Cheverus High School -- Program of Studies

Pr ogr am of St udies

2019-2020

Graduate at Graduation AS A JESUIT HIGH SCHOOL, CHEVERUS COMMITS ITSELF TO EDUCATE STUDENTS TO BE:

Open toGrowth IntellectuallyCompetent Religious Loving Committed toJustice

Table of Contents Mission Statement............................................................

Academic Resources.........................................................

Graduation Requirements .............................................

Four-year Planning Sheet ...............................................

English ..............................................................................

Mathematics .....................................................................

Theology ............................................................................

Campus Ministry ............................................................

History ..............................................................................

Instructional Support ....................................................

World Language ...............................................................

Computer Science ...........................................................

Science ...............................................................................

Fine & Performing Arts .................................................

Interdisciplinary Studies ...............................................

Student Support Services................................................

Jesuit Virtual Learning Academy .................................

Academic Policy ..............................................................

Formation Program ......................................................

Contact Information.......................................................

4 6 8 9 10 14 16 18 22 25 26 29 30 34 38 40 41 42 45 46

CheverusHigh School isa privateco-educational collegepreparatory secondaryschool conducted bythe Societyof Jesus, theJesuits, and connected toover 80 schoolsin theUnited Statesand 800 schools worldwide. Theschool servesstudentsfrom communitiesof southern and mid-coast Maineand issituated alongthenetwork of Portland trailson 30 acresoverlookingtheBack Coveof thecityof Portland. CheverusHigh School isaccredited bythe NewEngland Association of Schoolsand Colleges asa collegepreparatoryhigh school since1963.

Cheverusisa member of theJesuit Secondary Education Association, Independent Schools Association of Northern NewEngland, New England Association for CollegeAdmission Counseling, National Association for College Admission Counseling, and theCollegeBoard.

2019-2020 Program of Studies 3

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

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

4 2019-2020 Program of Studies

A Letter from the Principal

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

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

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

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

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

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

God Bless, Dr. John Moran Principal

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Academic Resources Cheverus has a full gamut of information and technology resources for students through library services, a makerspace, and two computer labs. Teachers are regularly available for consultations after school and or before school. Our librarian and technology specialists can help students with special projects. While 9th, 10th and 11th grade students are expected to bring their own devices, students can also check out Chromebooks from the library.

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

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

2015 -- Parched by Georgia Clark is a dystopic novel set in the future with a powerful authoritarian leader and a privileged class of people who live unaware of the sacrifice zones that support their culture. This read gave our community a chance to focus on climate change through multiple perspectives.

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

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

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

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

Starting with the class of 2022, students will be required to enroll in 7 credits for their freshman year, except with the express approval of the Assistant Principal of Academics.

Department

Graduation Requirement

English

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

Math

4 credits which include 1 credit each year

Theology

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

Science

3 credits of Global Science, Biology, Chemistry

World Language

3 full consecutive credits of one language

History

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

Arts

1 credit or 2 half credits of visual or performing arts

Computer Science ½ credit (class of 2022 and 2023); Classesof 2020 and 2021 can fulfill with Computer Technology Electives

3 credits

Additional Graduation Requirements Retreats One campus ministry retreat each year Community Service 55 hours plus Arrupe Service Project College Advising One semester each in 11th and 12th grade

Class of 2023 at a glance

Class of 2022 at a glance

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

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

Class of 2021 at a glance

Class of 2020 at a glance

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

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

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Four-Year Cheverus Academic Plan Name ________________________________________________________________ Class of _____________

First Year

Sophomore Year

Junior Year

Senior Year

First Year

Sophomore Year

Junior Year

Senior Year

5 hours

25 hours

25 hours

Arrupe

IgniteYour Spirit

Trust

Discernment

Kairosor Social Justice

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

Community Service

Retreat

2019-2020 Program of Studies 9

English Thestudent of English at CheverusHigh School will learn tousecritical thinkingand languageskillswhich foster a loveof literatureand ensurecompetencein critical reading, writing, research, listeningand speaking. Such competence isa basisfor themoreimportant goal: that thestudyof literature, reflectingdiversecultural traditions, must enhance thegraduate?sabilitytomakefuturechoicesbased upon theJesuit Profileof theGraduateat Graduation. The literatureand languageskillstaught will ultimatelypresent a compellingcasefor studentstolead moral and empathetic livesasmen and women for and with others.

English I 1 credit The purpose of the freshman English Class at Cheverus High School is to begin the process of preparation for the college English curriculum.

Students learn the fundamentals of grammar and composition; they expand their vocabulary and begin to analyze literature according to plot, character, setting, point of view, theme, and level of irony. Over the course of the year, students will acquaint themselves with the genres of the short story, the novel, poetry, drama, and the epic. Students write critically and creatively as they discover and explore different genres.

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

English II Honors 1 credit English II Honors fosters appreciation for close reading of literature as an art form and portal to the human experience. The course introduces advanced critical thinking and analysis techniques. Honors students read in greater depth the core texts from English II and engage in a demanding Honors literature survey. Honors students examine and synthesize symbolic/ archetypal patterns; analyze college level literature selections (from texts such as TheNorton Anthologyof Short Fiction); respond to 10 2019-2020 Program of Studies

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

English III 1 credit This is a survey course designed to challenge and prepare students for intended colleges of their choice. The reading list is composed of both American and British Literature. Focus is given to a specific thematic approach. Content overview includes emphasis placed upon perfecting effective study skills, vocabulary enrichment, comprehensive reading and writing skills, and effective speaking and listening skills. The literature selections are novel based and supplemented by appropriate poetry, short stories, essays, letters, and lyrics. The writing component complements the literature and is practiced consistently. Students are expected to perfect various forms of writing including expository, descriptive, narrative and the term paper.

English III Honors 1 credit The Honors course uses some of the offerings of the English III program along with additional materials, which present a special challenge to the gifted junior. Juniors contemplating Honors English must understand that daily participation is expected and evaluated as well as nightly reading. Students should be able to express sophisticated, literary analysis through written and verbal means. The honors student must be self-directed and assume responsibility for extensive reading, writing, and research. Two extended literary analysis papers will be written, and bi-weekly in class essays are expected to be written with clarity and perfection.

AP Language and Composition 1credit This course is designed to help students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and to become skilled writers who can compose for a variety of purposes. By their writing and reading in this course, students should become aware of the interactions among a writer?s purposes, audience expectations, and subjects, as well as the way generic conventions and the resources of language contribute to effective writing. It is recommended that the student has maintained a solid ?A? average during his/ her previous two years of Honors English. Weekly formal essays, nightly reading, as well as, summer reading/ writing assignments are required. Students in this course are required to take the AP exam in May. English IV 1 credit The purpose of the senior English Class at Cheverus High School is to complete the process of preparation for the college English curriculum. To that end, the students will reacquaint themselves with the rules of grammar, learn to recognize the characteristics of strong writing, acquire a vocabulary necessary to the understanding and analysis of literature, examine the genres of the short story, the novel, poetry, drama, and journalism, and, in concert with their religious studies, begin to face philosophical questions.

Students can expect to write critically and creatively and will complete one project over the course of the year. Dual credit enrollment with St. Joseph?s College is available.

English IV Honors 1 credit English IV Honors demands its students be literate: they should enjoy reading a multitude of texts from a variety of cultures, and they should speak and write about the literature with both skill and verve.

Coursework, lectures, and discussions materialize a transhistorical dialogue (a literary analysis technique credited to Russian Formalist Critic Mikhail Bakhtin). In isolation and collectively, students survey the extensive language of reading and examine authors, texts, narrators, characters, readers, and artistic movements to identify canonical patterns. The course explicates the controversial and complex nature of literary criticism and theory

including a suspect exploration of intentional and affective fallacy. English IV Honors students assimilate what it means to read, discern, and deconstruct literature. In essence, students search for the spectator art really mirrors. The writing and reading standards are rigorous?expect nightly close-reading assignments including annotations and critical thinking literary analysis questions/ prompts.

Students write and revise several compositions employing rhetorical, literary, and critical devices.

Students exhibit course knowledge through short answer, quotation, and essay exams. English IV Honors students must demonstrate they are autonomous?able and willing to take responsibility for their own edification. The course requires a fundamental desire to intellectualize and elucidate.

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

2019-2020 Program of Studies 11

Thecourseslisted belowcan satisfy Junior or Senior English requirement.

English III or IV Surviving: True and Unbelievable Stories Semester, ½ credit What does it take to survive? How do writers of tales (or true accounts) of extreme adversity approach their stories in ways that best define and illuminate personal grit? In this course, students will read pieces that deal with adversity?both internal and external?brought about by nature, by human interactions, by addiction or mental illness.

Seminar-style classes will allow for in-depth discussion of Cormac McCarthy?s post-apocalyptic novel, TheRoad, non-fiction accounts of survival such as Krakauer?s IntoThin Air, Junger?s ThePerfect Storm, selections from memoirs such as Solomon Northup?s TwelveYearsa Slaveand Jeannette Walls?s TheGlassCastle, plus articles and talks by Elyn Saks, Sherwin Nuland, Elie Wiesel, Loung Ung and science fiction novels such as TheMartian and Gravity. All works studied will aim to illuminate and inform our understanding of the human will to survive and the questions people must consider when faced with extreme adversity.

English III or IV: Magical Realism Semester, ½ credit Magical Realism is a style of writing that stretches the realm of reality and experience to explain that which cannot be explained in straightforward narrative?in other words: life. Although a genre traditionally associated with Latin American writers, it can be found in works from every continent.

