2022-2023 Program of Studies

Programof Studies

2023-2024

CheverusHighSchoolisaprivateco-educationalcollege preparatorysecondaryschoolconductedbytheSocietyof Jesus,theJesuits,andconnectedtoover80schoolsinthe UnitedStatesandmorethan800schoolsworldwide . Theschoolservesstudentsfromcommunitiesof southern andmid-coastMaineandissituatedalongthenetwork of Portlandtrailson30acresoverlookingtheBack Coveof thecityof Portland.CheverusHighSchoolis accreditedbytheNewEnglandAssociationof Schools andCollegesasacollegepreparatoryhighschoolsince 1963.Cheverusisamemberof theJesuitSecondary EducationAssociation,IndependentSchools Associationof NorthernNewEngland,NewEngland AssociationforCollegeAdmissionCounseling , NationalAssociationforCollegeAdmission Counseling,andtheCollegeBoard.

Mission Statement

An inclusiveJesuit Catholic collegepreparatory school, Cheverusteachesstudentsto be peoplefor and with othersand to pursueintellectual, spiritual, physical and personal excellencefor thegreater glory of God

Each Cheverusstudent graduatesready to start afulfillinglifetimejourney becausethey possessthesefive fundamental qualities:

·Open to Growth

·Intellectually Competent

·Religious

·Loving

·Committed to DoingJustice

takenfromTheProfileof aGraduateatGraduation

A Letter from thePrincipal

Dear CheverusCommunity,

When peopleask mewhat makesCheverusso special, so worth the investment of timeand family resources, I?m often quick to respond that it isthe?program?weareableto offer our students What you are holdingin your hands-or morelikely viewingonline-isan attempt to capturein wordsacentral pieceof thetotal Cheveruspackage: our Program of Studies

Asweplan for our next excitingschool year, wehopethesepageswill both guideand inspireyou to liveup to theidealslisted in our mission statement, theGrad at Grad, and thespirit of Magis . I would encourage you to seethecourseslisted in thesepagesasopportunitiesto beOpento Growthand takeaclass(or several!) you havenever taken before.

In writingthisI?m awarethat no document can fully capturethetotal scopeof what happensin our classroomsor on our campus Thecoreof our classroom experienceisfound in therelationshipsthat develop between teachersand students, and webelievethat God?sloveand presencecan befound in theserelationships Our faculty and staff believethat thisistruly sacred work wedo each day.

Studentsand familieswho cometo fully embracetheCheverusexperiencefind themselveson campusat all timesof day, on theweekendsand over breakspursuingtheir passionsbeyond theclassroom. In our Campus Ministry office, our Roboticslab, our band room, our gymnasium and weight room, studentslearn and grow towardstheyoungwomen and men they will become.

And perhapsmost importantly, at Cheverus, in embracingour Catholic traditions, webelievethat thepursuits you followherearenot for your glory, but for God?s AdMajoremDe i Gloriam(A M D G) means?For the Greater Glory of God,?and it isaphraseyou will hear often repeated hereand at all Jesuit institutions. This foundational pieceof Jesuit wisdom helpsto keep all of usgrounded in thelarger purposeof thework wedo each day. Weextend thisinvitation to studentsof all faithsand thoseseekingafaith tradition to join in this work.

So divein and explore! Try and test and stumbleand recover and stretch and succeed in themany placesand waysweoffer our program hereat Cheverus. Our talented faculty and staff arehereto help and push you along theway Your piecewill beto bringyour best with you to each classroom, each discussion, and each assignment, and knowthat your classmateswill do thesamefor you in thisnurturingand supportiveschool wecall Cheverus

God Bless, Dr John Moran Principal

Community Read

Themission of theCommunity Read program isto promote critical reading, community discourse, and action to bepeoplefor and with others. Every summer, theCheveruscommunity readsa book that unitesthecommunity and animatesthemission of our Jesuit school. Thisshared read providesour community achance to deliberately build aculturethat promotessocial justiceand service. It isaconversation starter that isalso intended to uniteall of our academicstudies Students, staff, faculty, administration will participatein theread and support thefocuswith programming throughout theyear. Small cross-gradediscoursegroupsand independent student projectsfollowthesummer read in thefall

2018 --OneGoal by Amy Bassrecountsthestoriesand reflectionsthat lead up to the2015 Soccer State Championship includingthoseof Lewiston native Coach MikeMcGraw, athletessuch asAbdi Shariff Hassan, and other studentsfrom refugeefamilieswho arrived to Mainethrough CatholicCharities.

2019 --CraigandFredby CraigGrossi Weget an inside look at USMarineCraigGrossi?sintelligencework in thefront linesof thewar in Afghanistan His friendship with astray dog, found whileserving, becomeshisbalm not just whileon deployment but also upon hisre-entry back home Accordingto Craig, ?It isnot what happensto usthat matters, but howwe respond to it ?

2020 --AllAmericanBoysby Jason Reynoldsand Brendan Kiely isNewYork Timesbestsellingnovel, wheretwo teens?oneblack, onewhite?grapplewith the repercussionsof asingleviolent act that leavestheir school, their community, and, ultimately, thecountry bitterly divided by racial tension.

2021 - Barkingtothe Choir by Fr. GregBoyle, SJ isa continuation of thestory of Homeboy Industries. In a nation deeply divided and plagued by poverty and violence, Barkingtothe Choir offersasnapshot into the challengesand joysof lifeon themargins.

2022 - Sooleyby John Grisham isastory of 'Sooley' who iscaught between hisdream and thenightmare unfoldingthousandsof milesaway Hemust make hard choicesabout hisfuture Thisquiet, dedicated boy must do what no other player hasachieved in the history of hischosen game: becomealegend in twelve short months

Graduation Requirements

25.5 creditsareneeded for graduation. A minimum enrollment of 6 creditsarerequired each year. Incomingfirst year studentswill berequired to enroll in 7 creditsfor their freshman year, except with theexpressapproval of theAssistant Principal of Academics

Department Graduation Requirement

English

Math

Theology

Science

World Language

History

Arts

4 creditsof English I, English II, English III or APLanguage, English IV or APLit

4 creditswhich include1 credit each year

4 credits

3 creditsof Global Science, Biology, Chemistry

3 full consecutivecreditsof onelanguage

3 creditsof History I, History II, History III or APUSHistory

1 credit or 2 half creditsof visual or performingarts

Computer Science ½credit Electives

3 credits

Additional Graduation Requirements

Retreats

Onecampusministry retreat each year

Community Service 55 hoursplusArrupeServiceProject

CollegeAdvising Onesemester each in 11th and 12th grade

Freshman Year at a glance

English I

Math (AlgebraI, Geometry)

Theology 9: Ignatian Identity

History I

Global Science

World Language

Computer Science½year and

Fineand PerformingArt ½year or Electivefullyear

Junior Year at a glance

English III or APLanguage

Math (AlgebraII, Pre-Calculus, or Calculus)

Theology 11: Scripture

History III or APUSHistory

Chemistry

World Language

Elective-optional

CollegeAdvisingSpringSemester (no credit)

SophomoreYear at a glance

English II

Math (Geometry, AlgebraII)

Theology 10: Mission, Sacrament and theGood Life History II

Biology

World Language

Computer Science½year or Fineand PerformingArt or Electivefullyear

Senior Year at a glance

English IV or APLiterature

Math (AlgebraII, Pre-Calculus, Calculus, or Statistics)

Theology 12: Social Justice

Elective Elective Elective Elective-optional

CollegeAdvisingFall Semester (no credit)

Four-Year CheverusAcademic Plan

English 4credits

Math 4credits

Theology 4credits

History 3credits

Science 3credits

World Language 3credits

Fine& PerformingArts

1credit

Computer Science ½credit

CollegeAdvising 11th& 12thgrades

Elective 3credits

English

TheEnglishstudentatCheveruswilllearntousecriticalthinkingandlanguageskills,whichfosteraloveof literatureand ensurecompetenceincriticalreading,writing,research,listening,andspeaking.Suchcompetenceisabasisforthemoreimportant goal:thatthestudyof literature,reflectingdiverseculturaltraditions,enhancesthegraduate?sabilitytomakechoicesbasedupon theJesuitProfileof theGraduateatGraduation.Theliteratureandlanguageskillstaughtwillultimatelypresentacompelling caseforstudentstoleadmoralandempatheticlivesaspeopleforandwithothers .

English I

1credit

Thiscourseisdesigned to introducestudentsto the demandsof high school coursework, encompassing all theaspectsof English: literary analysis, non-fiction synthesis, argumentativewriting, and rhetorical analysis Studentswill read, discuss, and writeabout variousworks. Studentswill read independently ashomework and in class Students will receiveguided instruction in essay writingto givethem aformat for both formal essaysand personal narratives. Astheschool year progresses, studentsareexpected to growin their writingskills and in their readinganalysisskills Theultimate purposeof thiscourseisto createcitizen-scholars who embody thought, compassion, and action, and who understand therelationship between language, identity, and power

English II

1credit

English II buildsoff of thefoundation students gained from English I in order to preparestudents for theintellectual demandsof auniversity English curriculum and theSAT/ACT. Studentsare encouraged to growascritical readers, writers, and thinkersasthey read both fiction and non-fiction textsfrom varioustraditional and contemporary authors English II studentslearn to engagecritically with texts, practicegrammar, expand their vocabulary, writeMLA format literary analysis essays, engagein classdiscussion, creatively express their understanding, and practicethework habits necessary for futureacademicsuccess

English II Honors

1credit

English II Honorsfostersappreciation for close readingof literatureasan art form and portal to the human experience Thecourseintroducesadvanced critical thinkingand analysistechniques. Honors

studentsread in greater depth thecoretextsfrom English II and engagein ademandingHonors literaturesurvey Honorsstudentsexamineand synthesizesymbolicand archetypal patterns, analyze collegelevel literatureselectionsincludingan epic poem and Shakespeare, respond to extensiveliterary analysisprompts, annotatetexts, begin to identify allusions, form effectiveclassdiscussion/lecture notes, actively engagein classdiscussion, refine verbal expression, exhibit mastery of grammar fundamentals, and master MLA format through analytical essay writing English II Honorsrequires habitual reading, analytical thinking, and discussion well beneath thesurface

English III

1credit

English III isdesigned to challengeand prepare studentsfor intended collegesof their choice. The readinglist iscomposed of both traditional and contemporary literaturewhilefocusingon specific themes Content overviewincludesemphasisplaced upon masteringeffectivestudy skills, grammar skills, vocabulary enrichment, comprehensivereadingand writingskills, and effectivespeakingand listening skills. Theliteratureselectionsarenovel-based and supplemented by appropriatepoetry, short stories, essays, letters, and lyrics. Thewritingcomponent complementstheliteratureand ispracticed consistently Studentsareexpected to honevarious formsof writingincludingexpository, descriptive, narrative, and theterm paper

English III Honors

1credit

TheEnglish III Honorscourseusessomeof the offeringsof theEnglish III program alongwith additional materials, which present aspecial challengefor thejunior student. Daily class participation isexpected and evaluated aswell as nightly reading Studentsshould beableto express

sophisticated, literary analysisthrough written and verbal means. TheHonorsstudent must be self-directed and assumeresponsibility for extensive reading, writing, and research. Two extended literary analysispaperswill bewritten, and bi-weekly in-class essaysareexpected to bewritten with clarity and excellence.

