned a counselor and will remain with their counselor from the time they enter Cheverus through graduation.

Health and Wellness Office Student health and wellness is our number one priority.

The school nurse assists the students, faculty, and staff with any issues related to health and wellness. Students can visit with the school nurse for physical, social, emotional, intellectual, environmental, and occupational well-being. Health records are maintained by the school nurse and complete student records allow us to provide the best care possible. The school nurse welcomes any questions or concerns on any forms related, but not limited to medical, physical, sports clearance, concussions, or immunization.

2021-2022 Program of Studies 41

Academic Policy Progress Reports & Report Cards Students will receive progress reports midway through each of the four marking periods and report cards at the end of each quarter; these reports will be accessed through ParentsWeb. Quarter grades and progress reports are used to help students and families stay informed about academic progress. Quarter grades are also used for eligibility and probation purposes.

Specific dates for progress reports and report cards will be announced on the school calendar. Transcripts are permanent records and report only semester and final grades.

Course Changes A one week add/ drop period at the beginning of the school year enables a student to fine tune their academic program without record on a student?s transcript. Students can initiate the add/ drop process for changes aligned with school policy by meeting with their counselor, who will investigate approvals from the appropriate parties. Without the express consent of the Assistant Principal for Academics, after the first progress report is released, a W or withdrawn will appear on the student?s transcript for a dropped course. Students with extenuating circumstances who would like to add a course in exchange for a dropped course after quarter 1 progress reports may make an administrative appeal with the Assistant Principal for Academics.

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Honors & AP Course Enrollment Cheverus encourages students to challenge themselves and take the most rigorous good fit course offered. Students who earn a year end grade of an A- or higher in a College Preparatory (CP) level course can enroll in an honors and/ or AP course. Students already enrolled in an honors or AP course and who earn a final grade of a B or higher can enroll in an honors and/ or AP course. Students may apply for a variance if they wish for placement that differs from the sending teacher?s and department?s original recommendation based on year end grades. In addition to student interest, passion and ambition, a student?s effort and conduct rating, attendance and disciplinary records, teacher and counselor recommendation, and course prerequisites may inform enrollment in college preparatory, honors, and AP courses. Honors and AP classes earn an additional increment of 0.25 in the student GPA. Academic Integrity Cheverus High School expects all students to abide by its academic code of honor as described in the Cheverus Student Handbook, to be true to themselves and to our community of learners.

Students found in violation of academic integrity can earn zero credit, have distinctions stripped, and suffer suspension or expulsion.

Cheverus STEM Diploma Thanks to Ben Bellatoni ?18 and Colby Benway ?18, Cheverus offers a STEM diploma to signal the necessary coursework and co-curricular experiences for students to become college- and career-ready in science. This designates that a student has elected to concentrate their studies in science, technology, engineering, and math. These requirements, which highlight the STEM offerings at Cheverus, may encourage a student to stretch beyond their natural comfort zone. Each student can tailor the STEM requirements to their specific interests. Additional requirements for the STEM diploma include, but are not limited to, extra credits of science and math, presentation of student generated research to an external body such as through the Maine State Science Fair, service, and leadership in science.

Dual Credit Enrollment Students can earn college credit while attending Cheverus. Through agreements with St. Joseph?s College in Maine and Creighton University in Nebraska, select courses from Cheverus High School and the Arrupe Virtual Learning Institute can be granted college credit with an administrative fee.

Applications for dual enrollment are available through the Office of the Registrar.

Diploma Awards Graduating seniors can earn diploma awards that are based on cumulative grade point averages as follows: summa cumlaude: magna cumlaude: cumlaude:

3.75-4.00 3.50-3.74 3:00-3:49

Grade Scale A AB+ B BC+ C CD+ D DF

4.0 94-100 3.75 91-93 3.5 89-90 3.0 87-88 2.75 85-86 2.5 82-84 2.0 79-81 1.75 76-78 1.5 74-75 1.0 72-73 0.75 70-71 0.0 <69

Distinctions The valedictorian is the student with the highest grade point average and class standing for a high school career. The salutatorian is the student with the second highest grade point average and class standing. To qualify, a student must have been enrolled at Cheverus High School for junior and senior years at a minimum. The administration reserves the right to remove the distinction of valedictorian or salutatorian from any student who has a violation of academic integrity during their high school career.

Honor Roll Twice during the academic year, on the basis of cumulative GPA points earned for the first and second semesters, honors are awarded. High Honors are awarded to those students who earn all A?s for semester grades. Honors at Cheverus are awarded to those students who have attained a 3.0 average or better and do not have any grades below a C+ among their semester grades.