Sometimes utilized for political expression, it is also employed in portrayals of love and heartbreak. By reading the works of South American authors, Jorge Luis Borges and Gabriel Garcia Marquez; Cuban author, Carlos Eire, American authors, Toni Morrison, and William Faulkner; European writer, Franz Kafka; and Indian writer, Salman Rushdie, we?ll find that a reading of Magical Realism doubles as a survey of Global Literature and we will explore the paradox of things that are both universal and impossible to explain in simple depictions of everyday life, literature and art.

12 2019-2020 Program of Studies

English III or IV: Southern Gothic Semester, ½ credit Southern Gothic literature portrays a f lawed world which has tried to hide behind a narrative of the ideal society. Beneath the façade of a respectable post-Civil War South, in a distinctly Southern setting, there exist deep-rooted issues of family, race, denial, and suppression. Southern Gothic literature sets out to expose these myths of an idyllic past through an intriguing and fascinating writing style which is altogether unique in American literature.

Students will read and discuss the works of leading figures of Southern Gothic writing including Truman Capote, Cormac McCarthy, William Faulkner, Carson McCullers and Flannery O?Connor. These authors portray dysfunctional communities populated by warped and grotesque individuals, building intrigue by using a fascinating combination of characters?the bizarre and the normal, villains and victims, the saved and the condemned. The Southern Gothic writers create a world of doubt and distrust: who is truly good and who is truly evil?

English III Honors or IV Honors: ?O Villainy!?: Villains in Literature and Film Semester, ½ credit Villains embody the dark side of human behavior; ?O Villainy? explores why and how villains are made more often than born. What personal, familial, social, scientific, technological, political, and social contexts create villains? Are villains misunderstood outcasts marginalized into villainy or victims of vicarious vilification? Are villains manifestations of society?s heroic hypocrisy? Active class discussions engage familiar villains?such Darth Vader, Gollum (the ring?), Lord Voldemort, and Disney villains?as portals to villainy?s genesis.

Students closely analyze texts?spanning genres and centuries?and identify conventional (biblical and mythological) and unconventional villain archetypes, stereotypes, ironies, and plot conventions. A close reading of Helen?s scenes in Homer?s TheIliad exposes her unjust vilification. In Orwell?s 1984, government and social villainy reigns through propaganda and constant surveillance via telescreen: Big Brother is Watching You. Shakespeare?s Macbeth presents ambition?s villainous desire for immediate gratification. Christopher Nolan?s TheDark Knight delves into a superhero?s ambiguous motivations and violent methods?it takes a villain to know a villain. In Victor Fleming?s film TheWizard of Oz, a disillusioned teen vilifies an adult law-abiding citizen; in the teen?s dream, the citizen morphs into the infamous Wicked Witch of the West (who is the villain?). Oscar Wilde?s Dorian Gray transforms from a Victorian villain?s victim to hedonistic villain to self-destructive repentant. The course?s writing, viewing, and reading standards are rigorous; expect nightly close-reading/ viewing assignments including annotations and critical thinking analysis questions/ prompts. ?O Villainy!? culminates in an argumentative research paper. The texts, discussions, and coursework require mature engagement and seriousness of purpose. The course requires insightful class participation and an inherent desire to delve into the beyond.

English III Honors or IV Honors: The 50 Minute [Story] Hour: Psychoanalysis and Reader Response Theory Semester, ½ credit Psychoanalysts have 50 minute hours with patients; *The50 Minute[Story] Hour imagines story?text?as a psychological window into particular perceptions (and considers the potential perils of such readings).

According to Freud?s Conception of theHuman Psyche: TheIcebergModel, ?The mind is like an iceberg, it f loats with one-seventh of its bulk beneath the surface.? The course exposes what dwells in the mind?s depths and examines ways in which narrative structures mirror unconscious or psychological phenomena. Through non-fiction texts, the course contemplates society?s complicated relationship with mental illness and significant changes in contemporary understanding. New York journalist Susannah Cahalan?s 2012 autobiography, Brain on Fire: MyMonth of Madness, chronicles her mental health deterioration?including Alice in Wonderland Syndrome and paranoid delusions?caused by a medical misdiagnosis. Fiction from various genres and periods immerse readers in Psychological Realism; works may include: Alfred Hitchcock?s Rear Window, Franz Kafka?s TheMetamorphosis, Sylvia Plath?s TheBell Jar, Henry James?s TheTurn of the Screw, Ursula Le Guin?s ?The Ones Who Walk Away from Omelas,? Joyce Carol Oates ?How I Contemplated the World from the Detroit House of Correction...? and Kurt Vonnegut?s Slaughterhouse-Five. In the course?s close reading survey, multiple perceptions collide: the text?s author, narrator, characters, audience, and critics.

The writing and reading standards are rigorous; expect nightly close-reading assignments including annotations and critical thinking literary analysis questions/ prompts. The course culminates in a psychology-based research paper. The texts, discussions, coursework, and writing assignments require mature engagement and seriousness of purpose. The course requires insightful class participation and an inherent desire to explore the human psyche, ambiguity, symbolism, and Jung?s archetypes. *Course sessions are not 50 minutes.

2019-2020 Program of Studies 13

Mathematics TheCheverusMathematicsDepartment believesmath should bestudied for itsbeautyaswell asitsutility. The mysteriesof sciencearewritten in thelanguageof mathematicsand thedepartment hopestoopen their student?seyesto thepower of math aswell asdevelop a catalogof skillsfor dailyliving. Technologywill beused whereappropriateand thedepartment requiresthepurchaseof a TI-83/ 84 graphingcalculator for itsupper-level courses.

Algebra IA 1 credit This is an algebra course for the student who needs extra time to understand mathematical concepts such as polynomials and linear and quadratic equations.

The course is informal and inductive and the pace slowed so that fewer topics are covered, but they are mastered in preparation for Geometry.

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

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

Supplemental material will be used to enrich the text.

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

Algebra I Honors 1 credit Designed for the student taking first year algebra who wants to challenge him/ herself, this course will cover all the essentials of elementary algebra included in the regular program as well as challenging the student to grasp advanced concepts. The subject matter will enhance the problem-solving capabilities of the student. Students selected for this course must be highly motivated and have a history of outstanding grades in mathematics.

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

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

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

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

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Algebra II Honors with Pre-calculus 1 credit Prerequisite: GeometryH and Algebra I H This course is designed for highly motivated math student who have excelled in Algebra I Honors and Geometry Honors. Algebra II and trigonometry topics are studied in great detail and depth. Conic sections and matrices, typically covered in PreCalculus classes, are examined. The next course in the sequence is AP Calculus AB. Pre-Calculus 1 credit Prerequisite: Algebra II This course will develop a foundation so students will be well prepared for a college calculus course for an economics or business program. Trigonometric, logarithmic and exponential functions will be studied in detail. Limits will be introduced in the second semester.

Pre-Calculus Honors 1 credit Prerequisite: Algebra II This course will prepare students for college calculus for an economics or business program.

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

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

Some time is spent strengthening the student?s pre-calculus background but the focus of the course is differential and integral calculus. Students will grapple with the idea of instantaneous change and the area under a curve and the numerous applications of these concepts. Students in this course are required to take the AP exam. Dual Credit enrollment with USM available.

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

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

Students in this course are required to take the AP exam in May. Students may also select this course if they wish to double up in math. Dual credit enrollment with St. Joseph?s College available.

Calculus C 1 credit Prerequisite: CalculusBC and Department approval This course will extend the topics learned in AP Calculus BC into multiple dimensions. The same concepts of limits, differentiation, and integration will be studied but we are no longer restricted to the Cartesian plane. Partial derivatives, multiple integrals and line integrals are among the new ideas introduced.

This course is honors level.

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

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

Students in this course are required to take the AP exam. Dual credit enrollment with USM available.

Statistics 1 credit Prerequisite: Algebra II This course will introduce students to the 2019-2020 Program of Studies 15

Theology TheTheologyDepartment iscommitted toleadingstudentson a journeythat systematically examinesdivinerevelation, specificallytheCatholicFaith, Moral Theology, Scriptureand Social Justice. Through such a study, it isour goal that thestudentswill havea solid understandingof thesubject matter sothat their own faith maybedeepened toa point wheretheyareconfidentlyand humblyputtingthat samefaith intoaction for thebetterment of others. Wehopethat thestudentsplaced in our carewill havenurtured reflectivehabitsthat aid themin strivingfor excellencein all things.

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

Students study St. Ignatius Loyola, the founder of the Jesuit Order and are introduced to basic principles of Ignatian spirituality. We examine the experiences of growth and questioning which are part of early adolescence and explore who is God and how He calls us to faith, individually and collectively.

Students become acquainted with the Old and New Testaments. Special attention is paid to God?s self-revelation, the developing Covenant, and humanity?s evolving understanding of God. The life and teachings of Jesus lead to discussions about the spirit over the letter of the law and what it truly means to be ?people for others.? Jesus?passion and resurrection are then seen as the Christian Passover ? our rebirth to new life made possible by God?s love.

A final unit on the development of the Church helps students understand how Christianity became an independent religion and how the Catholic Church relates to other Christian churches. Lessons on Catholic doctrine, liturgy, sacraments, Holy Days, saints, structure are introduced throughout the year.

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

Students study ethics, moral decision making, and virtue. The nature of this course is both catechetical and theological. Students are responsible for understanding Church teaching, but they will also be challenged to engage in honest inquiry, raising difficult questions and searching for meaning and personal understanding. The questions raised in theology class will help students evaluate their own ideas about what constitutes a meaningful life, how 16 2019-2020 Program of Studies

God is active in their lives, and how to move more deeply and responsibly into their own unique gifts.