AP Languageand Composition

1credit

Thiscourseisdesigned to help studentsbecome skilled readersof prosewritten from avariety of periods, disciplines, and rhetorical contextsand to becomeskilled writerswho can composefor a variety of purposes Through their readingand writingin thiscourse, studentsshould becomeaware of theinteractionsamongawriter?spurposes, audienceexpectations, and subjects, aswell asthe way genericconventionsand theresourcesof languagecontributeto effectivewriting Weekly formal essays, nightly reading, aswell assummer readingand writingassignmentsarerequired

English IV

1credit

Thepurposeof thesenior English classisto completetheprocessof preparation for thecollege English curriculum To that end, studentswill reacquaint themselveswith therulesof grammar, learn to recognizethecharacteristicsof strong writing, acquireavocabulary necessary to the understandingand analysisof literature, examine thegenresof theshort story, novel, poetry, drama, and journalism, and, in concert with their religious studies, begin to facephilosophical questions Studentscan expect to writecritically and creatively and will completeoneproject over thecourseof the year. Dual enrollment credit with St. Joseph?s Collegeisavailable

English IV Honors

1credit

English IV Honorsstudentsshould enjoy readinga multitudeof textsfrom avariety of cultures, and they should speak and writeabout theliterature with both skill and integrity Coursework, lectures, and discussionsencouragestudentsto develop their uniquevoice Independently and collectively, studentssurvey theextensivelanguageof reading and examineauthors, texts, narrators, characters,

readers, and artistic movementsto identify patterns and common levelsof significance English IV Honorsstudentsassimilatewhat it meansto read, discern, and deconstruct literature Thereadingand writingstandardsarerigorous?expect nightly close-readingassignmentsincludingannotationsand critical thinkingliterary analysisquestionsand prompts. Studentswriteand reviseseveral compositionsemployingrhetorical, literary, and critical devices. Studentsexhibit courseknowledge through short answer, quotation, and essay exams English IV Honorsstudentsmust demonstratethey areautonomous?ableand willingto take responsibility for their own edification Thecourse requiresafundamental desireto intellectualizeand elucidate Dual enrollment credit with St Joseph?s Collegeisavailable.

AP English Literature

1credit

TheAPEnglish Literatureand Composition student will read college-level literaturefrom several genres and from different timeperiods, rangingfrom classicAmerican and British textsto translations from avariety of cultural origins An emphasiswill beplaced on slow, careful examination of theliteral, metaphoric, and symbolicmeaningsof each text as they pertain to theculturefrom which they originateand to theimmediate, contemporary cultureof thestudent Thestudent will writeboth analytical essaysand creativepieces, but alwayswith theintention of deepeningthestudent?s comprehension of thecraft and magic of literature. Theexpectationsfor thestudent?swritingeffortsare high; theexcellent APLiteraturestudent will composesophisticated, well-organized arguments whiledemonstratingasubtlecommand of vocabulary and recognition of what it meansto writewith style Studentsshould expect avariety of major evaluations: takehomeessayswith timefor research and reflection; in class, timed essaysin responseto questionsgenerated by theinstructor; and quotation tests, which ask thestudentsto respond critically to excerptsfrom either the narrativeor thedialogueof thetext.

Mathematics

TTheCheverusMathematicsDepartmentbelievesmathshouldbestudiedforitsbeautyaswellasitsutility.Themysteriesof sciencearewritteninthelanguageof mathematicsandthedepartmenthopestoopentheirstudents?eyestothepowerof math,as wellasdevelopacatalogof skillsfordailyliving.Technologywillbeusedwhereappropriateandthedepartmentrequiresthe purchaseof aTI-83/ 84graphingcalculatorforitsupper-levelcourses .

Typical MathematicsCourseProgressions

AlgebraIA ? Geometry A ? AlgebraIIA ? Statistics

AlgebraI ? Geometry ? AlgebraII ? Statistics, APStatistics, or Pre-Calculus

AlgebraI Honors? Geometry Honors? AlgebraII Honors? APCalculusAB, APStatistics, or Pre-Calculus

Geometry Honors? AlgebraII Honors? APCalculusAB* ? APCalculusBC*

*TakingAPStatisticsconcurrentlywithAPCalculusABorAPCalculusBCisstronglyencouraged.

Algebra IA

1credit

Thisalgebracourseisdesigned for thestudent who needsextratimeto understand mathematical concepts, such aspolynomialsand linear/quadratic equations Thecourseisinformal, inductive, and the paceslowed so that fewer topicsarecovered, but they aremastered in preparation for Geometry

Algebra I

1credit

AlgebraI isthefoundation coursefor all secondary mathematics. For most students, it istheir first exposureto an axiomatic approach to learning mathematics. Symbolic manipulation will be important, but problem solvingwill bethemain focusof our study Topicscovered in thiscourse includelinear equations, inequalities, polynomials, and quadraticequations

Algebra I Honors

1credit

Designed for thestudent takingfirst-year algebra who wantsto challengehim/herself, thiscourse coversall theessentialsof elementary algebra included in theregular program aswell aschallenges thestudent to grasp advanced concepts. Thesubject matter enhancestheproblem-solvingcapabilitiesof thestudent. Studentsselected for thiscoursemust behighly motivated and haveahistory of outstandinggradesin mathematics.

Geometry A

1credit

Thiscoursecoverstheessential topicsof geometry from an inductivepoint of view. Algebraskillsare continuously reinforced whiletopicssuch as parallelism, congruent triangles, similarity, right triangles, area, and volumeareexamined.

Geometry

1credit

Thiscoursecoverstheessentialsof planegeometry from aformal point of view Topicscovered in this courseincludeparallelism, congruent triangles, parallelograms, similarity, right triangles, circles, areas, volumes, and coordinategeometry. An introduction to someconceptsin elementary logicis included

Geometry Honors

1credit

Prerequisite:AlgebraI Honors

Geometry Honorspresentsacompletecoursein planegeometry for thewell-prepared mathematics student Thecourseistheoretical and an introduction to formal, deductiveproof beginsvery early. Algebraic skillswill beconstantly reviewed and strengthened through application to solving geometricproblems. Supplemental material will be used to enrich thetext Freshmen selected for this coursemust behighly motivated, haveahistory of outstandinggradesin mathematics, and scorewell on theCheverusmath assessment.

Algebra IIA

1credit

Thiscourseisdesigned to providethestudent with areviewof skillsfrom first-year algebraand then to study rational, radical, and trigonometric functions, but with extratimeallotted to ensureconceptsare mastered. Thecoursefinisheswith counting methodsand probability in preparation for thenext coursein thesequence, which isStatistics.

Algebra II

1credit

Thiscourseisdesigned to providethestudent with areviewof skillsfrom first-year algebraand then to study trigonometric, logarithmic, and exponential functionsaswell asother topicsastimeallows. The emphasisison equation solvingand itsapplication to thesolution of word problems.

Algebra II Honors

1credit

Prerequisite:GeometryH andAlgebraI H

Thiscourseisdesigned for highly motivated math studentswho haveexcelled in AlgebraI Honorsand Geometry Honors. AlgebraII and trigonometry topicsarestudied in great detail and depth Conic sectionsand matrices, typically covered in Pre-Calculusclasses, areexamined Thenext course in thesequenceisAPCalculusAB.

Pre-Calculus

1credit

Prerequisite:AlgebraII

Thiscoursedevelopsafoundation so studentswill bewell-prepared for acollegecalculuscourse, such asin an economicsor businessprogram. Trigonometric, logarithmic, and exponential functionswill bestudied in detail. Limitswill be introduced in thesecond semester.

AP CalculusAB

1credit

Prerequisite:AlgebraII Honors

Thisisacollege-level coursefor studentswho have completed AlgebraII Honors. Sometimeisspent strengtheningthestudent?spre-calculusbackground, but thefocusof thecourseisdifferential and integral calculus Studentswill grapplewith theidea of instantaneouschangeand theareaunder acurve, and thenumerousapplicationsof theseconcepts.

AP CalculusBC

1credit

Prerequisite:CalculusAB

Thiscourseisboth amorerigorousexamination and an extension of thetopicsstudied in APCalculusAB. Thecalculusof parametricand polar functionsare introduced and seriesasapproximationsfor functions arestudied in detail

Statistics

1credit

Thiscourseintroducesstudentsto thefundamentalsof statistical thought. Methodsto describedata, both visually and numerically, areexamined aswell astopics from linear regression, survey and experimental design, probability, and basichypothesistesting Topicsin financial literacy, such asinterest, loans, budgeting, and credit cards, will beconsidered in thesecond semester

AP Statistics

1credit

Prerequisite:AlgebraII

Thefocusof thecourseison thefour critical ideasof elementary statistics: planningasurvey, probability, describingdata, and makinginferencesabout a population from asurvey. Thiscourseisequivalent to aonesemester collegestatisticsclass Dual enrollment credit with St. Joseph?sCollegeisavailable.

CalculusC

1credit

Prerequisite:APCalculusBCandDepartmentapproval

Thiscourseextendsthetopicslearned in APCalculus BC into multipledimensions. Thesameconceptsof limits, differentiation, and integration arestudied, but areno longer restricted to theCartesian plane Partial derivatives, multipleintegrals, and lineintegralsare amongthenewideasintroduced Thiscourseishonors level.

Linear Algebra

1credit

Prerequisite:Departmentapproval

Thetopicsin thiscourseincludematrix operations, determinants, vector spaces, inner product spaces, eigenvalues, and linear transformations. Thiscourseis honorslevel

Theology

TheTheologyDepartmentiscommittedtoleadingstudentsonajourneythatsystematicallyexaminesdivinerevelation,specifically theCatholicFaith,MoralTheology,Scripture,andSocialJustice.Throughsuchastudy,itisourgoalthatstudentswillhavea solidunderstandingof thesubjectmattersothattheirownfaithmaybedeepenedtoapointwheretheyareconfidentlyandhumbly puttingthatsamefaithintoactionforthebettermentof others.Wehopethatthestudentsplacedinourcarewillhavenurtured reflectivehabitsthataidtheminstrivingforexcellenceinallthings .

Theology 9: Ignatian Identity and Introduction to Christianity

1credit

Thiscourseisan introduction to thebasicsof Christianity, itsChurch teachings, and Scripturefor all Cheverusstudentsregardlessof religious background. Studentsstudy St. Ignatiusof Loyola, thefounder of theSociety of Jesus, and are introduced to basicprinciplesof Ignatian Spirituality. Studentsexaminetheexperiencesof growth and questioning, which arepart of early adolescence, and explorewho God isand howHe callsusto faith, individually and collectively Studentsbecomeacquainted with theOld and New Testaments. Special attention ispaid to God?s self-revelation, thedevelopingCovenant, and humanity?sevolvingunderstandingof God. Thelife and teachingsof Jesuslead to discussionsabout the spirit over theletter of thelawand what it truly meansto be?peoplefor and with others?Jesus? passion and resurrection arethen seen asthe Christian Passover--our rebirth to newlifemade possibleby God?slove A final unit on the development of theChurch helpsstudents understand howChristianity becamean independent religion and howtheCatholicChurch relatesto other Christian churches Lessonson Catholicdoctrine, liturgy, sacraments, Holy Days, saints, and structureareintroduced throughout the year

Theology 10: Mission, Sacrament, and the Good Life

1credit

Thiscourseexaminesthemission of theCatholic Church--her constitution, self-understanding, models, themarksof theChurch, diverseroles within theChurch, ecumenism, and inter-religious dialogueincludingtheChurch?ssacramental vision of theworld generally, and theseven sacraments particularly. Studentsstudy ethics, moral decision making, and virtue Thenatureof thiscourseis

both catechetical and theological Studentsare responsiblefor understandingChurch teaching, but they will also bechallenged to engagein honest inquiry, raisingdifficult questionsand searchingfor meaningand personal understanding. Thequestions raised in theology classwill help studentsevaluate their own ideasabout what constitutesameaningful life, howGod isactivein their lives, and howto movemoredeeply and responsibly into their own uniquegifts Despitedifferencesin religious backgroundsand levelsof faith, thecoursewill help studentsdevelop skill in findingcommon ground as well ascelebratingpersonal differences Somecentral questionsfor theyear: Howisreligion shaped by society?Howissociety changed by religion?What doesit mean to say that theChurch issacrament?

