Dennis-Yarmouth Regional High School Program of Studies by Lory Stewart

2012- 2013

PROGRAM OF STUDIES

Dennis-Yarmouth Regional High School 210 Station Avenue South Yarmouth, MA 02664

Dennis-Yarmouth Regional School Committee Mr. Brian Carey, Secretary Mr. James R. Dykeman, Jr. Mr. Stephen Edwards, Treasurer Mr. John Henderson Mrs. Maryellen McDonagh-Angelone, Chair Mr. John Poole Mrs. Andrea St. Germain, Vice Chair

District Administration Office 398-7600 Mrs. Carol A. Woodbury Mr. Larry Azer Ms. Judith D. Dion Mrs. Gloria E. Lemerise

Superintendent Director of Finance and Operations Director of Pupil Services Director of Instruction

Dennis-Yarmouth Regional High School Administration 398-7630 Mr. Kenneth T. Jenks Mr. Michael P. Grenier Ms. Leila R. Maxwell Mr. G. Anthony Morrison

Principal Assistant Principal/Athletic Director Assistant Principal Assistant Principal

Guidance and Counseling Department 398-7650 Ms. Dale Fornoff Mrs. Annette Bowes Mr. Joshua Clarkin Ms. Nicole Dâ&#x20AC;&#x2122;Errico Ms. Patricia Fruggiero Ms. Kristen Hayden

Department Head Counselor Counselor Counselor School-to-Career Coordinator Counselor

Athletic Department 398-7645 Mr. Michael P. Grenier

Athletic Director

Attendance 398-7655 Mrs. Melissa Hudson

Social Worker

Special Needs Department 398-7649 Mrs. Leslie T. Carson

School Psychologist

TABLE OF CONTENTS COURSE DESCRIPTIONS BY DEPARTMENT OR PROGRAM Alternative Learning Program ....................................................................................... 1 Applied Technology (Business and Computers) ........................................................... 5 English .......................................................................................................................... 13 Fine and Performing Arts Music........................................................................................................................ 25 Visual Arts................................................................................................................ 32 Foreign Languages ....................................................................................................... 40 Health/Physical Education ............................................................................................ 46 History and Social Science ........................................................................................... 48 Mathematics.................................................................................................................. 59 Science and Technology............................................................................................... 67 Special Education ......................................................................................................... 78 School Adjustment Program ......................................................................................... 83 WAVE Program............................................................................................................. 85 Student Program Worksheet......................................................................................... 89

ALTERNATIVE LEARNING PROGRAM (ALP) The Alternative Learning Program (ALP) targets students who are identified by faculty, parents, and/or themselves as being at risk for dropping out of school. The program’s philosophy emphasizes an active approach to learning which, coupled with a relatively low teacher-student ratio, enables students who have had limited success within more traditional classroom settings to experience both academic and personal growth. The successful applicant to the Alternative Learning Program has the following attributes: a sincere desire to change the direction of her/his academic experience, a commitment to follow the goals and rules of the program, and a willingness to invest the time necessary to achieve success. The student’s school day consists of a combination of ALP courses and appropriate courses chosen from the regular curriculum. ALP courses are designed to fulfill graduation credit and distribution requirements and are designated as level 2 courses – that is, courses which prepare students for college. Course requirements include homework, class participation and various assessment methods including traditional testing. Implicit in the design of the Alternative Learning Program is the awareness of the need for students to accept responsibility, to develop initiative, to increase their sense of self-esteem and to be able to participate in class activities in a positive manner. Therefore, instructional strategies will include small group activities, classroom discussion, individual conferencing, response groups, the occasional lecture and the use of field trips. Students and parents/guardians must sign a contract agreeing to comply with all ALP rules and regulations including regular attendance and participation in an outward-bound type experience. Selfactualization of the full range of each student’s potential is the primary goal of the Alternative Learning Program.

CONTEMPORARY TEEN ISSUES [831] Grades 10 -12: Level 2 (Year) 1.50 credit This course is designed specifically for students enrolled in the Alternative Learning Program. Its purpose is to assist students in coping effectively with human behavior, both their own and others, to build student awareness of current events and the outside world, and to address core issues affecting adolescents today. This course provides personal and group growth experiences for each student. Emphasis will be placed on group discussion in a seminar model. Societal issues and adolescent concerns will be the focal point of each class. Individual research will be emphasized, and students will be required to make both individual and group presentations regarding various issues. Of prime importance is assisting students to apply what they have learned to their own lives. This course is unique in that it combines factual knowledge with the ability to apply it to daily life. Students should be able to understand the causes and consequences of human behavior; better cope with their own needs and frustrations; develop a clearer concept of identity and self-worth, and further learn to respect the dignity and worth of each individual. Students will be encouraged to develop a blueprint for their lives after high school – one goal of the Alternative Learning Program is to help students become aware of all that life has to offer and to help students create ambitious goals and aspirations for themselves. Students will also develop a more sophisticated idea of the world around them – learning about local, national, and global issues.