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

Theology III: Scripture 1 credit This course begins with an introduction to the Bible through an examination of its development, literary forms, interpretations, and inspiration. The course then turns to Genesis and the beginnings of the world and humanity as understood by the ancient Hebrews. After this, the course traces the development of the Hebrew people from the time of Abram through the Hasmonian Era and King Herod, which places us on the threshold of the New Testament. In the New Testament, the course looks at the Gospels as they reveal the person of Jesus Christ who fulfills the Old Testament prophecies. The Acts of the Apostles, New Testament letters and Revelation are then examined. Through a critical examination of the texts, the students are encouraged to examine their own faith and beliefs in light of the class material and discussions.

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

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

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

Students?understanding of grace, solidarity and cultivating virtues which strengthen our concern for the common good can be applied to these very real concerns our society faces. Dual credit enrollment with St. Joseph?s College available.

Christian Political Theory 1 credit, The course studies western political philosophy tradition, starting with its Greek foundations, incorporating its Christian interpretation, explicating the liberalism at the heart of the American experiment, and finally drawing upon that body to form a critical response. Primary excerpts and secondary essays will be drawn from the anthology text with occasional supplements where appropriate.

Concurrent with the history of ideas will be engagement in verbal discourse. Short excerpts will be used to frame the limitations and possibilities of rhetoric. The class will then periodically become a lab science, incorporating a modified Lincoln-Douglas debating format pressing the philosophical ideas covered into spoken arguments.

World Religions 1 credit This course introduces the major religious traditions from the east (Hinduism, Buddhism, Taoism and Shintoism) as well as the west (Judaism and Islam).

We will study the variety of views that exist in our complex and diverse world. and seek to understand the nature of religion itself and what it means to be religious in the modern world. Students will ref lect upon their own faith life in the light of these religious traditions, and to recognize the universal nature of the spiritual journey.

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Campus Ministry Grounded in Catholicand Ignatian Tradition, CampusMinistryaccompaniesour studentsin their faith development offeringthemtoolsfor their spiritual journey. Through experiencesof prayer, reflection, leadership and service, based on theSpiritual Exercisesof St. Ignatius, weguidethemtoward a deeper loveof self, othersand God. Out of thislove, werespond bybeingpeoplefor and with others. In theSpirit of theGospelsweheed thecall toaffect changein our school, communityand world bybeingcommitted tojustice. All religiousand spiritual activitiesaredesigned torespect each person?sreligioustradition, for theGreater Gloryof God.

Community Service Program

Cheverus Retreat Program

The community service program at Cheverus supports the development of our Grad at Grad to be loving, committed to social justice and to have experience with the wider community to put into action being people with and for others. Love in action is the central tenet of our service program. As St. Ignatius said to his companions, ?Go set the world on fire.? Freshman requirement is completed under the direction of the school during their fall retreat. Sophomores must serve 20 independent hours plus the school sponsored community service day for a total of 25 hours. Juniors serve 25 independent hours. Students initiate sites for service and report their service to Campus Ministry.

Examples of eligible service include Preble Street or DePaul Soup kitchen, special Olympics, involvement in Parish community, environmental clean-up, mentoring young people such as through Big Brother Big Sister, Mercy Hospital and Maine Medical Center. Students are not to receive any payment or stipend for their service. Seniors participate in a culminating month-long service project and write a ref lection paper on their experience in relation to the Grad at Grad.

Themission of theCheverusretreat programisto providestudentswith timeawayfromtheir dailyroutine toreflect and discern their relationship with God and others.

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

A guest speaker gives a talk entitled, ?You Don?t Know Me, Until You Know Me.? It is a time for personal ref lection and a time to build community with their class through small group activities, ref lection, games and activities. The next morning the students participate in a community service day ending the retreat by witnessing what it means to be a person with and for others.

Trust SophomoreRetreat The retreat begins with the 7:15 a.m. Mass held in the Cheverus Chapel. The Sophomore retreat focuses on relationships, especially friendships. Through the experience of a guided meditation, a variety of trust exercises and rock climbing, the sophomore is challenged to recognize the risk and task involved in friendships and how discipline, trust, goal setting, and cooperation can help them to overcome obstacles to a mature relationship with others and with God. By 18 2019-2020 Program of Studies

sharing their own experiences and growth, seniors act as peer ministers to their fellow students. The day ends with ref lecting on their experiences of the day.

Discerning Your Journey Junior Retreat The retreat begins with the 7:15 a.m. Mass held in the Cheverus Chapel. This retreat is an opportunity to ref lect on your journey. It is a time to ref lect on who is accompanying you (family/ friends) and the response you have to them. Your ref lection may offer you insight to discern how to respond to your relationships, choices, decisions and activities. Junior retreats are held September through November.

Social Justice & Kairos Senior Retreats Seniors can choose to participate in a four-day Kairos retreat or a one day Social Justice retreat. The social justice retreat opens with ref lection of fairness, justice and injustice. The retreat begins with the 7:15 a.m.

Mass held in the Cheverus Chapel. The students experience the plight of the poor by doing service at the Preble Street Soup Kitchen. They learn about the injustices against the poor and homeless and engage in discussion and prayerful ref lection. Kairos means ?God?s time.? Built on the Ignatian Spiritual Exercises.Kairos begins after school on Tuesday and ends early Friday evening. The team -- composed of students and faculty who have experienced a Kairos -give several major talks during Kairos. There are activities to promote and build community, to foster trust and openness, and to encourage ref lection.

There is an additional fee for this retreat. Kairos is offered throughout the school year.

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Immersion Learning CheverusHigh School CampusMinistryimmersion programsoffer intentional experiencesof encounter. Immersion participantsbecome?contemplativesin action?. Before, duringand after trips, studentsareled through deep reflection sothat theymight better discern waystoactivelyengagewith theworld. Thevision behind thesetripsisgrounded in the Gospel messageof JesusChrist and madeconcretewithin our Jesuit tradition. Although manyof thetripsinvolve travelingoutsideof Portland, studentscometounderstand howcomplex justiceissues, accumulated advantage, and disadvantageareat playin their local context and lives. Studentsgrowtheir skillsat listeningand accompaniment, formingintelligent questionsand creatingthoughtful dialogue. Through relationshipswebuild, and storiesshared on thesetrips, studentswill learn about peoplewholiveon themargins. Despitetheservicecomponent of thesetrips, immersion tripsarenot meant tochange or tosaveother people, but instead toopen ourselvesup tobeingchanged.

Cheverusimmersion tripsallowour studentstounderstand complex social issues, movingfar beyond sound bitesand tweets.

Ignatian Family Teach-In for Social Justice

Portland Urban Plunge

November trip toWashington DC

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

The Ignatian Family Teach-In for Justice (IFTJ) is an annual gathering for members of the Ignatian family.

The conference draws attendees from every Jesuit High School and University in the US and beyond. Delegates come together in the context of social justice and solidarity to learn, ref lect, pray, network, and advocate together. Catholics and all people of conscience understand the call to love. Love in the public arena is justice. This conference gives students information and skills to work for justice and build bridges between disparate groups in their communities and the world.

The weekend culminates in a meeting, with a Maine Senator or Representative on Capitol Hill, when students advocate for significant justice issues that they learned about at the conference. Cheverus students (grades 10-12) are invited to apply for this competitive opportunity in the spring prior.

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Southern Border Immersion Trip

South Dakota Rosebud Immersion

?I learned morethan I can comprehend in that week. Not just statisticsand figures, but emotionsthat areuncalculated in the issueof immigration. Onceyou havemet peoplewhoare affected byimmigration policy, been in theback of a courthouse seeingpeopleswiftlydeported, and walked in thedesert in scorchingheat in thefootstepsof travellingmigrants, then you havebegun tounderstand.?- Eva Griffiths ?18

A Cheverus delegation travels to the Rosebud Sicangu Lakota Indian Reservation in South Dakota. While there we partner with Lakota people who are members of a Jesuit Parish.

Motivated by the call of Pope Francis to embrace refugees and asylees, the southern border immersion program humanizes migration across our US border.

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

During the day students work at a children's summer camp. In the evenings, participants meet with various tribal elders and community members to learn about the richness of Lakota culture. Prior to our departure we learn about the culture, history and multi-generational experience of native people of Maine. While on the reservation, we see first hand, the impact of multi-generational injustice, resulting in deep appreciation for the resilience of our indigenous people.

For more information: immersion.cheverus.org

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History & Social Studies Cheverusoffersa three-year corecurriculumin history. Theaimof thecurriculumistogivestudentsa comprehensivesurveyof world and United Stateshistoryfromtheprehistoricperiod tothemodern world. Electivesareavailablefor seniorsand qualified juniors.

History I: Origins of World Civilizations 1 credit History I is the first course of a three-year history curriculum at Cheverus designed to acquaint students with the history and geography of both the world and the United States. This course surveys the development of western civilization through the medieval period from its roots in the ancient Near East and the Greco-Roman tradition of the Mediterranean, as well as the early history of the Islamic, Slavic, Indian and Chinese cultures and civilizations.

History II: Modern World & the US Foundations 1 credit History II begins with a survey of world civilizations on the eve of the European Renaissance(c. 1400-1850).

The course then examines the emergence of modern western culture in Europe, including political rivalries that impact North American settlement and the colonial experience. The impacts of the Enlightenment and American Revolution on Europe, Latin America, the French Revolution and Napoleonic era, the Constitution and early federal period, the Industrial Revolution will be studied including democratization, sectionalism and US western expansion. The course studies key developments in Islamic, Indian, East Asian, African cultures during this period.