Theology 11: Scripture

1credit

Thiscourseusesthehistorical-critical lensto examinetheJewish and Christian scripturesfound in theBible Thecoursedependson careful reading of primary textsaswell asrelyingon thebest scholarship availableto understand better both the library of booksfound in theBibleand theunified narrativeof salvation it reveals Progeny and land, thestory of thepatriarchs, theExodusliberation, theSinai covenant, theconquest of Canaan, the Davidicpromise, and theprophetic tradition all figureprominently in studyingtheJewish scriptures. With theChristian testament, focusfixesfirmly on Jesus-who isheto each of theevangelistsand to Paul, and why doeshematter to each of them?

Through acritical examination of thetexts, students areencouraged to contemplatehowbiblical truths help them to reflect on their own lives, aswell as their own faith and beliefs.

Theology 12: Social Justice

1credit

Senior theology isdedicated to thestudy of social justice. Studentsexaminepersonal spirituality in order that they may develop an authentic viewof justice, onebased in humility and aconsequent understandingof responsibility Albert Camus?The Fall isused asan examination of conscience. Examplesof Christiansand peopleof integrity will beexamined asresponsesto our own selfishnessand theinjusticewefoster. Aspectsof Ignatian Spirituality that areimplicit to theCheverus education becomealensfor viewingtheapplication of thesetheological beliefsin daily lifeand toil Studentsread excerptsfrom GregBoyle?sTattooson theHeart so that they may seesuch aresponselived in themodern world. Thecourseengagesin concretemodern social justiceissuesincluding social-economicissuesof poverty, hunger, the homeless, just wages, thedignity of work, business ethics, and theenvironment Social issuesabout the dignity and sanctity of lifeincludingracism, sexism, abortion, capital punishment, euthanasia, non-violence, and thejust war arestudied. Students? understandingof grace, solidarity, and cultivating virtues, which strengthen our concern for the common good, can beapplied to thesevery real concernsour society faces

Political Philosophy

1credit

Thiscoursecoversthewestern political philosophy tradition, startingwith itsGreek foundations, movingthrough liberal ideasborn of the Enlightenment, and examinestwentieth century reactionsand synthesis. Concurrent with thehistory of political thought, studentsmarshal thoseideasin verbal argument Theclasswill periodically become alab science, incorporatingLincoln-Douglasand PublicForum debateformats, pressingthe philosophical ideascovered into spoken arguments.

CampusMinistry

GroundedinCatholicandIgnatianTradition,CampusMinistryaccompaniesourstudentsintheirfaithdevelopmentoffering themtoolsfortheirspiritualjourney.Throughexperiencesof prayer,reflection,leadership,andservice,andbasedontheSpiritual Exercisesof St.Ignatiusof Loyola,weguidestudentstowardadeeperloveof self,others,andGod.Outof thislove,werespond bybeingpeopleforandwithothers.IntheSpiritof theGospelsweheedthecalltoaffectchangeinourschool,community,and worldbybeingcommittedtojustice.Allreligiousandspiritualactivitiesaredesignedtorespecteachperson?sreligioustradition,for theGreaterGloryof God.

Community ServiceProgram

Thecommunity serviceprogram at Cheverussupports thedevelopment of our Grad at Grad to beloving, committed to social justice, and to haveexperience with thewider community to put into action being peoplefor and with others. Lovein action isthe central tenet of our serviceprogram. AsSt. Ignatius said to hiscompanions, ?Go forth and set theworld on fire.?Examplesof eligibleserviceincludePreble Street or St Vincent DePaul Soup Kitchen, Special Olympics, involvement in aParish community, environmental clean-up, mentoringyoungpeoplesuch asthrough BigBrother BigSister, and serviceat Mercy Hospital or MaineMedical Center. Students arenot to receiveany payment or stipend for their service.

Freshmen

Sophomores

Serviceiscompleted under thedirection of theschool duringtheir fall retreat

20 independent hoursplus theschool-sponsored community serviceday for atotal of 25 hours

Juniors

25 independent hours, initiatingasitefor service and reportingtheir service to CampusMinistry

CheverusRetreat Program

Themissionof theCheverusretreatprogramistoengage studentsasactiveparticipantsintheirexplorationof spirituality. Retreatsprovidearelaxingandreflectiveatmosphereforstudents toexploreIgnatianSpiritualityof discoveringGodinallthings andtoreflectonwhatitmeanstobeapersonforandwithothers . .

IgniteYour Spirit FreshmanRetreat

Seniors

Seniorsparticipatein a culminatingmonth-long serviceproject duringMay called theArrupeProject. Seniorsspend their day at Southern Mainenonprofit organizationsaidingthe facility in their mission At theend of theexperience, seniorswriteareflection paper in relation to the Grad at Grad and offer their reflectionsto small groupsof thestudent body

Thisisan overnight retreat held on campusat Cheverus. Theretreat centerson theidealsof St. Ignatius Talksaregiven by seniorsentitled, ?Why Are You Here,??Who Am I,?and ?God?sLove.?It isa timefor personal reflection and atimeto build community with classmatesthrough small groups, reflection, games, and activities. Thenext morning studentsparticipatein acommunity serviceday, endingtheretreat by witnessingwhat it meansto bea person for and with others

Trust

SophomoreRetreat

Theretreat beginswith daily morningmassheld in the CheverusChapel Thethemeof thesophomoreretreat isrelationships, especially friendships. Through the experienceof guided meditation, avariety of trust exercises, and rock climbing, thesophomorestudent is challenged to recognizetherisk and task involved in friendshipsand howdiscipline, trust, goal setting, and cooperation can help them to overcomeobstaclesto a maturerelationship with othersand God By sharing their own experiencesand growth, juniorsand seniors act aspeer ministersto their fellowstudents Theday endswith reflectingon their experience.

Discerning Your Journey

JuniorRetreat

Theretreat beginswith daily morningmassheld in the CheverusChapel. Thethemeof thejunior retreat is Ignatian Discernment. Thisretreat isan opportunity for studentsto reflect on thechoicesthey encounter in their social, academic, and spiritual life. It isatimeto reflect on thepositiveand negativevoicesthey have heard through their lives (family/friends/themselves/others) so they can choose to respond in away that leadsto thebest version of themselvesand thegreater good. Students? conversationsand reflectionsoffer insight to discern howto respond to relationships, choices, decisions, circumstances, and activities

Social Justice& Kairos

SeniorRetreats

Kairosisbased on theSpiritual Exercisesof St Ignatiusand isafour-day experienceheld off-campus. Kairosmeans?God?stime?Theretreat leaders, composed of faculty and studentswho have experienced Kairos, giveseveral major talks Thereare activitiesto promoteand build community, foster trust and openness, and encouragereflection. Thereis an additional feefor thisretreat Kairosisoffered four timesthroughout theschool year.

Companionsin Mission Learning

CheverusHighSchoolCampusMinistryimmersionprogramsofferintentionalexperiencesof encounter.Immersionparticipants become?contemplativesinaction.?Before,during,andaftertrips,studentsareledthroughdeepreflectionsothattheymightbetter discernwaystoactivelyengagewiththeworld.ThevisionbehindthesetripsisgroundedintheGospelmessageof JesusChristand madeconcretewithinourJesuittradition.Althoughmanyof thetripsinvolvetravelingoutsideof Portland,studentscometo understandhowcomplexjusticeissues,accumulatedadvantage,anddisadvantageareatplayintheirlocalcontextandlives . Studentsgrowtheirskillsatlisteningandaccompaniment,formingintelligentquestionsandcreatingthoughtfuldialogue.Through relationshipsbuiltandstoriessharedonthesetrips,studentswilllearnaboutpeoplewholiveonthemargins.Despitetheservice componentof thesetrips,immersiontripsarenotmeanttochangeortosaveotherpeople,butinsteadtoopenourselvesuptobeing changed.Immersiontripsallowourstudentstounderstandcomplexsocialissues,movingfarbeyondsoundbitesandtweets .

Ignatian Family Teach-In for Social Justice

TheIgnatian Family Teach-In for Justice(IFTJ) isan annual gatheringin Washington, D C in November for membersof theIgnatian family. Theconferencedraws attendeesfrom every Jesuit High School and University in theU.S. and beyond. Delegatescometogether in the context of social justiceand solidarity to learn, reflect, pray, network, and advocatetogether. Catholicsand all peopleof conscienceunderstand thecall to love Love in thepublicarenaisjustice. Thisconferencegives studentsinformation and skillsto work for justiceand build bridgesbetween disparategroupsin their communitiesand theworld. Theweekend culminates in ameeting, with aMaineSenator or Representative on Capitol Hill, when studentsadvocatefor significant justiceissuesthat they learned about at theconference Cheverusstudentsin grades10-12 areinvited to apply for thiscompetitiveopportunity in thespringprior

Portland Urban Plunge

TheCheverusUrban Plungeisasimpleliving immersion experience. Participantswill learn deeply about many social issues, namely poverty, addiction, homelessness, health care, and immigration Theurban plungeisahands-on retreat. Thedaysarea combination of servicework, listeningto personal stories, takingpart in experiential learningactivities, reflection, and prayer

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?My favoritepartsof theexperience werelearningabout others' storiesof trial and triumph aswell astouring theCapitol buildingto speak with legislatorsabout policiesthat are important to me.

ArrupeLeadership Program

Thisyear-longformation program providesstudents to theconcept of Ignatian Leadership and focuses on introducingstudentsto Jesuit traditionsof service, justice, reflection, and discernment while developingleadership skillsrooted in theIgnatian vision. Thisgroup will comprisestudentsfrom all gradesand meet monthly. Studentshavetheoption to attend theArrupeLeadersSummit in February, wherestudentsfrom acrosstheJesuit network of U S secondary schoolsmeet at aJesuit Retreat Housein Ohio, California, or Maryland to shareideasand develop skillsfor inspired and effectivestudent leadership

Southern Border Immersion Trip

Motivated by thecall of PopeFrancisto embrace refugeesand asylees, theSouthern Border Immersion Program humanizesmigration acrossour U.S. border On thistrip, studentslearn about the complexitiesat theborderlandsof Arizonaand Mexico, payingspecial attention to storiesof human struggleand resilience. Studentsdeepen their appreciation for theeffortsof theJesuit network through our collaboration with theKino Border Initiative.

For moreinformation: immersion.cheverus.org

CheverusGlobal & Experiential Opportunities

Swan?sIsland Field Research

Scienceteacher ErikaRhilehasbeen workingwith Dr. Peter Petraitis, Professor Emeritusof Biology at the University of Pennsylvania, on research regardingthe ecological mechanismsthat maintain strandsof algae and bedsof musselsand barnaclesin theGulf of Maine asdistinct, self-sustainingcommunitiesfor over twenty years. Each spring, asmall group of studentshavethe opportunity to assist in thisresearch project on Swan?s Island, asmall island located six milesoff thecoast of Mount Desert Island. Studentsaretaught research methodsincludingfield sampling, organism counts, and statistical and microscopic analysis. Thisimmersion experienceisopen to studentsin grades10-12 Students areselected for their interest in environmental studies and theoutdoors, their appeal in theAdvanced Placement and marinesciencecoursesoffered, and their overall academiccompetencein thesciences

Italian ExchangeProgram

Studentsfrom Cheverushavetheopportunity to travel to InstituteLeoneXIII, aJesuit secondary school in Milan, Italy, and stay with host familiesfor oneweek Studentsalso havethe opportunity to host aLeonestudent for a week-longexchange Additionally, studentsand familieshavean opportunity to host Leone studentsfor asemester at Cheverusaspart of a cultural exchangeand English language immersion

History & Social Studies

Cheverusoffersathree-yearcorecurriculuminhistorythatsurveysthehistoryandgeographyof boththeworldandtheUnited Statesinanintegratedwayfromtheprehistoricperiodtothemodernworld,includingbasicconceptsinU.S.civics,political science,andeconomics.Electivesareavailableforseniorsandqualifiedjuniors.Thecorecurriculumof HistoryI,II,andIII are takenduringastudent'sfreshman,sophomore,andjunioryears .