ELEMENTS OF FICTION [854] Grades 10-12: Level 2 (Year) 1.50 credits Each of the English courses in the Alternative Learning Program is genre-based, rather than grade level based, in order to accommodate the multiple grade levels in the program. Elements of Fiction focuses on fiction; it offers students the opportunity to read and examine a variety of short stories, novels, and plays – both one act and full length. In coordination with the Massachusetts English Language Arts Frameworks, the course will address the following skills: literature, composition, and media skills. Students will recognize the differences, as well as the similarities, between fiction and nonfiction; improve writing and editing skills; develop strategies for generating topics; improve editing accuracy; become familiar with and use various literary devices; increase spelling accuracy; improve reading comprehension; expand vocabulary; use media appropriately and effectively; and improve their oral communication skills. Students will practice writing for a variety of purposes and audiences; they will also use correct standard English in oral and written communication and use the MLA format in research projects and preparing essays. Vocabulary is derived from literature read for class; students will also practice vocabulary skills using the Roots application. Spelling comes from individual student writing.

UNITED STATES HISTORY I: THE REVOLUTION THROUGH RECONSTRUCTION: 1763-1877 [833] Grade 10 -12: Level 2 (Year) 1.50 credits Students will examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. The important political and economic factors that contributed to the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U. S. Constitution, will provide the foundation for this course. Other topics to be studied in U.S. History I will be America’s westward expansion, the establishment of political parties, and economic and social change in

the new nation. The course will culminate with study of the growth of sectional conflict in the emerging nation, the resultant Civil War and the consequences of the Civil War, including Reconstruction. The reading of primary source documents is a key feature of this course. Students will be asked to develop a variety of skills in an effort to meet the course objectives. Specific concepts and skills include, but are not limited to: long and short- term cause and effect relationships, distinguishing fact from opinion, interpretation of historical maps, charts and graphs, distinguishing intended from unintended consequences, gathering and assessing evidence, historical context and the language skills necessary to become and independent learner. Instructional strategies and materials include the use of discussions, readings, role-playing, lectures, cooperative learning, audio-visual programs, research and computer activities.

CELLULAR BIOLOGY, GENETICS AND EVOLUTION [836] Grades 10 -12: Level 2 (Year) 1.50 credits This course is designed to provide ALP students with a basic understanding of the workings of cells, heredity and evolution. It is especially designed for those students in the Alternative Learning Program who are sophomores and taking the MCAS for the first time; juniors and seniors who passed sophomore Biology but received a warning for their sophomore MCAS score and consequently must retake the test. Beginning with a look at cellular biology, students will learn the contents of the cell with particular emphasis on mitosis and growth, and then they learn about the cell’s role in sexual reproduction, meiosis and heredity. The geologic time scale will be introduced with specific emphasis on the fossil record and will be used to explore topics in evolution including natural selection, adaptation, adaptive radiation and speciation. Students are expected to recognize the patterns in inheritance that led to Mendel’s tenets of heredity and, also, those patterns within the fossil record that led to general evolutionary theory as well as Darwin’s theory of natural selection. An appreciation for the challenges that these scientists and others faced when first introducing their paradigm-shattering theories to the scientific and political communities of their day will be stressed. The basic concept of this course is that data and information can be utilized to make inferences about the workings of the natural world. Students will develop the skills necessary for making a scientific inquiry, synthesizing information and communicating their information through a variety of means. Methods of instruction consist of class discussions, field trips, laboratory studies, audio-visual presentations and guest speakers, as well as library and Internet research.

NATURAL HISTORY OF CAPE COD (837) Grades 10 -12: Level 2 (Year) 1.50 credits This course explores the biological, physical, cultural and economic evolution of the area from prehistoric times to the present. It is a synthesis of several fields of study including biology, anthropology, earth science, oceanography and social studies. Topics studied include the geological formation of Cape Cod and surrounding areas, plant and animal species, ecosystems, Native Americans and early settlers. Additionally, students examine current issues relating to the environment, development and resource use. Appreciation for the Cape’s unique environment and ecosystem diversity is stressed.