History II Honors: Modern World & the US Foundations 1 credit This course studies History II at a more challenging level that includes greater exploration of primary sources and more conceptual analysis of historical events. Students should expect more intensive writing at the honors level.

AP European History 1 credit This course surveys the development of modern Europe from the Renaissance to the present. The history of Europe in this period has had profound implications for the rest of the world as European ideas and technology exerted a global inf luence and left a deep mark in the world. The course will consider Europe?s impact on other world cultures as well as their responses, both historically and in the 22 2019-2020 Program of Studies

present. In addition to providing students with a narrative of events, this course aims to help students see larger trends in history, analyze historical sources, and make connections between political, social, intellectual and artistic movements. The course is intended to be a rigorous, college-level survey.

Students in this course are required to take the AP exam.

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

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

AP US History: The US and the World 1 credit, satisfiesHistory III requirement The AP U.S. History course (c. 1850- Present)is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full year introductory college courses. Students should learn to assess historical materials ? their relevance to a given interpretive problem, reliability, and importance ? and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S.

History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.

Students in this course are required to take the AP exam in May. AP Comparative Government & Politics Semester, ½ credit The course aims to illustrate the rich diversity of world political life other than in the United States, to show institutional alternatives, to explain differences in processes and policy outcomes, and to communicate the importance of global political and economic changes. We will compare the effectiveness of policy approaches to poverty or overpopulation.

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

Students in this course are required to take the AP exam in May. AP Government Semester, ½ credit This course will give students an analytical perspective on government and politics in the United States. It includes the study of general concepts used to interpret US government and politics and the analysis of specific examples. The course exposes students to the various institutions, groups, beliefs, and ideas that constitute US government and politics.

Students will learn important facts, concepts, and theories pertaining to US government and politics; understand typical patterns of political behavior; be able to analyze and interpret basic data relevant to US government and politics; and be able to analyze relevant theories and concepts, apply the ideas, and develop connections across the curriculum. Students who enroll in American Roots will enjoy a review of AP US Government in preparation for the AP exam in early May. Students enrolled in the class are required to take the AP exam.

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

Entrepreneurship- New for 2019!

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

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

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World War II: Causes, Course and Consequences Semester, ½ credit World War II was the largest armed conf lict in the history of the human race. Sixty million people died, cities were destroyed around the world, western colonialism came to an end, technology advanced by giant strides, radically new forms of economic and social organization came to dominate much of the world, and new international alliances, organizations and institutions became cornerstones of the post-war world. The course includes origins of WWII in the Treaty of Versailles, surveying the geopolitical landscape of the inter-war years, the events of the war itself- from political developments to military engagements to the social history of the home front.

The course covers the aftermath, paying particular attention to the scientific and technological developments that are an important legacy of the war, as well as the diplomatic arrangements that gave an uneasy stability to the Cold War period.

American Roots Music Semester, ½ credit American roots music is our nation?s richest artistic tradition. This course will survey American history by examining the music and lyrics of various genres of roots music. Students will study these genres and their outstanding exemplars as ref lections of specific historical moments and trends in U.S. history, for example, the frontier conditions ref lected in ?Shenandoah,? slavery and Jim Crow in American blues and spirituals, and the social conditions of the Great Depression in Woody Guthrie?s music.

Students should note that the course is a history course, but music is the primary source by which the history will be studied. The goal of the course is for students to deepen their understanding of American history by learning about the various genres and examples of roots music and the historical conditions that produced them.

The Sixties Semester ½ credit This course will explore the political, social and cultural history of an era that fundamentally reshaped American life. We will examine the Kennedy and Johnson presidencies, the civil rights movement, the Vietnam War, student protest and the counterculture, and women?s liberation.

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The American Civil War Semester, ½ credit In this course we will start by making an in-depth analysis of the coming of the war, considering the political, social and cultural issues and attitudes that drove a wedge between Americans North and South.

Sectional conf lict centered on a series of questions that involved the future of African slavery and the southern way of life that was based on it. The bulk of our time will be spent discussing the military, political and social history of the war years, both on the battlefields and the home fronts. We conclude with a brief discussion of Reconstruction, the process of readmitting southern states to the union and helping ex-slaves make a transition to freedom.

Sports and Society Semester, ½ credit This course will take an in depth look at the impact that sports have had throughout the 20th and early 21st century America. The course will cover boxing, football, baseball, basketball, hockey and understand how each of these have both shaped and inf luenced our society. Students will connect controversial topics such as race relations, crime, drugs, and the marketing with sports in society. Students will be expected to be active class participants in discussions, oral presentations and debates as well as to complete written work. Text includes but is not limited to an autobiography on Jackie Robinson and a variety of journal articles.

Instructional Support Instructional Support (IS) isdesigned toassist thestudent in academiccoursework duringtheir tenureat Cheverus. It isa goal of IS tohelp theCheverusstudent transition tocollege. IS helpsa student evaluatestrengthsand weaknesses todeterminethebest methodsand strategiesfor successin a collegepreparatory curriculum. Eligiblestudentsare assigned toIS asany other academiccourse.

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

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

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

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

3. The student?s cumulative file.

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

Students with Learning Disabilities Cheverus offers resources that may assist students with diagnosed moderate learning disabilities.

However, the demands and design of the curriculum, in conjunction with the school?s schedule, do not permit us to implement all recommendations in a student?s Individualized Educational Plan (IEP).

Cheverus is committed to providing certain accommodations to students with documented learning disabilities. Please note that these are accommodations and not modifications.

Modifications indicate a change in the requirements of the class such as requiring a student to complete half as many math problems. Cheverus offers the following student support services if such services are indicated by a specific student?s need and the student is enrolled in IS: - Extended time for tests and projects ? up to 50%.

- Separate testing - Permission to use a lap-top or iPad/ tablet in the classroom for note taking and in-class assignments.

- Permission to record lectures.

- Priority classroom seating as needed.

- Limited oral testing using speech to text software.

- Access to student note-taker.

- Spelling waived on timed or non-word-processed assignments.

- Verbal directions to accompany written directions on tests and assignments.

- Use of calculator in math class and on tests and quizzes for students diagnosed with dyscalculia.

- Access to academic monitoring and support through the use of the Instructional Support program.

- Fee based Faber Tutoring service.

- Access to extra help by teachers during the 2:15-3:00 p.m. consultation period as available to all students.

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World Language TheWorld LanguageProgramat Cheverusguidesour studentstoward linguisticand cultural proficiency in Spanish, French and Mandarin. Studentslearningtospeak in a second languagerequiremuch repetition, practice, and commitment todevelop theskill. Our intention istocreatean interactive, safe, risk-takingenvironment for growth in thelanguage. Studentsdevelop their proficiency usinga varietyof contexts, tools, and techniquesthat emphasizeboth oral and written expression. Learnerswill refinetheir abilitiesin interpersonal communication, interpretive communication, and presentational communication accordingtoAmerican Council on theTeachingof Foreign Language(ACTFL) guidelines. A second languageisan important asset in an increasinglydiversesocietyand global economy. Studentswill encounter different waysof thinkingabout theworld, themselvesand their own culture. We agreewith Charlemagnewhen hesaid, ?Tohaveanother language, istopossessa second soul.?

French French 101 Introduction to French 1 credit Introduction to French gives students the basic tools to communicate in different modalities on a range of everyday topics, including family, school, weather, food, and clothes. Students will also be introduced to the culture and history of France and the Francophone world through various audio and visual media as well as independent research projects. The class is conducted mostly in French. At the end of the course, students should reach at least ACTFL Proficiency level: Novice Mid.

travel, and work life. At the end of the course, students should reach at least ACTFL Proficiency level: Intermediate Mid.-High.

French 301 Francophone Europe Honors 1 credit Students will learn about the history, politics, and culture of Francophone regions in Europe through the introduction of the six themes dictated by the College Board?s Curriculum Framework for AP French Language & Culture. French is spoken 90%.

At the end of the course, students should reach at least ACTFL Proficiency level: Advanced Low. Students in this class receive Honors credit.

French 102 Novice French 1 credit Novice French reinforces and expands on skills learned in Introduction to French, allowing students to communicate more deeply and in more detail on previous topics, as well as introducing new topics such as leisure activities, past experiences, shopping, sickness, and daily routines. The cultural focus is on Francophone North America. The class is conducted mostly in French. At the end of the course, students should reach at least ACTFL Proficiency level: Intermediate Low.

French 401 AP Preparation, Conversation & Composition Honors 1 credit Students grow in their ability to converse and write about various issues connected to six themes of the College Board?s Curriculum Framework for AP French Language & Culture. Texts include articles from French magazines and newspapers as well as Le Petit Princeand do bi-weekly oral presentations comparing their community with various Francophone countries and regions. The class will be conducted mainly in French. Students are encouraged and expected to practice speaking French all the time.

French 201 La Francophonie Honors 1 credit La Francophonie is a continuation of Introduction to French and/ or Novice French emphasizing the culture of non-European French-speaking countries.

Students will delve deeply into global issues like world cuisine, education, and poverty that touch the lives of French-speakers across the globe through storytelling, radio and TV news, and authentic French news sources. The class is conducted primarily in French and allows students to communicate on more complex issues in several tenses and modalities, as well as introducing new topics such as technology,

AP French Language & Culture 1 credit Students develop advanced proficiency in listening, speaking, writing, and reading skills. Oral communication (interpersonal, interpretive and presentational as defined in the ACTFL standards for World Languages) in a variety of contexts will be emphasized using the six themes of the college board.