Attendance and Earned Credit Students must attend classes to earn credit. Excessive absences may result in zero credit earned for a course.

Family trips, vacations, and other planned absences are strongly discouraged for times when Cheverus is in session. In the event that there is a planned absence, the student and parents/ guardians must meet with the administration, at least 2 weeks in advance, to explain the purpose of the planned absence, to discuss the ramifications of this absence, and develop the specific timeline for work makeup not to exceed one week beyond the scheduled return date. Families must understand that such pull outs compromise the quality of education for the student.

AP Exams Any student enrolled in AP courses have the option of taking the AP exam in the spring.

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Academic Resources Cheverus has a full gamut of information and technology resources for students through library services, a makerspace, and two computer labs. Teachers are regularly available for consultations after school and or before school. Our librarian and technology specialists can help students with special projects. While all students are expected to bring their own devices, students can also check out Chromebooks from the library.

Library Resources The library is located on the far end of the main building and is a physical place where students can conduct their research or complete assignments. It is also a virtual space in which a variety of research tools are available to students such as Factson File, GaleV irtual Library, MARV EL, and OpposingV iewpoints databases. Tucked away in the corner is also a chess table frequented by students during an unscheduled period. Exercise your brain by trying to solve the librarian?s ever-changing puzzle found on the book clock.

Faber Tutoring Center The Faber Tutoring Service is named after Peter Faber, a co-founder of the Society of Jesus who first met Ignatius Loyola at the University of Paris in 1529. They had been assigned as roommates. Although 15 years younger than Ignatius, Faber served as a tutor for Ignatius when Ignatius struggled to master the content of a course. At Cheverus, students have access to this on-site, fee-based tutoring service which can be scheduled at the convenience of the student. Our Faber Tutors can help students in our core academic subjects in individual or small group sessions.

FERPA The school abides by the provisions of the Family Educational Rights and Privacy Act (FERPA). FERPA gives parents certain rights with respect to their children?s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. ?Parent? means a parent of a student and includes a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or a guardian. An educational agency or institution shall give full rights under the Act to either parent, unless the agency or institution has been provided with evidence that there is a court order, State statute, or legally binding document relating to such matters as divorce, separation, or custody, that specifically revokes these rights. A copy of such legal document should be given to the student?s guidance counselor and will kept in the student?s permanent record.

Disclaimer Statement At the time of publication, reasonable effort was made to ensure the accuracy of the information herein, especially requirements for graduation. However, this publication is not a complete statement of all policies, procedures, rules, regulations, and academic requirements applicable to Cheverus, its students, or its programs. Changes or additions may be made to the policies, procedures, rules, regulations, and academic requirements. Cheverus High School reserves the right to make these changes and additions to the information in this publication without prior notice. When a curriculum or graduation requirement is changed, it is not made retroactive unless the change is to the student?s advantage and can be accommodated within the span of years normally required for graduation.

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Academic, Spiritual, and Wellness Formation Cheverusstudentsareabletobecometheir best selvesbecausetheyaresupported by relationshipswith educatorswho work together for their development. UniquetoCheverusisa Cura Personalisteam, or wholestudent careteam, that coordinatescollaboration between all educatorson campustosupport studentstobemoreand believemoreof themselves than when theyfirst entered Cheverus. Cura Personalisworkswith academicteachers, campusministers, counselors, school nurse, and peer mentors. Our coachesand club moderatorsarealsotrained toteach character development toour student athletesin thecontext of our Jesuit school. In addition toa student'susual courseload, our school provides sequenced formation programsfor each gradetosupport thedevelopment of studentswhocan ask for help, areforgiving and giving, becomecompassionatecommunitymembers, foster a deeper relationship with God, find joy in learning, and flourish. Tothisend, throughout theschool year, studentsenjoytheseprograms: -

Community Events such as daily prayer and Examen, monthly Masses, Spirit Week, Activities Fair, College Fair, Community Read, concerts, and assemblies.

Campus Ministry programs such as retreats, service work, immersion trips, and student leadership opportunities.

Academic advocacy and counseling for goal setting, program planning, performance evaluation, and success.

Wellness education for healthy relationships, mindfulness, anxiety coping tools, suicide awareness, substance abuse, and social media responsibility.

Responsive services for students in crisis.