History I: Originsof World Civilizations

1credit

Thiscoursesurveystheoriginsof themajor world civilizationstoday, focusingon thedevelopment of western civilization through themedieval period from itsrootsin theancient Near East and the Greco-Roman tradition of theMediterranean, aswell astheearly history of theIslamic, Slavic, Indian, and Chineseculturesand civilizations Pre-Columbian and sub-Saharan African civilizationsand culturesare also examined in thiscourse

History II: Foundationsof theModern World and theUnited States

1credit

History II coversworld and U S history from c 1400 AD to thefirst decadesof the19th century The coursebeginswith asurvey of world civilizationson theeveof theRenaissancein western Europe, then examinestheearly modern period in Europe, includingtheRenaissance, Reformation, voyagesof discovery, colonization, ScientificRevolution, the Enlightenment, and theemergenceof constitutional government in contrast to absolutism. Early American history, includingthesettlement of North America, theBritish colonial period, theAmerican Revolution, theestablishment of theUnited States and itsfoundingdocuments, and thefederal period, areall considered in their historical context.

History II Honors: Foundationsof theModern World and theUnited States

1credit

Thiscoursecoversthesamecontent asHistory II but at amorechallenginglevel involvinggreater exploration of primary sourcedocumentsand more conceptual analysisof historical events Students should expect moreintensivewritingat thehonors level. It also servesasaspringboard for APHistory III and preparation for studentsinterested in taking theAPU.S. History exam junior year.

History III: TheUnited Statesand theWorld from the19th Century to thePresent

1credit

Thiscoursesurveyshistory sincethemid-19th century, with acloselook at theinternal history and development of theUnited Statesaswell asat its foreign relations Thesewill beconsidered also in their global context Trendsand phenomena characteristicof theperiod such asindustrialization, nationalism, theexpansion of democracy, global trade, imperialism, theriseand fall of Communism and Fascism, theworld wars, decolonization, and, morerecently, theresurgenceof non-Western cultures will beconsidered both from aU S and global perspective

History III Honors: TheUnited Statesand the World from the19th Century to thePresent

1credit

Thishonorslevel coursecoversthesamematerial as History III but at amorechallenginglevel. Solid reading, interpretive, and writingskills, alongwith a willingnessto devoteconsiderabletimeto homework and study, arenecessary to succeed. Studentsmust demonstratesuccessin writingand analytical skills necessary for continued honorslevel work

AP History III: AP United StatesHistory

1credit

ThisclasscoverstheHistory III material at amore challenginglevel involvinggreater exploration of primary sourcedocuments, extensivereading, and greater conceptual analysisof historical events In keepingwith theCollegeBoard?sAPprogram, this courseisdesigned to betheequivalent of an introductory collegecourse Studentsareexpected to learn to assessprimary and secondary sources, to weigh thoughtfully theevidenceand interpretations presented in historical scholarship, to arriveat conclusionsbased on informed judgment, and to present ahistorical argument clearly and persuasively in essay form.

AP ComparativeGovernment & Politics

1credit

Thecourseaimsto illustratetherich diversity of world political lifeother than in theUnited States, to showinstitutional alternatives, to explain differences in processesand policy outcomes, and to communicatetheimportanceof global political and economicchanges Wewill comparetheeffectiveness of policy approachesto poverty or overpopulation By comparingthepolitical institutionsand practices of wealthy and developingcountries, studentscan begin to understand thepolitical consequencesof economicwell-being. Why aresomecountriesstable democraciesand not others?Why do many democracieshaveprimeministersinstead of presidents?By payingspecial attention to thesesix countries--China, Great Britain, Iran, Mexico, Nigeria, and Russia--studentswill movethediscussion from abstract definition to concreteexample.

AP Government

1credit

Studentsgain an analytical perspectiveon government and politicsin theUnited States. It includesthestudy of general conceptsused to interpret government and politics, and theanalysisof specificexamples. Thecourseexposesstudentsto the variousinstitutions, groups, beliefs, and ideasthat constituteU S government and politics Studentswill learn important facts, concepts, and theories pertainingto U S government and politics; understand typical patternsof political behavior; analyzeand interpret basicdatarelevant to U S government and politics; and analyzerelevant theoriesand concepts, apply theideas, and develop connectionsacrossthecurriculum

Dual enrollment credit with St. Joseph?sCollegeis available.

AP Psychology

1credit

In thisyear-longelectivestudentswill explorethe ideas, theories, and methodsof thescientific study of behavior and mental processes. Studentswill examine theconceptsof psychology through readingand discussion, and analyzedatafrom psychological research studies. Studentswill beintroduced to differingapproachesadopted by psychologists includingbiological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives. Studentswill also learn thebasicskills of psychology research and develop critical thinking skills

Economic Forcesin USHistory

1credit

Thiscoursewill providestudentswith an introduction to basiceconomic theory in thecontext of American history Studentswill re-examinekey momentsfrom American history, focusingon theeconomic considerationsof theevents. Individual unitsof study will incorporateinteractivesimulationsand exercises that will deepen students?understandingof both history and current events, aswell aseconomic theory and practical financial literacy.

Latin American History and Politics: TheCaribbean Islands Semester,½Credit

Thiscourseexaminesthehistory, politics, and cultureof theCaribbean islandsfrom the17th century to the present Studentswill explorethepolitical and cultural history of placeslikeCuba, theDominican Republic, Haiti, and Puerto Rico Through thestudy of avariety of key momentsin Caribbean history, studentswill reflect on theeffectsof colonialism, raceand ethnicity, land and theenvironment, and border and migration patternson modern Caribbean society

TheSixties

Semester½credit

Thiscourseexploresthepolitical, social, and cultural history of an erathat fundamentally reshaped American life Studentswill examinetheKennedy and Johnson presidencies, theCivil RightsMovement, theVietnam War, student protest and thecounterculture, and women?sliberation.

World War II: Causes, Course, and Consequences

Semester,½credit

Thiscourseincludesoriginsof World War II in the Treaty of Versailles, surveyingthegeopolitical landscape of theinter-war yearsand theeventsof thewar itself. Thecoursealso coverstheaftermath, focusingon the scientificand technological developmentsthat arean important legacy of thewar, aswell asthediplomatic arrangementsthat gavean uneasy stability to theCold War period.

World Language

TheWorldLanguageProgramatCheverusguidesourstudentstowardlinguisticandculturalproficiencyinSpanishandFrench. Studentslearningtospeak inasecondlanguagerequiremuchrepetition,practice,andcommitmenttodeveloptheskill.Our intentionistocreateaninteractive,safe,risk-takingenvironmentforgrowthinthelanguage.Studentsdeveloptheirproficiency usingavarietyof contexts,tools,andtechniquesthatemphasizebothoralandwrittenexpression.Learnerswillrefinetheir abilitiesininterpersonalcommunication,interpretivecommunication,andpresentationalcommunicationaccordingtoAmerican CouncilontheTeachingof ForeignLanguage(ACTFL)guidelines.A secondlanguageisanimportantassetinanincreasingly diversesocietyandglobaleconomy.Studentswillencounterdifferentwaysof thinkingabouttheworld,themselves,andtheirown culture.WeagreewithCharlemagnewhenhesaid,?Tohaveanotherlanguage,istopossessasecondsoul.?

French French 101: Introduction to French

1credit

In thisintroductory course, studentswill first begin to develop listeningand speakingskills through oral and written drills, simple conversations, and avariety of audio-visual tools, includingonlineresources. Regular readingand writingassignmentsemphasizeelementary sentencestructure, verbs, and vocabulary usage. Studentswill usepredictablelanguagein familiar settings Studentswill also start to develop cultural awarenessaswejourney throughout the French-speakingworld through research projects, visual resources, and cultural readingtopics. This courseisconducted in French and English.

French 201

1credit

Prerequisite:French101

Studentsbuild upon their understandingof elementary French to communicateabout a variety of topics. They develop their vocabulary and incorporatenewgrammar themesinto their work Authenticvideo, audio, and printed material engagestudentsasthey communicate with oneanother through listening, writing, speaking, and readingin French. In addition, studentsbegin to navigateauthenticmaterialsand practicecommunication in real-lifecontexts Studentswill comparetheir daily livesto thelives of studentstheir agearound theworld. Cultural topicsinclude: technology and itseffectson society, fineartsin theFrench-speaking community, and African and Canadian folk tales Thiscourseisconducted in French and English French 201 iseligiblefor honorscredit.

French 301

1credit

Prerequisite:French201

Studentswill continueto deepen their comprehension of vocabulary and grammar conceptsin thetarget language, furtheringtheir skillsthrough theexamination of authentic resources Theemphasisof thiscourseison communicatingusingthefour languageskills (reading, writing, speaking, listening) to navigate authenticresourcesthat deepen students? understandingof theFrench languageand cultures of theFrench-speakingworld Cultural topics include: heritageand traditions, public personalities, environmental issuesand volunteer work, and cultural awarenessand travel. This courseisconducted primarily in French French 301 iseligiblefor honorscredit

French 401 Honors

1credit

Prerequisite:French301Honorsorpermissionof the instructor

Speakingand participatingin theFrench language isemphasized in thiscourse. Studentswill fine-tunetheir ability to useavariety of tensesto communicate Emphasisisplaced on cultural comparisonsof health and wellness, careersand collegepreparation, and celebrationsin the Francophoneworld. Thisclassisconducted entirely in French and studentsareexpected to use French astheprimary meansof communication Thisisapre-APcoursedesigned to prepare studentsto study at an advanced level

AP French Language& Culture

1credit

Prerequisite:French401Honorsorpermissionof the instructor

Studentsdevelop advanced proficiency in listening, speaking, writing, and readingskills. Oral communication (interpersonal, interpretive, and presentational asdefined in theACTFL standardsfor World Languages) in avariety of contextsis emphasized usingthesix themesof theCollege Board. Textsincludearticlesand excerptsfrom French magazines, newspapers, literary texts, and websitesfocusingon thecultureof French-speaking countries Verbal and written languageskillsapplied to languagecompetenciesbeyond theschool setting areused to attain advanced proficiency of ACTFL?s Proficiency Guidelines. French isspoken in the entireclassand studentsareencouraged and expected to practicespeakingFrench outsideof class

Spanish 201

1credit

Thiscourseisacontinuation of Spanish 101 Studentsbuild upon their understandingof elementary Spanish to communicateabout a variety of topics. They develop their vocabulary and incorporatenewgrammar themesinto their work In addition, studentsbegin to navigate authenticmaterialsand practicecommunication in real-lifecontexts. Studentswill comparetheir daily livesto thelivesof studentstheir agearound the world. Cultural topicsinclude: technology and its effectson society, fineartsin theSpanish-speaking community, and Hispanic folk tales Thiscourseis conducted in Spanish and English

Spanish 201 Honors

1credit

Prerequisite:Spanish101

Thiscourseisdesigned for studentswho havea firm background in elementary Spanish and ahigh level of commitment to advancingin thelanguage. Studentsusevocabulary and grammar in more complex situations. Authenticvideo, audio and printed material engagestudentsasthey communicatewith oneanother through listening, writing, speaking, and readingin Spanish. Students will comparetheir daily livesto thelivesof studentstheir agearound theworld. Cultural topicsinclude: technology and itseffectson society, fineartsin theSpanish-speaking community, and Hispanic folk tales. Thiscourseis conducted in Spanish and English.

Spanish 101

1credit

In thisintroductory course, studentswill first begin to develop listeningand speakingskillsthrough oral and written drills, simpleconversations, and avariety of audio-visual tools, includingonlineresources. Regular readingand writingassignmentsemphasize elementary sentencestructure, verbs, and vocabulary usage Studentswill usepredictablelanguagein familiar settings Studentswill also start to develop cultural awarenessaswejourney throughout the Spanish-speakingworld through research projects, telenovelas, and cultural readingtopics. Thiscourse isconducted in Spanish and English.