Texts include articles and excerpts from French magazines, newspapers, literary texts, and websites focusing on the culture of French-speaking countries.

Verbal and written language skills applied to language

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competencies beyond the school setting will use used to attain advanced proficiency of ACTFL?s Proficiency Guidelines. French will be spoken in the entire class and students are encouraged and expected to practice speaking French all the time. Students in this course are required to take the AP exam in May.

in HuanyingVol.1. They will be able to discuss school activities and hobbies and make plans with friends. A variety of audio-visual tools will be used to help students learn about the Chinese arts and culture.

Assignments include regular verbal and written exercises, as well as research presentation on Chinese customs.

Mandarin 301 1 credit This course is a continuing study of basic Mandarin Chinese, suitable for students who have completed 2+ years of secondary Chinese study. In this class, students will continue to build their practical vocabulary and grammatical skills by learning dialogues and passages in HuanyingVol.1. They will be able to discuss more extensively about their life in and outside school, incl. entertainment, sports and travel. A variety of audio-visual tools will be used to help students explore the Chinese culture.

Assignments include regular verbal and written exercises, vlog episodes, and a research presentation on Chinese customs.

Spanish

Mandarin Mandarin 101 1 credit This course is an introduction to Mandarin Chinese.

Students will learn phonetic annotation (pinyin) and the reading and writing of Chinese characters.

Students will develop practical vocabulary and grammatical skills by learning simple dialogues and passages tailored for high school students. They will be able to introduce themselves and their family and exchange basic information with friends. A variety of audio-visual tools will be used to help students explore the Chinese arts and culture. Assignments include regular written exercise, character memorization, listening to audio, and a research presentation on Chinese geography.

Mandarin 201 1 credit This course is a continuing study of basic Mandarin Chinese, suitable for students with proficiency in pinyin, a vocabulary of 100+ characters and simple conversational skills. In this class, students will continue to build their practical vocabulary and grammatical skills by learning dialogues and passages

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

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

Students further develop their communication skills and are able to use basic Spanish in varied situations.

Spanish is spoken 90%. At the end of the course, students should reach at least ACTFL Proficiency level Intermediate Low. Spanish 201 Communication & Cultural Connections Honors 1 credit Prerequisite: Spanish 102 OR A- or higher in Spanish 101 This course is designed for students who have a firm 2019-2020 Program of Studies 27

background in elementary Spanish and a high level of commitment to advancing in the language.

Students will use vocabulary and grammar in more complex situations. Authentic video and audio material, interactive websites will reinforce listening skills and cultural discovery. Students will be prepared to enter the Spanish Advanced Placement (AP) study track. Spanish is spoken 90%.

Spanish 301 Immersion Acquisition Through Cultural Contexts Honors 1 credit The emphasis of this course is on speaking, listening, and participating in the target language. Students will use the online program, Senderos and work in the classroom to fulfill grammar, vocabulary, listening and comprehension requirements in the context of Spanish language and culture of Spain and Mexico.

By the end of the year, students complete the Indicative Mood in all its tenses, can write with ease about a cultural topic, and are able to present in two minutes following the College Board curriculum on Product, Practice and Perspective.

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

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

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

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Survey of Latin American Art and Dance Newfor 2019!

Semester, ½ credit In this class, students will learn about the history and context of well-known Latin American artists such as Fernando Botero, Frida Kahlo, and Diego Rivera, and rhythm and dance styles that have become a part of world dance. Students will be expected to investigate the various inf luential musicians, painters, and sculptors and learn about regional handicrafts from various countries. They will also learn basic steps to popular dances such as, the salsa, the merengue, the cha cha , the tango and some folkloric dances such as the cueca from Chile. This class will be taught primarily in English but you will no doubt learn some Spanish. The only pre-requisites are a positive attitude, a good work ethic, and willingness to dance with a partner on occasion.

Latin America and the US 1846-1989: What does it mean to be from the richest, most powerful nation in the world? Newfor 2019!

Semester, ½ credit Taught in English, students will learn about social justice movements in Latin America such as Liberation Theology and iconic leaders such as Che Guevara. Students will come to understand the pattern of American intervention in Latin America beginning with the war in Mexico in 1846 and ending in 1989 with the U.S. invasion of Panamá.

Students will study connections between current immigration to the United States and the history of the region in the late 20th century.

French Film and Food 1 credit What constructs the feeling we get from watching a great film or eating a delicious meal? Students will explore and analyze the ?ingredients?that make French films compelling, from music to camerawork to developing the characters we love, or love to hate.

Alongside each film, we will explore a corresponding recipe. By the end of the term we will have eaten a 4-course meal: horsd?oeuvre, piècederésistance, salade& fromage, dessert!

Computer Science TheComputer ScienceDepartment at Cheveruseducatesstudentsin both applicablecomputer hardwarecomponents and softwareapplications. Thegoal istoenhanceand easestudent learningin other classesby givingeach student a practical skill in theuseof technologyand software. Studentswill alsostudydesign componentsin relation tocreating completeportfoliopieces. Studentsarestrongly encouraged tocompletetheir computer requirement beforethespring semester of their senior year.

Introduction to Coding Semester, ½ credit Learn the basics of how computer programs work -even if you?ve never done any programming before!

Students in this hands-on course will use online coding tools like MIT?s Scratch to learn programming concepts in an interactive environment. Students will learn the fundamentals of computer science via Python programming language, including variables, user input, control structures, functions with parameters and return values, and basic graphics.

Students explore sample programs, solve problems, and complete challenging projects.

Computer-Aided Design for 3D printing Semester, ½ credit Using lightweight computer equipment, we will learn how to design everyday objects. The students will apply spatial geometry, principles of good measurement, creativity and artistry for numerous projects. If time and material allows, these projects will be 3D printed.

The interface will be OnShape, an educationally free CAD program that is usable across all devices.

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

AP Computer Science A 1 credit Prerequisite: Algebra II This is an introductory course in computer programming and problem solving using the Java programming language. The course includes principles of software development, style, and testing as well as primitive data types, procedures and functions, loops, conditional structures, file processing, recursion, arrays, strings, linked lists, object-oriented programming, algorithms, searching, sorting, exceptions, and ethical issues in information technology. No prior experience in computer programming is required. All students will be required to take the AP test. This course fulfills the computer technology requirement.

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Science Cheverussciencepreparesstudentstobeinnovativescientistsand informed citizens. Wearecommitted toa rigorous foundation in lifeand physical sciencesin thecontext of our changingworld. Werecognizethat in therecent decade alone, advancesin applied and basicscienceshavecatapulted usintoa world of greater opportunitiesand questions.

Our hands-on, inquiry- and lab-based curriculumisgrounded not onlyin rich content, but isalsoguided by our Jesuit mission of servicetohumanity. Weaimtogrowleaders, thinkers, innovators, designersand engaged citizens.

Global Science 1 credit Global Science combines the foundations of biology, chemistry and physics. Students will develop an understanding of the enterprise of science as a whole?the wondering, investigating, questioning, data collecting, analyzing, problem solving, design and communication. Topics will include Earth Systems, Geochemical Cycles, Natural Resources, as well as interactions between the living and nonliving components in an ecosystem. An emphasis on environmental science, policy and social justice helps students relate science to themselves, our community and, ultimately, the world.

Biology 1 credit Students study ecology, organization, cell theory, inheritance, diversity, form and function, and evolution. They participate in labs and dissections, such as classifying organisms, examining behavior, comparing evolutionary characteristics, and testing their own nervous system. The course includes an exploration of the human body, and promotes a critical analysis of current advances in medicine and science.

Biology Honors 1 credit Biology Honors is intended for those interested in pursuing science. The goals achieved by each student through participation in the Biology Honors experience are a heightened awareness and interest in biology, an appreciation of both the broad scope and the enormous depth that the field of biology encompasses. Students will learn the basic foundation in general biology, human physiology and anatomy, an interest in current scientific topics, including the advancements in genetic engineering and the ethical decisions created by such advances.

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

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

Chemistry Honors 1 credit Chemistry Honors is designed for students who will pursue a career requiring further science education at the college level. Algebra and study skills are needed to be successful in this process-oriented course. It concentrates on the relationship between the structure of matter and its behavior; attempting to pose the question ?why does something behave a certain way? and answer the question based on the

structure and chemical changes that occur. The other primary emphasis of the course is on the process of learning problem-solving techniques and strategies, both mathematical and investigative. While providing an overview of specialized behaviors of the elements (making extensive use of the periodic table to indicate structure and draw conclusions about generalized property patterns), the course will also introduce solution chemistry and nuclear chemistry.

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

Physics 1 credit Prerequisite: Geometryor Algebra II (or concurrent) The physics course is one that nurtures the student?s curiosity and skills in science while drawing on the aptitude and skills gained in previous science and math courses. Physics is also a laboratory-oriented course. It develops scientific processes such as laboratory techniques and scientific report writing ? ?The Lab Report.? Physics is truly an indication of a student?s ability to succeed in the rigors of a physical science or engineering program in college.

AP Physics 1 1 credit Prerequisite: Algebra II AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Basic use of trigonometric functions can be gained either in the concurrent math course or in the AP Physics 1 course itself. Students in this course are required to take the AP exam in May. Marine Biology Semester, ½ credit Prerequisite: Biology This course is designed for students with special interest in Marine Biology and contains significant laboratory and field experience. Students study ecological concepts of the sandy beach, rocky shore and benthic communities, seaweeds, plank-tonic forms, plankton and their relationship to marine life cycles, nekton, benthos, marine bacteriology, marine biological resources, and marine pollution. Special attention will be given to Maine?s coastal environment and working waterfront.