Relationship building

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Faculty & Administration Helene Adams* Science

BS University of Connecticut MS University of Connecticut

Erin Ambrose ?11 Science

BS, Northeastern University MS, University of Southern Maine

Kelli Antonson Theology, English

BA DePaul University MEd University of Florida

Lorraine Aromando Arts, Computer Science, English BA Seton Hall University MEd Seton Hall University

Nicholas Denari Mathematics

BS Boston College MEd University of Notre Dame

Perla Garcia Frutis Spanish

BS University of Colima MA Western Michigan University PhD Florida State University

Jane Glass* Librarian, Webmaster, Computer Science BA Duke University MLIS Simmons College

Victoria Gower School Counselor

BA College of the Holy Cross MA Boston College

Amy Ashley Athletic Director

Bethany Hanley Director of Admissions

BA Franklin Pierce College

BA Trinity College MA Boston College

Richard Ashley ?97 History

Davis Hartwell* History

BA Fordham University

Emily Balaban-Garber* Spanish & French BA Bowdoin College

MEd University of New England

Brenna Chalifour History

BA University of Southern Maine MA Salem State University

Laura Cholod Mathematics, Spanish

BS University of Rhode Island

Rodger Cilley* English

BA LeMoyne College MA Emerson College

Elizabeth Coates English

BA Boston University MA University of Southern Maine

Kate Coddaire College Counseling, Director BA Merrimack College MEd University of Massachusetts MS University of New Hampshire

Dan Costigan ?82 Dean of Students

BA University of Maine MA University of New England

Maureen Curran History

BA Dartmouth College MSM University of Richmond

BA Bowdoin MA Bangor Theological Seminary MES Yale University JD Yale University

Marty Harvey School Nurse, RN

BSN University of Southern Maine

Dan Haskell ?90 Theology

BA University of Notre Dame MTS Boston College

Anne Hayes Arts, French, Campus Ministry

BA Fordham University MAT Maine College of Art

James Horner English

BA Washington & Lee University MA SUNY Stony Brook

Chris Humphrey* Arts, Music

BM University of New Hampshire MS University of New Hampshire

Paul Johnson Mathematics, Science

BA University of Southern Maine

Kerry Knott

Instructional Support Director BA Sienna College MA Boston College

Michael Komich Senior VP for Finance and Operations BS University of New England MBA Babson College

Jen Lafrance Science

BA University of Southern Maine

Dan LaVallee ?84* Mathematics,

BA College of the Holy Cross MST University of New Hampshire

Kathy Little Mathematics

BA St. Joseph?s College

Alicia Luna Mathematics

BA Univeristy of Denver MA University of Maryland

Lisa Merrill Assistant Director of Admissions

BA SUNY Potsdam MEd St. Joseph?s College

Christina Metcalf Art

BA University of Maine

John Moran Principal

BA Fordham University MA Middlebury College EdD Boston College

Gary Nielsen IT Coordinator, Computer Science

BA Pace University PhD University of WI-Madison

Erica Papkee ?12 Theology, Campus Ministry BA Boston College MA Boston College, School of Ministry & Theology

Jose Peralta* Theology

BA St. Michael's College

Fr. Robert Pecoraro, S.J. President

BS SUNY Buffalo State MA Loyola University Chicago MA University of San Francisco MDiv Santa Clara University ThM Santa Clara University

Kathryn Ray

Assistant Principal, Academics BS St. Joseph?s College MEd Boston College

Brooke Reid Assistant Director Athletics & Activities BA Plymouth State University

Erika Rhile Science

BA Gettysburg College

Randy Shaw VP for Advancement BA Bowdoin College

Greg Szkarlat Campus Ministry Director

BA Sacred Heart Seminary MDiv Loyola University Chicago

Sue Van Wyck

Instructional Support Director BS Purdue University MS University of WI-Milwaukee

Valerie Webster-Cota School Counselor

BS University of Maine MEd University of Southern Maine

Connie Zhu Mandarin

BA University of Southern Maine MFA University of Oregon

* Department Chair Cheverus High School 267 Ocean Avenue Portland, ME 04103 (207) 774-6238 (207) 774-8461 (Fax) www.cheverus.org CEEB: 200805

?I want my students not just to know science but to do science, to see and own what they learn and to discover ways to use what they know.?

Jen Lafrance Cheveruseducator since2017

?I want my students to feel at home in my classroom, to be active participants in their education, and to learn the skills and material so they can become knowledgeable citizens?

RichieAshley?97 Cheveruseducator since2004

?I want them to feel comfortable taking risks and learning from their mistakes and becoming people who are supportive of their peers.?

Emily Balaban-Garber Cheveruseducator since2018

Educat ing t he whol e per son 267 Ocean Avenue Portland, ME 04103 207-774-6238 cheverus.org