Spanish 301

1credit

Prerequisite:Spanish201

Thiscourseisacontinuation of Spanish 201. Studentswill continueto deepen their comprehension of vocabulary and grammar conceptsin thetarget language, furtheringtheir skillsthrough theexamination of authentic resources. Development of thefour languageskills (reading, writing, listening, speaking) will provide studentswith theopportunity to communicatein thetarget languagein avariety of contexts

Cultural topicsinclude: heritageand traditions, publicpersonalities, environmental issuesand

volunteer work, and cultural awarenessand travel

Thiscourseisconducted in Spanish and English.

Spanish 301 Honors

1credit

Prerequisite:Spanish201Honorsorpermissionof the instructor

Thiscourseisdesigned for studentswho havea firm background in Spanish and ahigh level of commitment to advancingin thelanguage. Studentsareexpected to work asindependent learnerswithin thepacingof thecourse. The emphasisof thiscourseison communicating usingthefour languageskills(reading, writing, speaking, listening) to navigateauthenticresources that deepen students?understandingof the Spanish languageand culturesof the Spanish-speakingworld. Cultural topicsinclude: heritageand traditions, publicpersonalities, environmental issuesand volunteer work, and cultural awarenessand travel. By theend of the year, studentscompletetheindicativemood in all itstenses, can writewith easeabout acultural topic, and areableto present in two minutes followingtheCollegeBoard curriculum on Product, Practiceand Perspective. Thiscourseis conducted in Spanish.

Spanish 401 Honors

1credit

Prerequisite:Spanish301Honorsorpermissionof the instructor

Speakingand participatingin theSpanish languageisemphasized in thiscourse. Students will fine-tunetheir ability to useavariety of tensesto communicate Emphasisisplaced on cultural comparisonsof health and wellness, careersand collegepreparation, and celebrations in theHispanicworld. Cultural topicsinclude: el Camino deSantiago, theMediterranean diet and lifestyle, and laFeriadeAbril in Seville Thisclass isconducted entirely in Spanish and studentsare expected to useSpanish astheprimary meansof communication. Thisisapre-APcoursedesigned to preparestudentsto study at an advanced level. Dual enrollment credit with St Joseph?sCollegeis available

AP Spanish Language& Culture

1credit

Prerequisite:Spanish401Honorsorpermissionof the instructor

Studentsdevelop advanced proficiency in listening, speaking, writing, and readingskills. Oral communication (interpersonal, interpretive, and presentational asdefined in theACTFL standards for World Languages) in avariety of contextsis emphasized usingthesix themesof theCollege Board. APSpanish Language& Cultureisintended for studentswho wish to develop proficiency and integratetheir languageskills, usingauthentic materialsand sources Studentswho enroll should already haveabasicknowledgeof thelanguageand culturesof Spanish-speakingpeoplesand should haveattained areasonableproficiency in usingthe language Dual enrollment credit with St Joseph?s Collegeisavailable

Science

Cheverussciencepreparesstudentstobeinnovativescientistsandinformedcitizens.Wearecommittedtoarigorousfoundationin lifeandphysicalsciencesinthecontextof ourchangingworld.Werecognizethatintherecentdecadealone,advancesinapplied andbasicscienceshavecatapultedusintoaworldof greateropportunitiesandquestions.Laboratoryexperienceswillserveto illustratetheprinciplesbeingstudiedaswellastointroducesafeandproperscientificinvestigativeprocedures.Ourhands-on, inquiry-andlab-basedcurriculumisgroundednotonlyinrichcontent,butisalsoguidedbyourJesuitmissionof serviceto humanity.Weaimtogrowleaders,thinkers,innovators,designers,andengagedcitizens .

Global Science

1credit

Global Sciencecombinesthefoundationsof biology, chemistry, and ecology Studentswill develop an understandingof theenterpriseof scienceasawhole?thewondering, investigating, questioning, datacollecting, analyzing, problem solving, designing, and communicating. Topicswill includeEarth systems, geochemical cycles, natural resources, and sustainability. An emphasison environmental science, policy, and social justice helpsstudentsrelatescienceto themselves, our community, and ultimately, theworld

Biology

1credit

Thisintroductory coursepresentsmany of the major conceptsin thefield of biology, thestudy of life Studentswill develop an understandingabout thescienceof biology and experimental design, the chemistry of life, cellular biology, metabolism, genetics, thecentral dogmaof biology, and evolution. Thecourseincludesan exploration of the human body and promotesacritical analysisof current advancesin medicineand science.

Biology Honors

1credit

Biology Honorsisintended for thoseinterested in pursuingscience. Thegoalsachieved by each student through participation in theBiology

Honorsexperienceareaheightened awarenessand interest in biology aswell asan appreciation of both thebroad scopeand theenormousdepth that thefield of biology encompasses. Students will develop an understandingabout thescience of biology and experimental design, thechemistry of life, cellular biology, metabolism, genetics, the central dogmaof biology, and evolution The courseincludesan exploration of thehuman body and promotesacritical analysisof current advancesin medicineand science, includingthe

advancementsin geneticengineeringand the ethical decisionscreated by such advances

Chemistry

1credit

Thisintroductory coursepresentsmany of the major conceptsin thefield of chemistry, thestudy of matter and thechangesit undergoes. Laboratory investigationsand collaborativeclassroom activities areused to illustratetherelationship between the structureof matter and itsbehavior, attemptingto answer thequestion ?Why doessomethingbehavea certain way??A primary emphasisof thecourseis on theprocessof learningproblem-solving techniquesand strategies, both mathematical and investigative, in order to foster scientifichabitsof mind includingcuriosity, creativity, and objectivity Studentswill begin to understand the interconnectionsof chemistry to theother sciences, society, culture, and technology

Chemistry Honors

1credit

Chemistry Honorsisdesigned for students consideringacareer requiringfurther science education at thecollegelevel Thisintroductory coursepresentsmany of themajor conceptsin the field of chemistry, thestudy of matter and the changesit undergoes. Laboratory investigationsand collaborativeclassroom activitiesareused to illustratetherelationship between thestructureof matter and itsbehavior, attemptingto answer the question ?Why doessomethingbehaveacertain way??A primary emphasisof thecourseison the processof learningproblem-solvingtechniques and strategies, both mathematical and investigative, in order to foster scientifichabitsof mind includingcuriosity, creativity, and objectivity Studentswill begin to understand the interconnectionsof chemistry to theother sciences, society, culture, and technology Personal initiative isexpected in thisfast-paced course

Physics

1credit

Prerequisite:AlgebraII

Physicsisan algebra-based, introductory course Studentscultivatetheir understandingof physics through inquiry-based investigationsasthey explore topicssuch asNewtonian mechanics(including rotational motion); work, energy, and power; momentum; and mechanical waves Basicuseof trigonometricfunctionscan begained either in the concurrent math courseor in thePhysicscourse itself

PhysicsHonors/AP Physics1

1credit

Prerequisite:AlgebraII

PhysicsHonors/APPhysics1 isan algebra-based, introductory college-level course Students cultivatetheir understandingof physicsthrough inquiry-based investigationsasthey exploretopics such asNewtonian mechanics(including rotational motion); forces; work, energy, and power; momentum; and simpleharmonicmotion Thiscoursewill providestudentswith the background needed for study in an engineering program in collegeand for studentswho will pursueacareer requiringfurther science education at thecollegelevel

MarineBiology Semester,½credit

Prerequisite:Biology

Thiscourseisdesigned for studentswith special interest in marinebiology and contains significant laboratory and field experience Studentsstudy ecological conceptsof thesandy beach, rocky shoreand benthiccommunities, seaweeds, planktonicforms, plankton and their relationship to marinelifecycles, nekton, benthos, marinebacteriology, marinebiological resources, and marinepollution. Special attention isgiven to Maine?scoastal environment and working waterfront.

AP Environmental Science

1credit

Prerequisites:Studentsshouldhavecompletedtwoyearsof highschoollaboratoryscience.Duetothequantitative analysisrequiredinthecourse,studentsshouldalsohave takenatleastoneyearof algebra.

APEnvironmental Sciencewill providestudents with thescientificprinciples, concepts, and methodologiesrequired to understand the interrelationshipsof thenatural world, to identify and analyzeenvironmental problemsboth natural and human-made, to evaluatetherelativerisks associated with theseproblems, and to examine alternativesolutionsfor resolvingand/or preventingthem. Environmental scienceis interdisciplinary, embracingtopicsfrom geology, biology, environmental studies, environmental science, chemistry, and geography

AP Chemistry

1credit

Prerequisite:RecommendedChemistry

APChemistry isdesigned to providean in-depth exploration of solution chemistry, chemical kinetics, thermochemistry, gaslaws, reaction equilibria, acid-basechemistry, buffered solutions, oxidation-reduction reactionsand electrochemistry Emphasisisplaced on representationsand modelsto communicate scientificphenomenaaswell asaskingstudentsto engagein scientificquestioningto extend thinking Duringadvanced laboratory experiences, studentswill perform dataanalysisand evaluation

of evidencewhileworkingwith scientific explanationsand theories. Considerablepersonal initiativeisexpected asthecourseisdesigned for motivated studentswho arepreparingfor the Advanced Placement Exam in early May. Dual enrollment credit with St Joseph?sCollegeis available

Human Anatomy & Physiology

1credit

Prerequisite:Biology

Human Anatomy and Physiology isahands-on laboratory coursethat investigatestheforms, processes, and systemsof thehuman body. Studentswill study thebasicorganization of the body, thebiochemical composition and interactions, and thepartsof themajor body systemsaswell ashowthey work together. Case studiesof infectiousand geneticdiseasesand current discoveriesin medicinewill enhanceour study Thisclassisdesigned for studentswho have an interest in pursuingacareer in thehealth fields, and for studentswho want to learn more about their own bodiesand howto maintain a healthy lifestyle

AP Biology

1credit

APBiology aimsto providestudentswith the conceptual framework, factual knowledge, and analytical skillsnecessary to deal critically with therapidly changingscienceof biology. AP Biology labsareequivalent of thoseperformed by collegestudentsover thecourseof oneyear of collegestudy Thecourseculminatesin aResearch Project that ispresented to judgesand the Cheveruscommunity through theAPBiology Symposium in thespring. Thispresentation meets theSTEM diplomarequirement for Strand 3: Research & Design

Computer Science

StudentstakingcoursesintheComputerScienceDepartmentwillunderstandthebasicsof computationalthinkingandbeableto applythoseskillstootherdisciplines.Studentsarerequiredtocompleteahalf-creditintheComputerScienceDepartment. Studentscompletework bothindependentlyandcollaborativelyingroups .

Introduction to Coding Semester,½credit

In thisintroductory course, studentslearn the basicsof howcomputer programswork, even if they havenever doneany programmingbefore. In thishands-on coursestudentswill useonline codingtools, such asMIT?sScratch, to learn programmingconceptsin an interactive environment. Studentswill learn fundamental computational thinkingconceptsincludingevent sequencing; parallelism; loopsand conditional statements; mathematical and logical operators; usingvariablesand lists; and debuggingcode Studentswill practice?everyday coding?by applyingcomputational thinkingconceptsin other programssuch asemail, documents, and spreadsheets. Studentsexploresampleprograms, solveproblems, and completechallengingprojects

Python for Data Analysis Semester,½credit

Prerequisite:IntroductiontoCodingorpermissionof the instructor

Buildingon thecomputational thinkingconcepts from IntroductiontoCoding,thisintermediatelevel coursecoverstheessentialsof Python coding language: variables, strings, and numbers; listsand tuples; if statementsand loops; functionsand dictionaries; and commentsand codingbest practices Then, studentswill learn howto import, analyze, and visualizelargedatasetsusingPython. Studentsshould havesomeexperiencewith basic programmingconcepts.

AP Computer SciencePrinciples

1credit

APComputer SciencePrinciplesisan introductory college-level computingcoursethat introducesstudentsto thebreadth of thefield of computer science. Studentslearn to design and evaluatesolutionsand to apply computer science to solveproblemsthrough thedevelopment of algorithmsand programs. They incorporate abstraction into programsand usedatato discover newknowledge. Studentsalso explain how computinginnovationsand computing systems?such astheinternet?work, exploretheir potential impacts, and contributeto acomputing culturethat iscollaborativeand ethical.