AP Environmental Science 1 credit AP Environmental Science will provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/ or preventing them. The Science Department strongly recommends that all seniors who wish to take AP Environmental Science also take Physics and Statistics. Expect to meet sometimes after school and on weekends. Students in this course are required to take the AP exam.

Environmental Writing Semester, ½ credit Environmental writing encompasses a wide range of different writing styles meant for different types of outlets and audiences. It may deal with various aspects of the environment, such as energy, technology, policy, wildlife, or trends in ?green? industries.Students will think and write creatively.

Writing can clarify, heal, excite, encourage, remind, inspire, and make the world a better place. This class is the beginning for you to be a poet, a story-teller, an essayist, a non-fiction writer, or a writer in any variety of genres. This class encourages students to cultivate the habits, attitudes and f lexibility of a professional writer in a professional writing community. Students will be expected to enter final

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products into professional and/ or student contests as well as the school?s literary magazine, to conference with the instructor, participate in writer response groups, research and read contemporary published authors, keep and regularly write in a writer?s notebook, and experiment with and revise writing routinely.

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

Students in this course are required to take the AP exam. Dual credit enrollment with St. Joseph?s College available.

Human Anatomy & Physiology 1 credit Prerequisite: Biology Human Anatomy and Physiology is a hands-on laboratory course that investigates the forms, processes and systems of the human body. Students will study the basic organization of the body, the biochemical composition and interactions, the parts of the major body systems as well as how they work together. Case studies of infectious and genetic diseases and current discoveries in medicine will enhance our study. This class is designed for students who have an interest in pursuing a career in the

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

AP Biology 1 credit Prerequisite: Biology; Recommended: Statistics AP Biology aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. The AP Biology labs are equivalent of those performed by college students over the course of one year of college study.

Students in this course are required to take the AP exam.

Research Course ½ credit (honors) Students will generate and conduct independent research, collect data, make meaning from their data and present their findings to the Maine State Science Fair (MSSF) for external review. Junior students who participate in the MSSF have an opportunity to win college scholarships in Maine Universities and honors enrollment into the Maine State University System. Past awards have come from University of Maine, University of New England, College of the Atlantic. Cheverus science department is well

endowed with analytical equipment, biotechnology and 3D printing capacity. Students will be encouraged to be innovative engineers, question askers and researchers.

Natural History Illustration- New for 2019!

Semester, ½ credit Our natural world is an enthralling place, teeming with insights, to help us know ourselves and our surroundings. When we take time in stillness to really see what is in front of us, we can gain profound new understandings. Students in this course will act as field and lab naturalists and practice the art and science of keen observation to illustrate objects and views found in nature, science and culture. Students will learn scientific observation skills, field drawing and sketching techniques, composition for illustration of natural forms They will learn about form, proportion and structure and drawing and rendering techniques. Students will learn how to produce quick gestural drawings as a way to find their illustration for those sketches done to capture information quickly, because as we know, nature can be quite ephemeral. Other projects will allow students practice at sustained looking. Work will primarily be completed in graphite, watercolor, coloring pencils, pen and ink.

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Fine & Performing Arts CheverusFineand PerformingArtsDepartment preparesstudentstobesuccessful in a diverseand ever-changing societythrough experiencesin thefineand performingarts. Theobjectivesof thedepartment areto: 1) encourage participation in and appreciation of musicand art, 2) foster creativityand develop technical skillsin performingmusic and creatingvisual art, 3) preparestudentsfor careersor professional schoolingin thosefieldsthat requirestrong presentational skills, creativeproblemsolving, effectivecollaboration, and an understandingof human experience.

Visual Arts Introduction to Art Semester, ½ credit This course is an introduction to the understanding and making of art. Students are encouraged to perceive carefully the world of art and nature. Guided exercises will develop an understanding of the theory and practice of art. Students will develop skills in "drawing from life", focusing on perspective and proportion, as well as two-dimensional design.

Carolingian calligraphy will be employed to produce a formal project on parchment with ornamentation.

Drawing/Painting Semester, ½ credit This course focuses on the strength of two-dimensional art. Time will be spent on the fundamentals of drawing using various media and a mixture of subjects. Anatomy, still life, and landscape are covered with exploration into watercolor, acrylic, and oil painting. A variety of styles, techniques, and composition contents will be introduced.

Architectural Design Semester, ½ credit This course develops a basic understanding of the organization of architectural spaces. Through a series of focused projects students will learn to read blueprints and to build architectural models using the required materials, tools, and skills. Both the creative elements and technical aspects of house design will be covered.

Watercolor Semester, ½ credit Watercolor students experience a series of exercises designed to develop fundamental skills and knowledge while painting in the medium of watercolor. Through dedicated instruction students will delve into a multitude of interrelated activities exploring essential methods and skills. In a stimulating atmosphere students are encouraged to immerse and explore their artistic expression, to 34 2019-2020 Program of Studies

uncover the talents and develop the unique style of the whole person. A well informed approach to the medium is enhanced by the study of works in watercolor by Homer, Hopper, Marin, Zorach and others.

Studio Art 1 credit This is a course for students of proven interest and stresses the creative process. After reaching a level of proficiency at rendering the natural form, experimentation leads to deeper study into the fields of two-dimensional design, printing, three-dimensional design, sculpture, painting, water colors, oils painting, color, architectural design, collage, assemblage, and stained glass. Slide presentations and films in significant art subjects are intermittently shown to enhance thought and nurture an atmosphere of creativity through established theory.

Pottery Semester, ½ credit Students will work with mid-fire range clay bodies using primarily hand building techniques with an introduction to wheel throwing. Hand building skills include pinch, coil and slab pot making. Students will be exposed to elementary wheel throwing techniques such centering, throwing, trimming. Dip glazing and various subtractive decorative surface techniques for finishing work will end the session.

Functional and sculptural aspects of ceramics will be explored. There is an additional art lab fee of $50.

Stained Glass Workshop Semester, ½ credit In this course, the students will learn the creative elements and technical aspects of basic stained glass construction using the required materials, tools, and skills. Through a series of focused projects students will gain an understanding of the aesthetics of stained glass work, as well as producing a variety of stained glass pieces.

Digital Photography Semester, ½ credit Beginning with the study of the camera?s functions and quality picture-making composition, students will explore an overview of the many aspects of digital photography. With a focus on hands-on, project-based learning, students will use digital cameras to create a variety of images utilizing both natural and artificial light. Students will also learn basic photo retouching techniques and artistic image manipulation utilizing industry standard photo editing software.

Additionally, the course will address the history of photography, inf luential photographers, photographic careers, and the effective assembly of a comprehensive digital image portfolio.

Digital Video Production Semester, ½ credit In this introductory course you will begin by exploring storytelling and a videographer?s role in the process. We will examine the ?grammar? of editing, showing how an editor's decisions impact emotion, meaning, and advancement of story.

Students will have a short introduction to components of camera and production skills and digital video editing skills. Students will have an opportunity to create their own projects to highlight their video, audio and editing skills. Students will explore projects in a broad sense, showing proper workf low from start to finish and learn how to tell a story with a video camera and editing techniques.

Theatre Introduction to Drama Semester, ½ credit In this course, students will interpret various pieces of dramatic literature in classroom discussions, group performances, and writing. They will be able to look at dramatic literature from various perspectives and gain a better understanding and appreciation of theatrical conventions. A variety of genres such as Greek theatre, comedy, modern realistic drama and musicals will be studied. Drama combines the literary arts of storytelling and poetry with the world of live performance. As a form of ritual as well as entertainment, drama has served to unite communities and challenge social norms, to vitalize and disturb its audiences. In order to understand this rich art form more fully, students will study and discuss a sampling of plays that exemplify different kinds of dramatic structure; class members will also participate in, attend, and review dramatic performances.

Introduction to Acting and Speech Semester, ½ credit A beginning course in the fundamentals of acting, students will learn techniques for improving their self-confidence in a safe, playful environment through the exploration of basic acting and speech principles. In fun and engaging exercises, students will work on overcoming stage-fright, improving focus and concentration, connecting with others, understanding ?stage presence,? and expanding their imaginations. Particular emphasis will be given to supporting classmates?growth and collaborating effectively while interpreting and translating the dramatic script as the basis for the exploration of characterization. Course work includes exercises and improvisations exploring awareness, relaxation, observation, the senses, voice, and the physical and emotional life. This course is suitable for all levels of experience.

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Music Piano Lab Semester, ½ credit This course is designed for beginning piano students or students who have very little piano experience.

Using electronic pianos in a lab setting, students will learn the basics of music notation, rhythm, melody and harmony. Students progress through instruction utilizing beginning piano books and supplementary materials. Access to a piano/ keyboard outside the class is helpful but not necessary.

Advanced Piano Lab Semester ½ credit Prerequisite: PianoLab This course is designed for students who wish to further their piano skills. Using electronic pianos in a lab setting, students will learn the basics of music notation, rhythm, melody and harmony. Students progress through instruction utilizing beginning piano books and supplementary materials. Access to a piano/ keyboard outside of class is helpful but not required.

Cheverus Choir 1 credit The Cheverus Choir emphasizes vocal techniques and the exploration and interpretation of various periods and styles of choral literature. This course is designed for the experienced singer who can match pitch and hold their own harmony part. Enrollment is determined by the director and may consist of an audition. Students are encouraged to study privately outside of Cheverus. Students must participate in all major school performances and may be asked to perform at various performances outside of school.

Auditions for All-State and District ensembles is strongly encouraged. Eligible for honors credit.

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

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Concert Band 1 credit Students enrolled in this course have participated in band throughout middle school, and have a technical command that includes knowledge of all notes within the range of their instrument. Students rehearse and perform music of high school-level that is written for standard concert band instrumentation. Students who play f lute, oboe, clarinet, saxophone, bassoon, trumpet, trombone, French horn, baritone horn, tuba or percussion should sign up for this section.

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

Jazz Band 1 credit Prerequisite: Audition mayberequired.

Students rehearse and perform high school level music geared toward standard jazz band instrumentation, including, trumpet, trombone, saxophone, piano, guitar, bass, and drums. Students are required to participate in all major school performances. There may be an additional fee for use of school owned instruments. Eligible for honors credit.

Jazz Combo 1 credit Prerequisite: Department Approval This course is designed for the advanced musician.

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

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

Eligible for honors credit.

AP Music Theory Newfor 2019!

1 Credit This course is a rigorous study of music theory for students interested in pursuing music beyond high school. The focus will be on skills required to be successful as a first year music student at a college, university or conservatory. The course is designed to prepare students for the AP music theory test in the spring. Students considering this class should have a strong background in music, including the ability to read both bass and treble clefs f luently. Course content will include harmony and harmonic analysis, melodic and rhythmic structure, part-writing, formal analysis, score reading, and a music history overview.

Personal musical skills will be developed daily through ear-training, dictation and sight-singing.

Although keyboard skills are not required, they are beneficial and should be developed during the class.

Songwriting Newfor 2019!

Semester, ½ credit Explore the fundamentals of songwriting - and try your hand at it yourself - in this course designed for both aspiring and experienced songwriters. Learn, analyze, and apply the foundational and structural elements of songwriting through this collaborative, growth-oriented experience. The ground rules of songwriting are outlined, then applied toward your own composition - bringing out your inner songwriter! No previous music training is required.

Honors Credit in Music Performance Availablefor studentsenrolled in Choir, Concert Band, Jazz Band, Jazz Ensemble, and Stringswhen student complete5 or moreof thefollowing.

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

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

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

4. Attend an instructor approved concert and prepare a typed summary/ evaluation of concert. You must also turn in a program and fill out a critique sheet for each concert. ONE PER SEMESTER 5. Conduct research and prepare a type written report (5-10 pages) on one of the following topics: the instrument being studied, the orchestra, a composer whose music is being performed during the semester credit is desired, a topic agreed upon by the instructor 6. With instructor approval, work with and assist another student playing the same instrument. This will be scheduled between the instructor and students involved. Student musicians at area middle schools may be included with instructor permission 7. Rehearse and perform with a church or community or other outside (PYWE, PYSO, MYO, Westcustago, etc.) organization on a regular (weekly/ bi-weekly) throughout the semester.

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I nterdisciplinary Studies CheverusHigh School boastsa rigorousselection of academiccoursesbecausewebelievethat aseducatorscalled to preparestudentstobepeoplefor and with others, our studentsrequiremeaningful challenges, relevant practiceand deep study. Wealsorecognizethat toserveour world well, weneed towork with an understandingof these interrelationshipsbetween fieldsof study.

Christian Political Theory 1 credit, The course studies western political philosophy tradition, starting with its Greek foundations, incorporating its Christian interpretation, explicating the liberalism at the heart of the American experiment, and finally drawing upon that body to form a critical response. Primary excerpts and secondary essays will be drawn from the anthology text with occasional supplements where appropriate.

Concurrent with the history of ideas will be engagement in verbal discourse. Short excerpts will be used to frame the limitations and possibilities of rhetoric. The class will then periodically become a lab science, incorporating a modified Lincoln-Douglas debating format pressing the philosophical ideas covered into spoken arguments.

Entrepreneurship- New for 2019!

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

Environmental Writing Semester, ½ credit Environmental writing encompasses a wide range of different writing styles meant for different types of outlets and audiences. It may deal with various aspects of the environment, such as energy, technology, policy, wildlife, or trends in ?green? industries.Students will think and write creatively.

Writing can clarify, heal, excite, encourage, remind, inspire, and make the world a better place. This class is the beginning for you to be a poet, a story-teller, an essayist, a non-fiction writer, or a writer in any variety of genres. This class encourages students to cultivate the habits, attitudes and f lexibility of a professional writer in a professional writing 38 2019-2020 Program of Studies

community. Students will be expected to enter final products into professional and/ or student contests as well as the school?s literary magazine, to conference with the instructor, participate in writer response groups, research and read contemporary published authors, keep and regularly write in a writer?s notebook, and experiment with and revise writing routinely.

French Film and Food 1 credit What constructs the feeling we get from watching a great film or eating a delicious meal? Students will explore and analyze the ?ingredients?that make French films compelling, from music to camerawork to developing the characters we love, or love to hate.

Alongside each film, we will explore a corresponding recipe. By the end of the term we will have eaten a 4-course meal: horsd?oeuvre, piècederésistance, salade& fromage, dessert!

Latin America and the US 1846-1989: What does it mean to be from the richest, most powerful nation in the world? Newfor 2019!

Semester, ½ credit Taught in English, students will learn about social justice movements in Latin America such as Liberation Theology and iconic leaders such as Che Guevara. Students will come to understand the pattern of American intervention in Latin America beginning with the war in Mexico in 1846 and ending in 1989 with the U.S. invasion of Panamá.

Students will study connections between current immigration to the United States and the history of the region in the late 20th century.

Media, Technology and Society Semester, ½ credit An inquiry into the interplay of technology and contemporary society. Students in this course will examine the ways in which technologies have shaped and complicated our culture and society. Students in this course will analyze components of Media such as news and entertainment while discussing various formats including TV, Radio, Print, Social Media.

Survey of Latin American Art & Dance Newfor 2019!

Semester, ½ credit In this class, students will learn about the history and context of well-known Latin American artists such as Fernando Botero, Frida Kahlo, and Diego Rivera, and rhythm and dance styles that have become a part of world dance. Students will be expected to investigate the various inf luential musicians, painters, and sculptors and learn about regional handicrafts from various countries. They will also learn basic steps to popular dances such as, the salsa, the merengue, the cha cha , the tango and some folkloric dances such as the cueca from Chile. This class will be taught primarily in English but you will no doubt learn some Spanish. The only pre-requisites are a positive attitude, a good work ethic, and willingness to dance with a partner on occasion.

World Religions 1 credit This course introduces the major religious traditions from the east (Hinduism, Buddhism, Taoism and Shintoism) as well as the west (Judaism and Islam).

We will study the variety of views that exist in our complex and diverse world. and seek to understand the nature of religion itself and what it means to be religious in the modern world. Students will ref lect upon their own faith life in the light of these religious traditions, and to recognize the universal nature of the spiritual journey.

Yearbook 1 credit, Grades11-12; Grade10 with instructor approval.

This course provides skill development in the electronic procedures of producing and editing a digital publication. The course introduces skills and knowledge critical to making a successful new media product in today?s competitive marketplace. Students will create, format, illustrate, design, edit and revise digital publications with emphasis on improved productivity of the digitally produced Cheverus Yearbook, TheClarionalong with f lyers, brochures, reports and advertising materials. Proofreading, document composition, digital photography and communication competencies are also explored. New and emerging technologies, applications, design processes and principles will be used to create innovative digital products. Students will use personal time to cover and document Cheverus events and sports. Adherence to strict deadlines and working with others is key. A midterm and final exam are requirements of this course.

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Student Support Services Student support servicesat CheverusHigh School assistsand encouragesall studentsin makingappropriatedecisions toreach their personal best. Wehelp studentsbecome?peoplefor and with others? whoaresociallyresponsiblemembers of their school and local communities. School counselors, collegeadvisingand theschool nursearepartnersin student achievement and will spend timewith each student toprovideguidancefor academic, career, personal and social development. Astheprimarypoint of contact, counselorswill alsocollaboratewith families, facultyand staff towork for thewell-beingof each individual student.

Formation Seminar Semester ? Nocredit, Grade9-10 The goal of the course is to help students practice the skills and tools necessary for success in high school while introducing them to mission and Jesuit character of Cheverus High School. The freshman formation program is to set kids up for academic, social and emotional success in high school and beyond. This is the opportunity for students to form relationships with each other and with their school counselors. The sophomore formation program offers students tools to improve their ability to further their self- advocacy skills and continue to navigate and take ownership of their education.

College Advising Semester ? Nocredit, Pass/ Fail, Grade11-12 99% of Cheverus students enroll in an undergraduate program after graduation. Cheverus recognizes that all students complete the college selection process at different rates. Students will be supported in their college search, provided standardized test taking strategies, become familiar with application basics and organizational methods that will make the college search an enjoyable learning experience. The College Advising course meets one day per week during the second semester of junior year and the first semester of senior year. The course prepares students for the task of exploring postsecondary options and understanding how the college application process works, ultimately concluding with a plan for life after graduation. Informational nights, one on one meetings, college visits and fairs are scheduled throughout the year to support students as they explore their post high school undergraduate options.

Health and Wellness Office Student health and wellness is our number one priority. The school nurse assists the students, faculty and staff with any issues related to health and wellness. Students can visit with the school nurse for physical, social, emotional, intellectual, environmental, and occupational well-being. Health records are maintained by the school nurse and 40 2019-2020 Program of Studies

complete student records allow us to provide the best care possible. The school nurse invites you to come in if you have any concerns, or questions on any forms related to but not limited to medical, physical, sports clearance, concussions, or immunization.