AP Computer ScienceA

1credit

Prerequisite:AlgebraII

APComputer ScienceA isan introductory college-level computer sciencecourse Students cultivatetheir understandingof codingthrough analyzing, writing, and testingcodeasthey exploreconceptslikemodularity, variables, and control structures.

Universal Apostolic Preferences

?With theseuniversal apostolicpreferences, weresolveto concentrateand concretizeour vital apostolicenergiesduring thenext ten years, 2019-2029. Weaccept them asamission of theChurch through PopeFrancis, who hasapproved them by confirmingthecommunal discernment that was undertaken by theapostolicbody.?

FatherGeneralArturoSosaS.J .

February19, 2019

Fine& Performing Arts

TheCheverusFineandPerformingArtsDepartmentpreparesstudentstobesuccessfulinadiverseandever-changingsociety throughexperiencesinthefineandperformingarts.Theobjectivesof thedepartmentareto:1)encourageparticipationinand appreciationof musicandart,2)fostercreativityanddeveloptechnicalskillsinperformingmusicandcreatingvisualart,3) preparestudentsforcareersorprofessionalschoolinginthosefieldsthatrequirestrongpresentationalskills,creativeproblem solving,effectivecollaboration,andanunderstandingof humanexperiences .

Visual Arts

Introduction to Art

Semester,½credit

Thisclassisan introduction course, providingThis introductory courseprovidesstudentswith astrong foundation in thebasicsof art Thecoursecombines hands-on techniques, enriched with art history, art theory, and critique Guided exerciseswill help studentsdevelop abaseunderstandingof studio processesand practiceof art Studentswill develop understandingand application of observational drawing, color mixing, painting, elementsof art, principlesof design, and three-dimensional design

2D Art

Semester,½credit

In thiscoursestudentsbuild upon two-dimensional art skills: composition design, color theory, and basic drawingand paintingapplications. Studentsare introduced to moreadvanced 2D techniquesand design concepts, such ascollage, print-making, illustration, and graphic design Studentsexplorea variety of mediaand haveopportunitiesto experiment with mixed mediaapplicationsaswell Past and contemporary artistsand art movements serveasinspiration to studentsthroughout the course

Ceramics

Semester,½credit

Prerequisite:IntroductiontoArtorpermissionof the instructor

Diveinto thewonderful world of ceramicsand create 3D art with clay! In thiscoursestudentswill explore thediversehistory of ceramics, learn avariety of handbuildingtechniques, and experiment with glazing. Studentswill createmultiple3D artworks whilelearningceramictechniquessuch ascarving, raised relief, sgraffito, and resist/stencil glazing This coursewill exploreform versusfunction in art; studentswill makeart that isboth functional and decorative. Sketching, self-reflections, and group critiqueswill beincorporated throughout thecourse

Drawing I

Semester,½credit

Prerequisite:IntroductiontoArtorpermissionof theinstructor Thiscoursefocuseson thestrength of two-dimensional art Timewill bespent on the fundamentalsof drawingusingvariousmedia includinggraphite, pen and ink, colored pencil, pastel, and charcoal Studentswill explorecreative and self-directed themeswhilegainingskillsin observational drawing, anatomy and portraiture, design, and landscapedrawing. Coursematerial is enriched with art history and group critiques

Painting I

Semester,½credit Prerequisite:IntroductiontoArtor permissionof theinstructor

Paintingstudentsexperienceaseriesof exercises designed to develop fundamental skillsand knowledgewhilepaintingwith acrylic and watercolor paint. Through frequent instruction studentsdelve into amultitudeof interrelated activitiesexploring essential methodsand skills. In astimulating atmospherestudentsareencouraged to immerseand exploretheir artistic expression, uncover their talents, and develop theuniquestyleof thewholeperson. A well-informed approach to themedium isenhanced by thestudy of worksthroughout significant artistic movementsin history

Studio Art Honors

1credit Prerequisite:IntroductiontoArtorDrawing / Painting

Thisisan honorslevel coursefor studentsof proven interest and stressesthecreativeprocess. After reachingalevel of proficiency at renderingthe natural form, experimentation leadsto deeper study into thefieldsof two-dimensional design, printing, three-dimensional design, sculpture, painting, watercolors, color, collage, and stained glass. Artist demonstrationsand worksareintermittently shown to enhancethought and nurturean atmosphereof creativity through established theory Portfolio development and themewill influencethecourseof study for each student

Stained GlassWorkshop Semester,½credit

In thiscourse, studentslearn thecreativeelements and technical aspectsof basicstained glass construction usingtherequired materials, tools, and skills Through aseriesof focused projects, studentswill gain an understandingof thehistory and aestheticsof stained glasswork, aswell as produceavariety of stained glasspiecesand functional art. Thereisan additional art lab feeof $50 for tools/safety equipment.

Music Piano Lab Semester,½credit

Thiscourseisdesigned for beginningpiano studentsor studentswho havevery littlepiano experience. Usingelectronicpianosin alab setting, studentswill learn thebasicsof music notation, rhythm, melody, and harmony. Students progressthrough instruction utilizingbeginning piano booksand supplementary materials Access to apiano/keyboard outsideof theclassroom is required. Studentswill berequired to purchasea lowcost electronickeyboard to haveat home. Seniorsmay only register for thisclassduringthe first semester of their senior year

Advanced Piano Lab Semester½credit

Prerequisite:PianoLaborpermissionof theinstructor Thiscourseisdesigned for studentswho wish to further their piano skills Studentsshould have already taken onesemester of piano lab in order to sign up for thiscourse. Usingelectronicpianos in alab setting, studentswill learn moreadvanced conceptsof musicnotation, rhythm, melody, and harmony Studentsprogressthrough instruction utilizingpiano booksand supplementary materials. Accessto apiano/keyboard outsidethe classisrequired. Studentswill berequired to purchasealowcost electronic keyboard to haveat home Seniorsmay only register for thisclass duringthefirst semester of their senior year

CheverusChoir 1credit

Digital Media Production

1credit

Thegoal of thiscourseisto create, contributeto, and producethefinished yearbook for theschool year. Studentswill learn howto successfully operateadigital cameraaswell asphotography techniques, composition, and photo editing The coursewill also cover therelationship between digital photography and mediaproduction. This courserequiresthat studentsattend avariety of school events, such assportingeventsand student activities.

TheCheverusChoir emphasizesvocal techniques and theexploration and interpretation of various periodsand stylesof choral literature Thiscourse isdesigned for theexperienced singer who can match pitch and hold their own harmony part. Enrollment isdetermined by thedirector and may consist of an audition. Studentsareencouraged to study privately outsideof Cheverus. Students must participatein all major school performances and may beasked to perform at various performancesoutsideof school. Auditionsfor All-Stateand District ensemblesarestrongly encouraged. Thiscourseiseligiblefor honors credit

Music Technology and Production Semester½credit

Studentsaregiven abackground in acoustical conceptsrelated to audio recordingand will learn theapplication of adigital audio workstation through major production projects. Theclass preparesstudentsfor postsecondary study in communications, production, and audio engineeringat colleges, universities, and technical schools. Studentslearn basicdigital editingand recordingusingavariety of conceptsand software includingMIDI, Audacity, and Mixcraft. Seniors may only register for thisclassduringthefirst semester of their senior year

History of American Popular Music Semester,½credit

Thisintroductory courseexaminesthe development of popular music traditionsin the United Statesfrom thenineteenth century to the present. Studentswill employ thebasicvocabulary used to describethephysicsof musical sound, the psychology of musical perception, and the description of musical elements, such astimbre, rhythm, harmony, melody, and structure, in written and oral communication. Coursecontent will providestudentswith acritical perspectiveon thehistorical, socio-cultural, political, and economicforcesthat haveinfluenced the composition, performance, production, and consumption of popular musicin theUnited States. Discussionson theethical implicationsof race, ethnicity, gender, and classon the production and consumption of popular music in theUnited Stateswill also beafocusin this course. Studentswill utilizelibrary and online resourcesand research toolsto retrieveprimary and secondary sourcesin order to present an individual perspectiveon theroleof popular musicin American society

AP Music Theory

1Credit

Thiscourseisarigorousstudy of music theory for studentsinterested in pursuingmusic beyond high school Studentsconsideringthisclass should haveastrongbackground in music, includingtheability to read both bassand treble clefsfluently. Thecoursefocuseson skills required to besuccessful asafirst-year music student at acollege, university, or conservatory. Coursecontent includesharmony and harmonic analysis, melodicand rhythmicstructure, part-writing, formal analysis, scorereading, and a musichistory overview. Personal musical skillsare developed daily through ear-training, dictation, and sight-singing Although keyboard skillsare not required, they arebeneficial and should be developed duringtheclass.

Concert Band

1credit

Studentsenrolled in thiscoursehaveparticipated in band throughout middleschool and havea technical command that includesknowledgeof all noteswithin therangeof their instrument

Studentsrehearseand perform musicof high school-level that iswritten for standard concert band instrumentation. Studentswho play flute, oboe, clarinet, saxophone, bassoon, trumpet, trombone, French horn, baritonehorn, tuba, or percussion should sign up for thissection

Studentsarerequired to participatein all major school performances, and may beasked to audition for All-Stateand other regional festivals. Thiscourseiseligiblefor honorscredit

Jazz Band

1credit

Prerequisite:Auditionmayberequired

Studentsrehearseand perform high school level musicgeared toward standard jazz band instrumentation, includingtrumpet, trombone, saxophone, piano, guitar, bass, and drums.

Studentsarerequired to participatein all major school performances. Theremay bean additional feefor useof school owned instruments. This courseiseligiblefor honorscredit.

Jazz Combo

1credit

Thiscourseisdesigned for theadvanced musician. Enrollment isdetermined by the director and may consist of an audition. Students exploremusical conceptsthat deal with improvisation, transcription, and ensemble techniquesthat areneeded within thecontext of small group playing Studentsarerequired to participatein all major school performancesand may beasked to perform at variousperformances outsideof school. Thiscourseiseligiblefor honorscredit

HonorsCredit in Music Performance

Availablefor studentsenrolled in Choir, Concert Band, Jazz Band, Jazz Combo, and String Ensemblewhen astudent completes5 or moreof thefollowing:

1. Takeprivate lessonswith adegreed/qualified teacher or artist on aweekly 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-StateConcert Band, Chorus, Orchestra, Jazz Band, Jazz Combo, or Jazz Choir

4 Attend an instructor-approved concert and prepareatyped summary/evaluation of the concert. Thestudent must also turn in aprogram and fill out acritiquesheet for each concert. (Limited to oneper semester.)

String Ensemble

1credit

Thiscourseisdesigned for experienced playersof violin, viola, cello, and bass. Studentsexplore musicfor stringsfrom triosand quartetsto arrangementsof orchestral pieces--jazz, pop, and classical Studentshavean opportunity to advance individual skillsand techniques. Studentsare required to participatein all major school performancesand may beasked to play at liturgies Studentsareencouraged to audition for All-Stateand other regional musicfestivals This courseiseligiblefor honorscredit.

5 Conduct research and prepareatyped, written report (5-10 pages) on oneof thefollowingtopics: theinstrument beingstudied, theorchestra, a composer whosemusic isbeingperformed during thesemester credit isdesired, or atopicagreed upon by theinstructor

6 With instructor approval, work with and assist another student playingthesameinstrument. This will bescheduled between theinstructor and studentsinvolved. Student musiciansat area middleschoolsmay beincluded with instructor permission 7 Rehearseand perform with a church or community or other outside organization (PYWE, PYSO, MYO, Westcustago, etc.) on aregular basis(weekly/bi-weekly) throughout thesemester.