Counseling Services Cheverus Counselors are members of a team of caring professionals at Cheverus High School.

Students meet with counselors individually and in small groups as part of a comprehensive 9-12 counseling curriculum. Families can expect to meet with school counselors annually in addition to grade level informational nights. Counselors collaborate with parents, teachers, various state and local agencies, scholarship programs, and sending schools to care for the academic, health and wellness needs of students. Counselors are professionally obligated to maintain the confidentiality of their relationship with students. Information that a student has shared within the context of the counseling relationship, unless such disclosures are necessary to protect the student from harm to self or others, is confidential and not to be disclosed to others; including parents, other students, faculty or administration. Students are assigned a counselor by grade level and will remain with their counselor from the time they enter Cheverus through graduation.

Faber Tutoring Center The Faber Tutoring Service is named after Peter Faber, a co-founder of the Society of Jesus who first met Ignatius Loyola at the University of Paris in 1529. They had been assigned as roommates.

Although 15 years younger than Ignatius, Faber served as a tutor for Ignatius when Ignatius struggled to master the content of a course. At Cheverus, students have access to this on site fee based tutoring service which can be scheduled at the convenience of the student. Our Faber Tutors can help students in our core academic subjects in individual or small group sessions.

The Jesuit Virtual Learning Academy Studentsmaytakeonlinecoursesthrough theJesuit V irtual LearningAcademy(JV LA). JV LA isstaffed byJesuit school teachers, includingour own Cheverusfaculty. Studentswith strongindependent study skillsand expectationsof commitment similar toan onsitecourse, estimated at 7+ hoursper week, will bemost successful. JV LA coursesmay requiredigital on-lineconferencing, includingactiveparticipation on discussion boards, blogs, wikisand or other projects. WhileCheverusencouragesstudentstotakecourseson campuswith liveteachers, werecognizethat thereare studentswhohaveinterest beyond our courseofferingsand havemotivation that exceedswhat ispossibletotakein our dailyschedule. JV LA coursescan fulfill electiverequirementsfor graduation. Year-longcoursesrun September thru April 2019. Fall termrunsSeptember thru mid December 2018; springtermrunsJanuary thru April 2019. There isa oneweek add drop period for a JV LA coursefor full tuition refund. JV LA coursesincur an extra feeof $550 for a year-longcourseand $350 for a semester course. Books, suppliesand dual credit enrollment through Creighton Universityarean additional cost. Consult your counselor todetermineif JV LA studyisa good fit.

Art AP Art History DC AP Music Theory DC Digital Photography** Computer Science*** AP Computer Science DC C++ Programming Computer GameDevelopment Computer SciencePrinciples DatabaseDevelopment UsingMicrosoft Access Playingwith Legos: Computer ProgrammingThrough Lego Building English/Communications TheArt of Drama (earlyregistration deadlineMay15) "You Shall Not Pass!"- A Gamification JourneyThrough theBorders of Good and Evil in Tolkien's"Lord of theRingTrilogy

Multimedia Authorship-ThePower of Wordsand Images*** Mathematics AP Calculus BC DC AP Statistics DC Linear Algebra DC (taught by Mr. LaVallee) Multivariable Calculus DC Statistical Reasoning in Sports Modern and Classical Languages AP Spanish Literature and Culture DC Arabic Level 1 and 2 (early registration deadline May 15) Chinese Mandarin Level 1 and 2 Italian Level 1 and 2 Latin Level 1 and 2

Multi-Disciplinary Zombie Apocalypse: Interdisciplinary Approaches to Problem Solving Science AP Environmental Science DC Astronomy: An Introduction Principlesof Engineering Social Studies AP Comparative Government and Politics DC AP Macroeconomics and AP Microeconomics DC AP Psychology DC AP US Government and Politics DC AP World History DC Genocide and the Holocaust Law and Society Introduction to Business and Entrepreneurship Model United Nations and International Relations Today?s Latin America Theology Bioethics: NavigatingtheEthical Dilemmasof our Future **Successful completion of this course will fulfill a ½ credit of the 1 credit Fine and Performing Art credit requirement. ***Successful completion of these courses will fulfill the Cheverus ½ credit computer requirement.

DC Dual Credit enrollment available.

Coursesitalicized aresemester longclasses.

2019-2020 Program of Studies 41

Academic Policy Progress Reports & Report Cards

Honors & AP Course Enrollment

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

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

Cheverus encourages students to challenge themselves and take the most rigorous good fit course offered. Students who earn a year end grade of an A- or higher in a College Preparatory (CP) level course can enroll in an honors and/ or AP course. Students already enrolled in an honors or AP course and who earn a final grade of a B or higher can enroll in an honors and/ or AP course. Students may apply for a variance if they wish for placement that differs from the sending teacher?s and department?s original recommendation based on year end grades. In addition to student interest, passion and ambition, a student?s effort and conduct rating, attendance and disciplinary records, teacher and counselor recommendation and course prerequisites may inform enrollment in college preparatory, honors and AP courses. Honors and AP classes earn an additional increment of 0.25 in the student GPA. Students enrolled in an AP course are required to take the college board?s AP exam.

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

42 2019-2020 Program of Studies

Academic Integrity Cheverus High School expects all students to abide by its academic code of honor as described in the Cheverus Student Handbook, to be true to themselves and to our community of learners.

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

Cheverus STEM Diploma

Diploma Awards

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

Graduating seniors can earn diploma awards that are based on cumulative grade point averages as follows:

Dual Credit Enrollment Students can earn college credit while attending Cheverus. Through agreements with St. Joseph?s College in Maine, University of Southern Maine and Creighton University in Nebraska, select courses from Cheverus High School and the Jesuit Virtual Learning Network can be granted college credit with an administrative fee. Applications for dual enrollment are available through the Office of the Registrar.

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

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

summa cumlaude: magna cumlaude: cumlaude:

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

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

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

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

Family trips and vacations and other planned

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

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

Disclaimer Statement At the time of publication, reasonable effort was made to ensure the accuracy of the information herein ? especially requirements for graduation. However, this publication is not a complete statement of all policies, procedures, rules, regulations, and academic requirements applicable to Cheverus, its students, or its programs.

Changes or additions may be made to the policies, procedures, rules, regulations, and academic requirements.

Cheverus High School reserves the right to make these changes and additions to the information in this publication without prior notice. When a curriculum or graduation requirement is changed, it is not made retroactive unless the change is to the student?s advantage and can be accommodated within the span of years normally required for graduation.

44 2019-2020 Program of Studies

Academic, Spiritual and Wellness Formation Cheverusstudentsareabletobecometheir best selvesbecausetheyaresupported by relationshipswith educatorswho work together for their development. UniquetoCheverusisa Cura Personalisteamor wholestudent careteam, that coordinatescollaboration between all educatorson campus, tosupport studentstobemoreand believemoreof themselvesthan when theyfirst enter Cheverus. Cura personalisworkswith not onlyacademicteachers, but also campusministers, counselors, school nurse, and peer mentors. Our coachesand club moderatorsarealsotrained toteach character development toour student athletesin thecontext of our Jesuit school. In addition toa student'susual course load, our school providessequenced formation programsfor each gradetosupport thedevelopment of studentswhocan ask for help, areforgivingand giving, becomecompassionatecommunitymembers, foster a deeper relationship with God, find joyin learning, and flourish. Tothisend, throughout theschool year, studentsenjoytheseprograms: -

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

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

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

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

Responsive services for students in crisis.

2019-2020 Program of Studies 45

Contact Information Campus Ministry Director College Advising Director Counselor, Director Counselor English Chair Faber Tutoring Service Fine & Performing Arts Chair History Chair Immersion Coordinator Instructional Support Chair IT Director Librarian, Webmaster Mathematics Chair Nurse Registrar Science Chair Theology Chair World Language Chair

Gregory Szkarlat, MDiv Kate Coddaire, MEd, MS Victoria Caron, MS Valerie Webster, MEd Suzanne Mahar, MA Kerry Bishop Christopher Humphrey, MS Davis Hartwell, JD, MA, MES Mary King, MA Sue Van Wyck, MS Gary Nielsen, PhD Jane Glass, MLIS Daniel LaVallee, MST Marty Harvey, RN, BSN Lisa Merrill, MEd Helene Adams, MA Jose Peralta Theresa Quinn, MA

szkarlat@cheverus.org coddaire@cheverus.org caron@cheverus.org webster@cheverus.org mahar@cheverus.org bishop@cheverus.org humphrey@cheverus.org hartwell@cheverus.org king@cheverus.org vanwyck@cheverus.org nielsen@cheverus.org glass@cheverus.org lavallee@cheverus.org harvey@cheverus.org merrill@cheverus.org adams@cheverus.org peralta@cheverus.org quinn@cheverus.org

Administrative Offices Assistant Principal Academics Dean of Students Director of Athletics & Activities

Cicy Po, MEd Daniel Costigan, MA Amy Ashley

po@cheverus.org costigan@cheverus.org ashley.amy@cheverus.org

Fr. Robert Pecoraro, SJ, MA, MA, MDiv, ThM John Moran, EdD Bethany Hanley, MA Randy Shaw Michael Komich, MBA

pecoraro@cheverus.org

Administration President Principal Directory of Admissions VP for Institutional Advancement

Business Manager

moran@cheverus.org hanley@cheverus.org shaw@cheverus.org komich@cheverus.org

Cheverus High School 267 Ocean Avenue Portland, ME 04103 (207) 774-6238 (207) 774-8461 (Fax) www.cheverus.org CEEB: 200805 46 2019-2020 Program of Studies

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