TheArrupeVirtual Learning Institute

StudentsmaytakeonlinecoursesthroughtheArrupeVirtualLearningInstitute(AVLI).AVLI isstaffedbyJesuitschoo l teachers,includingourownCheverusfaculty.Studentswithstrongindependentstudyskillsandexpectationsof commitment similartoanonsitecourse(estimatedat7+ hoursperweek)willbemostsuccessful.AVLI coursesmayrequiredigitalonline conferencing,includingactiveparticipationondiscussionboards,blogs,wikis,andotherprojects.WhileCheverusencourages studentstotakecoursesoncampuswithliveteachers,werecognizethattherearestudentswhohaveinterestbeyondourcourse offeringsandhavemotivationthatexceedswhatispossibletotakeinourdailyschedule.AVLI coursescanfulfillelective requirementsforgraduation.Year-longcoursesrunSeptember7,2023throughMay3,2024.FalltermrunsSeptember7 throughDecember15,2023;springtermrunsJanuary11throughMay3,2024.Thereisaone-week add/ dropperiodfor AVLI coursesforfulltuitionrefund.AVLI coursesincuranextrafeeof $415forayear-longcourseand$280forasemester course.Books,supplies,anddualcreditenrollmentthroughCreightonUniversityareanadditionalcost.ConsultyourSchoo l Counselortodetermineif AVLI studyisagoodfit.

Art

APArt History DC

APMusicTheory DC

Digital Photography* (fall)

Advanced Digital Photography* (spring)

Computer Science**

APComputer ScienceA DC

C++ Programming(spring)

Computer GameDevelopment (spring)

Computer SciencePrinciples(fall)

DatabaseDevelopment for Real World Problems (spring)

JavaScript Programming(fall))

UnderstandingArtificial Intelligence: TheScience and Morality (fall)

English/Communications

CatholicAuthors(spring)

ComicBook Fiction (spring)

MultimediaAuthorship: ThePower of Wordsand Images(fall)

Mathematics

Accounting(fall)

APCalculusBC DC

APStatisticsDC

Linear Algebra

MultivariableCalculusDC

Statistical Reasoningin Sports(spring)

Science

APEnvironmental Science

Astronomy: An Introduction (spring)

EngineeringPrinciples(fall)

Introduction to Anatomy and Physiology (spring)

Introduction to Biochemistry (fall)

Introduction to Veterinary Careers(spring)

Social Studies

APComparativeGovernment and PoliticsDC

APEuropean History

APMacroeconomics(spring)DC

APMicroeconomics(fall)DC

APPsychology DC

APUnited StatesGovernment and PoliticsDC

APWorld History DC

Genocideand theHolocaust (spring)

Introduction to Businessand Entrepreneurship (fall)

Introduction to Sociology(fall)

Lawand Society(fall)

Model United Nationsand International Relations(spring)

Theology

Bioethics: NavigatingtheEthical Dilemmasof Our Future(fall/ spring)

World Languages

APSpanish Literatureand CultureDC

APAmerican Sign LanguageLevel 1

Latin Level 1

Latin Level 2

*Successful completion of thiscoursewill fulfill a ½ credit of the1 credit requirement in Fineand PerformingArts

**Successful completion of thesecourseswill fulfill the½ credit requirement in Computer Science.

DC Dual Credit Availablethrough Creighton University

Allcoursesareyear-longunlessotherwisespecifiedinitalics .

Instructional Support

InstructionalSupport(IS)isdesignedtoassiststudentsinacademiccoursework duringtheirtenureatCheverus.Itisagoalof IS tohelpstudentstransitiontocollege.IShelpsstudentsevaluatestrengthsandweaknessestodeterminethebestmethodsandstrategies forsuccessinacollegepreparatorycurriculum.EligiblestudentsareassignedtoISasanyotheracademiccourse .

Instructional Support

1credit

Instructional Support isaclassdesigned to help theIS student in regular coursework hereat Cheverus. TheIS student?sresponsibility isto cometo classprepared to work, with all thenecessary information and supplies to completeassignmentsand preparefor assessments. Studentswill learn to identify one?sown needsfor progressaswell astheresourcesto meet thoseneeds. Studentswill work on timemanagement, organization, prioritization, planning, and academicawarenessskills with theaim of increasingindependence

ISEligibility and Determination for New Students

ISeligibility for newstudentsisinformed by the following:

1 Any known prior referral for special education servicesor school accommodation plan (i e IEPor 504).

2. Documentation of thestudent?slearning disability includingthemost recent IEP, other standardized or educational test results

3. Thestudent?scumulativefile. Cheveruswill evaluateall documentation provided by newfamilies and/or referralsfrom teachersto makea determination regardingISenrollment If the student iseligiblefor IS, alist of possible accommodationsspecific to thestudent will be provided alongwith an outlineof theimpact on the student?scourses Thestudent will sign an IS contract to confirm expectationsof thesupport course

Studentswith Learning Disabilities

Cheverusoffersresourcesthat may assist students with diagnosed mild to moderatelearning disabilities. However, thedemandsand design of thecurriculum, in conjunction with theschool?s schedule, do not permit usto implement all recommendationsin astudent?sIndividualized Educational Plan (IEP). Cheverusiscommitted to providingcertain accommodationsto students with documented learningdisabilities. Pleasenote that theseareaccommodationsand not modifications Modificationsindicateachangein therequirementsof theclass, such asrequiringa student to completehalf asmany math problems. Cheverusoffersthefollowingstudent support servicesif such servicesareindicated by a student?sneed and thestudent isenrolled in IS:

- Extended timefor testsand projects? up to 50%

- Separatetestingenvironment

- Permission to usealaptop or iPad/tablet in theclassroom for notetakingand in-classassignments

- Permission to record lectures

- Priority classroom seatingasneeded

- Limited oral testingusingspeech-to-text software

- Accessto student note-taker

- Spellingwaived on timed or non-word-processed assignments

- Verbal directionsto accompany written directionson testsand assignments

- Useof acalculator in math classand on quizzes/testsfor studentsdiagnosed with dyscalculia

- Accessto academicmonitoringand support through theuseof the Instructional Support program

- Fee-based Faber TutoringserviceAccessto extrahelp by teachersduringthe2:15-3:00 p.m. consultation period, asavailableto all students

Student Support Services

StudentsupportservicesatCheverusassistandencourageall studentsinmakingappropriatedecisionstoreachtheirpersonal best.Wehelpstudentsbecomepeopleforandwithotherswhoare sociallyresponsiblemembersof theirschoolandlocalcommunities . Schoolcounselors,thecollegeadvisor,andtheschoolnurseare partnersinstudentachievementandwillspendtimewitheach studenttoprovideguidanceforacademic,career,personal,and socialdevelopment.Astheprimarypointof contact,schoo l counselorswillalsocollaboratewithfamilies,faculty,staff,various stateandlocalagencies,scholarshipprograms,andsendingschools towork forthewell-beingof eachindividualstudent.

Freshman Formation Semester? Nocredit

Thegoal of thiscourseisto help studentspractice theskillsand toolsnecessary for successin high school whileintroducingthem to themission and Jesuit character of Cheverus. Thefreshman formation program isdesigned to preparestudentsfor academic, social, and emotional successin high school and beyond Thisisan opportunity for studentsto form relationshipswith each other, their school counselors, and other membersof thefaculty and staff who serve asresourcesfor our newest students. Theprogram offersstudentstoolsto improvetheir ability to selfadvocate, time-manage, and takeownership of their education.

CollegeAdvising

Semester? Nocredit,Pass / Fail,Grades11-12

99% of Cheverusstudentsenroll in an undergraduate program after graduation. Cheverusrecognizesthat all studentscompletethecollegeselection processat different rates Studentswill besupported in their collegesearch, provided standardized test taking strategies, and becomefamiliar with application basicsand organizational methodsthat will makethe collegesearch an enjoyablelearningexperience. CollegeAdvisingprovidesaweekly program during thesecond semester of junior year and thefirst semester of senior year Theprogram prepares studentsfor thetask of exploringpost-secondary optionsand understandinghowthecollege application processworks, ultimately concludingwith aplan for lifeafter graduation Informational nights, one-on-onemeetings, group meetings, college admission representativevisits, and fairsare scheduled throughout theyear to support studentsas they exploretheir post high school undergraduate options

Counseling Services

CheverusSchool Counselorsaremembersof ateam of caringprofessionalsat CheverusHigh School. Studentsmeet with counselorsindividually and in small groupsaspart of acomprehensivegrades9-12 counselingcurriculum. Familiescan request to meet with school counselorsthroughout theyear. Counselorsareprofessionally obligated to maintain theconfidentiality of their relationship with students, unlesssuch disclosuresarenecessary to protect the student from harm to self or others, including parents, other students, faculty, or administration. Studentsareassigned acounselor and will remain with their counselor from thetimethey enter Cheverusthrough graduation

Health and WellnessOffice

Student health and wellnessisour number one priority Theschool nurseassiststhestudents, faculty, and staff with any issuesrelated to health and wellness. Studentscan visit with theschool nursefor physical, social, emotional, intellectual, environmental, and occupational well-being Health recordsaremaintained by theschool nurseand completestudent recordsallowusto providethebest carepossible. Theschool nursewelcomesany questionsor concernson any formsrelated, but not limited to medical, physical, sportsclearance, concussions, or immunization

Academic Policy

ProgressReports& Report Cards

Studentswill receiveprogressreportsmidway through each of thefour markingperiodsand report cardsat theend of each quarter; thesereportswill beaccessed through ParentsWeb. Quarter gradesand progress reportsareused to help studentsand familiesstay informed about academicprogress. Quarter gradesare also used for eligibility and probation purposes Specificdatesfor progressreportsand report cards will beannounced on theschool calendar Transcripts arepermanent recordsand report only semester and final grades

CourseChanges

A oneweek add/drop period at thebeginningof the school year enablesastudent to finetunetheir academicprogram without record on astudent?s transcript. Studentscan initiatetheadd/drop process for changesaligned with school policy by meeting with their counselor, who will investigateapprovals from theappropriateparties Without theexpress consent of theAssistant Principal for Academics, after thefirst progressreport isreleased, aW or withdrawn will appear on thestudent?stranscript for adropped course Studentswith extenuatingcircumstanceswho would liketo add acoursein exchangefor adropped courseafter quarter 1 progressreportsmay makean administrativeappeal with theAssistant Principal for Academics.

Honors& AP CourseEnrollment

Cheverusencouragesstudentsto challenge themselvesand takethemost rigorousgood fit courseoffered Studentswho earn ayear end grade of an A-or higher in aCollegePreparatory (CP) level coursecan enroll in an honorsand/or AP course Studentsalready enrolled in an honorsor AP courseand who earn afinal gradeof aB or higher can enroll in an honorsand/or APcourse Students may apply for avarianceif they wish for placement that differsfrom thesendingteacher?sand department?soriginal recommendation based on year end grades In addition to student interest, passion and ambition, astudent?seffort and conduct rating, attendanceand disciplinary records, teacher and counselor recommendation, and courseprerequisites may inform enrollment in collegepreparatory, honors, and APcourses. Honorsand APclassesearn an additional increment of 025 in thestudent GPA

Academic Integrity

CheverusHigh School expectsall studentsto abide by itsacademiccodeof honor asdescribed in the CheverusStudent Handbook, to betrueto themselvesand to our community of learners Studentsfound in violation of academicintegrity can earn zero credit, havedistinctionsstripped, and suffer suspension or expulsion.

CheverusSTEM Endorsement

Thanksto Ben Bellatoni ?18 and Colby Benway ?18, CheverusoffersaSTEM endorsement to signal the necessary coursework and co-curricular experiencesfor studentsto becomecollege-and career-ready in science. Thisdesignatesthat astudent haselected to concentratetheir studiesin science, technology, engineering, and math. Theserequirements, which highlight theSTEM offeringsat Cheverus, may encourageastudent to stretch beyond their natural comfort zone Each student can tailor theSTEM requirementsto their specificinterests. Additional requirementsfor theSTEM endorsement include, but arenot limited to, extracreditsof scienceand math, presentation of student generated research to an external body such asthrough theMaineStateScience Fair, service, and leadership in science.

Dual Credit Enrollment

Studentscan earn collegecredit whileattending Cheverus Through agreementswith St Joseph?s Collegein Maineand Creighton University in Nebraska, select coursesfrom CheverusHigh School and theArrupeVirtual LearningInstitutecan be granted collegecredit with an additional fee. Applicationsfor dual enrollment areavailable through theOfficeof theRegistrar.

Distinctions

Thevaledictorian isthestudent with thehighest grade point averageand classstandingfor ahigh school career. Thesalutatorian isthestudent with thesecond highest gradepoint averageand classstanding To qualify, astudent must havebeen enrolled at CheverusHigh School for junior and senior yearsat a minimum Theadministration reservestheright to removethedistinction of valedictorian or salutatorian from any student who hasaviolation of academic integrity duringtheir high school career.

Honor Roll

Twiceduringtheacademicyear, on thebasisof cumulativeGPA pointsearned for thefirst and second semesters, honorsareawarded High Honors areawarded to thosestudentswho earn all A?sfor semester grades Honorsat Cheverusareawarded to thosestudentswho haveattained a3.0 averageor better and do not haveany gradesbelowaC+ among their semester grades

Diploma Awards

Graduatingseniorscan earn diplomaawardsthat are based on cumulativegradepoint averagesasfollows:

summacumlaude: 375-400

magnacumlaude: 3.50-3.74

cumlaude: 3:00-3:49

GradeScale

A 4.0 94-100

A- 3.75 91-93

B+ 3.5 89-90

B 30 87-88

B- 275 85-86

C+ 25 82-84

C 2.0 79-81

C- 1.75 76-78

D+ 1.5 74-75

D 1.0 72-73

D- 0.75 70-71

F 0.0 <69

Attendanceand Earned Credit

Studentsmust attend classesto earn credit. Excessive absencesmay result in zero credit earned for acourse. Family trips, vacations, and other planned absencesare strongly discouraged for timeswhen Cheverusisin session. In theevent that thereisaplanned absence, the student and parents/guardiansmust meet with the administration, at least 2 weeksin advance, to explain thepurposeof theplanned absence, to discussthe ramificationsof thisabsence, and develop thespecific timelinefor work makeup not to exceed oneweek beyond thescheduled return date Familiesmust understand that such pull outscompromisethequality of education for thestudent

AP Exams

Any student enrolled in APcourseshastheoption of takingtheAPexam in thespring.

Academic Resources

Cheverushasafull gamut of information and technology resourcesfor studentsthrough library services, a makerspace, and two computer labs. Teachersareregularly availablefor consultationsafter school and or before school. Our librarian and technology specialistscan help studentswith special projects. Whileall studentsare expected to bringtheir own devices, studentscan also check out Chromebooksfrom thelibrary.

Library Resources

Thelibrary islocated on thefar end of themain buildingand isaphysical placewherestudentscan conduct their research or completeassignments It isalso avirtual spacein which avariety of research toolsareavailableto studentssuch asFactsonFile , GaleVirtualLibrary, MARVEL,and OpposingViewpointsdatabases Tucked away in the corner isalso achesstablefrequented by studentsduringan unscheduled period Exerciseyour brain by tryingto solvethelibrarian?sever-changingpuzzlefound on thebook clock

Faber Tutoring Center

TheFaber TutoringServiceisnamed after Peter Faber, aco-founder of theSociety of Jesuswho first met Ignatius Loyolaat theUniversity of Parisin 1529. They had been assigned asroommates. Although 15 yearsyounger than Ignatius, Faber served asatutor for Ignatiuswhen Ignatiusstruggled to master thecontent of acourse At Cheverus, studentshaveaccessto thison-site, fee-based tutoringservicewhich can bescheduled at theconvenience of thestudent Our Faber Tutorscan help studentsin our coreacademicsubjectsin individual or small group sessions

FERPA

Theschool abidesby theprovisionsof theFamily Educational Rightsand Privacy Act (FERPA) FERPA gives parentscertain rightswith respect to their children?seducation records Theserightstransfer to thestudent when heor shereachestheageof 18 or attendsaschool beyond thehigh school level ?Parent?meansaparent of a student and includesanatural parent, aguardian, or an individual actingasaparent in theabsenceof aparent or aguardian An educational agency or institution shall givefull rightsunder theAct to either parent, unlessthe agency or institution hasbeen provided with evidencethat thereisacourt order, Statestatute, or legally binding document relatingto such mattersasdivorce, separation, or custody, that specifically revokestheserights A copy of such legal document should begiven to thestudent?sguidancecounselor and will kept in thestudent?s permanent record

Disclaimer Statement

At thetimeof publication, reasonableeffort wasmadeto ensuretheaccuracy of theinformation herein, especially requirementsfor graduation However, thispublication isnot acompletestatement of all policies, procedures, rules, regulations, and academic requirementsapplicableto Cheverus, itsstudents, or itsprograms Changesor additionsmay bemadeto thepolicies, procedures, rules, regulations, and academicrequirements CheverusHigh School reservestheright to makethesechangesand additionsto theinformation in thispublication without prior notice When acurriculum or graduation requirement ischanged, it isnot maderetroactiveunlessthechangeisto thestudent?sadvantageand can beaccommodated within thespan of yearsnormally required for graduation

Academic, Spiritual, and WellnessFormation

Cheverusstudentsareabletobecometheirbestselvesbecausetheyaresupportedbyrelationshipswitheducatorswho work togetherfortheirdevelopment.UniquetoCheverusisaCuraPersonalisteam,orwholestudentcareteam,that coordinatescollaborationbetweenalleducatorsoncampustosupportstudentstobemoreandbelievemoreof themselves thanwhentheyfirstenteredCheverus.CuraPersonalisworkswithacademicteachers,campusministers,counselors , schoolnurse,andpeermentors.Ourcoachesandclubmoderatorsarealsotrainedtoteachcharacterdevelopmenttoour studentathletesinthecontextof ourJesuitschool.Inadditiontoastudent'susualcourseload,ourschoolprovides sequencedformationprogramsforeachgradetosupportthedevelopmentof studentswhocanask forhelp,areforgiving andgiving,becomecompassionatecommunitymembers,fosteradeeperrelationshipwithGod,findjoyinlearning,and flourish.Tothisend,throughouttheschoolyear,studentsenjoytheseprograms:

- Community Eventssuch asdaily prayer and Examen, monthly Masses, Spirit Week, ActivitiesFair, CollegeFair, Community Read, concerts, and assemblies.

- CampusMinistry programssuch asretreats, servicework, immersion trips, and student leadership opportunities.

- Academic advocacy and counseling for goal setting, program planning, performanceevaluation, and success.

- Wellnesseducation for healthy relationships, mindfulness, anxiety copingtools, suicideawareness, substanceabuse, and social mediaresponsibility.

- Responsiveservicesfor studentsin crisis

- Relationship building

HeleneAdams* Science

BSUniversity of Connecticut

MSUniversity of Connecticut

Erin Ambrose?11

Science

BS, Northeastern University

MS, University of Southern Maine

Kelli Antonson*

English

BA DePaul University

MEd University of Florida

Amy Ashley

Director of Athletics& Activities

BA Franklin PierceCollege

Richard Ashley ?97

History

BA Fordham University

Emily Banks*

World Language

BA Bowdoin College

MEd University of NewEngland

VictoriaBellomo

School Counselor

BA Collegeof theHoly Cross

MA Boston College

BrennaChalifour

History

BA University of Southern Maine

MA Salem StateUniversity

LauraCholod

World Language

BSUniversity of RhodeIsland

Rodger Cilley

Director of CampusMinistry

BA LeMoyneCollege

MA Emerson College

Elizabeth Coates

English

BA Boston University

MA University of Southern Maine

Dan Costigan ?82

Dean of Students

BA University of Maine

MA University of NewEngland

Maureen Curran Swanson*

History

BA Dartmouth College

MSM University of Richmond

AndrewDigan

School Counselor

BA University of NotreDame

MA University of Louisville

MA Boston College

Faculty & Administration

NicholasDenari Mathematics

BSBoston College

MEd University of NotreDame

JaneGlass*

Librarian, Webmaster, Computer Science

BA DukeUniversity

MLISSimmonsUniversity

MSISUniversity of Maine

ReginaHackleman Mathematics

BA SUNYGeneseo

MEd Boston University

Marty Harvey School Nurse, RN

BSN University of Southern Maine

Dan Haskell ?90

Theology

BA University of NotreDame MTSBoston College

AnneHayes

World Language

BA Fordham University

MAT MaineCollegeof Art

JamesHorner English

BA Washington & LeeUniversity

MA SUNYStony Brook

ChrisHumphrey PerformingArts

BM University of NewHampshire

MSUniversity of New Hampshire

Fr Kevin Hughes, SJ CampusMinistry, Theology

BA LaSalleUniversity

MSSt LouisUniversity

STB RegisCollege(Toronto, ON)

MDiv RegisCollege(Toronto, ON)

Kerry Knott Director of Instructional Support

BA SiennaCollege

MA Boston College

MSUniversity of Southern Maine

Michael Komich

Senior VPfor Financeand Operations

BSUniversity of NewEngland

MBA Babson College

Jen Lafrance Science

BA University of Southern Maine

Dan LaVallee?84* Mathematics, BA Collegeof theHoly Cross

MST University of NewHampshire

Kathy Little Mathematics

BA St Joseph?sCollegeof Maine

AngelineMarcotte Science

BSEastern Michigan University

MEd University of Southern Maine

ChristinaMetcalf*

Visual Arts

BA University of Maine

John Moran Principal

BA Fordham University

MA Middlebury College

EdD Boston College

ValerieMurken

World Language

BA American University

MEd RutgersUniversity

Aaron Mooney

Director of CollegeAdvising

BSUniversity of Evansville

MSIndianaUniversity

Gary Nielsen

IT Coordinator, Computer Science

BA PaceUniversity

PhD University of WI-Madison

EricaPapkee?12

Theology

BA Boston College

MA Boston College, School of Ministry & Theology

JosePeralta*

Theology

BA St Michael'sCollege

Fr. Robert Pecoraro, S.J. President

BSSUNYBuffalo State

MA LoyolaUniversity Chicago

MA University of San Francisco

MDiv SantaClaraUniversity

ThM SantaClaraUniversity

Kathryn Ray

Assistant Principal of Academics

BSSt Joseph?sCollegeof Maine

MEd Boston College

BrookeReid

Assistant Director of Athletics& Activities

BA Plymouth StateUniversity

ErikaRhile Science

BA GettysburgCollege

Randy Shaw

VPfor Advancement

BA Bowdoin College

Taylor Sullivan English

BA Miami University of Ohio

Andrew Wimmer

Instructional Support

BSEast StroudsburgUniv of PA

MSEast StroudsburgUniv. of PA

* Department Chair

CheverusHigh School

267 Ocean Avenue Portland, ME 04103 (207) 774-6238 (207) 774-8461 (Fax) wwwcheverusorg

CEEB: 200805

?I want my studentsto followtheir passionsand realizethat everythingthey do can beoffered up for thegreater glory of God.?

Nick Denari Cheveruseducatorsince2019

?I?m proud of thework wedo to prepareour students academically; Cheverusgraduateshavetheskillsand knowledgeto succeed in their post-secondary educations But I'm even moreproud of our emphasison curapersonalis and theconsistent effort wemaketo develop our students into high-quality human beingswho contributeto our society in so many amazingways.?

MaureenCurranSwanson Cheveruseducatorsince2008

?EverythingI havegained in thisworld has been becauseof my Jesuit education. Beinga member of theIgnatian Family hereat CheverusHigh School and gettingto liveout my Ignatian Valuesevery day isadream come true.?

JoséPeralta Cheveruseducatorsince2007