Methods of instruction consist of class discussions, field trips, laboratory and field studies, audio-visual presentations and guest speakers, as well as library and Internet research.

ORGANIZATIONAL SKILLS [856] Grades 10 -12: Level 1 (Semester) .50 credits This course is specifically designed to provide ALP students the opportunity to build up skills that are lacking amongst students whose academic careers have been uneven. The course will be tailored by the instructor to fit the needs of students currently enrolled in the class. Topics in basic organizational skills will include concept mapping, reading for content, and time management. In addition, the instructor might help individuals with other classes, shoring up missing or forgotten “basics,” including mathematical topics, writing skills, and geographical understanding. Methods of instruction might consist of class discussions, audio-visual presentations, library and Internet research, and practical applications.

ALP COMMUNITY SERVICE (857/858) Grades 10 -12 (Semester) .50 credits N.B. This course does not count toward athletic eligibility points. The purpose of Community Service is to increase student self-esteem, to enhance student awareness of various societal needs, and to foster empathy for those who are disadvantaged. Students are required to choose and assume responsibility for establishing their community service placement. The Alternative Learning Program staff determines the criteria for appropriate community service. While the instructor provides suggested places/sites where community service might be performed as well as a letter of introduction, it is the students’ responsibility to initiate and establish their situation and to provide transportation. Students engage in twenty hours of service, meet all deadlines and submit a typed report which details the following topics: (1) the perceived value of this aid or service to the community, (2) the value of the student’s contribution to this agency and (3) the benefits (if any) the student received by performing this service.

ALP Courses not offered in the 2012-13 school year Adolescent Seminar Challenges and Choices Current Affairs Elements of Poetry Elements of Non-Fiction Concepts of Ecology U.S. History II Integrated Algebra I Integrated Geometry Integrated Algebra II and Trigonometry

APPLIED TECHNOLOGY To keep pace with a changing world, Dennis-Yarmouth Regional High School has integrated its Business and Computer Science programs into a single department named Applied Technology. Computers and communications technology have become an integral part of our everyday life. Business, science, entertainment and virtually all other forms of human endeavor routinely involve the use of computers and computer related technology. Our goal is to educate students with a solid foundation in both the practical and theoretical aspects of todayâ&#x20AC;&#x2122;s ever-changing technology. Graduates will be prepared to effectively use technology in post high school careers and/or higher education. The use of applied technology in the business area will help prepare students to meet the challenges of a society that is dependent on data information. Computer technology will be integrated into classroom activities to assist the students in their school work and to help students gain skills and facility in using many of the major software tools. Broad-based content and transferable skills will be emphasized along with the attitudes necessary to pursue educational and career goals. Courses are designed to include multiple uses of technology where emphasis will be placed on analyzing, understanding and solving problems. Critical thinking skills will be developed in tandem with technical skills.

Final course offerings are dependent upon student enrollment numbers and teacher availability. ACCOUNTING I [617] Grades 10-12: Level 2 (Year) 1.50 credits This course explains in detail the principles and practices of accounting. Accounting I instills in students an awareness of the necessity for accuracy and attention to detail. It also highlights the legal and ethical nature of the accounting profession. This course utilizes QuickBooksâ&#x201E;˘ and the textbook Century21 Accounting. The textbook introduces students to the fundamentals of accounting. Once concepts are learned, students implement accounting models using QuickBooks and simulate the finances of a small service based business. Students will create a new company to manage the banking and billing activities. Students will also work with the Customer and Vendor Centers, the Chart of Accounts, and the Items Lists to manage customer data, purchase orders, invoices, accounts payables accounts receivable and inventory. In addition, students will create reports and budgets, and learn how to back up and protect their QuickBooks data. At the completion of this course students will be able to implement an accounting system for a small business. This includes use of a journal and a general ledger. The student will also know how to produce a balance sheet and an income statement for a given business period. Finally (time permitting), students will learn to do payroll and prepare tax documents. Specific skills and competencies taught include the ability to: 1. 2. 3. 4.

Calculate financial statements for a business. Develop the fundamentals for a bookkeeping system. Maintain a complete set of financial accounting books. Develop posting accuracy as it relates to bookkeeping.

INTEREST ELECTIVES INTRODUCTION TO BUSINESS [613] Grades 10-12: Level 2 (Semester) .50 credits Introduction to Business examines basic business practices and principles. The course is a one semester introduction to the elements necessary for a successful business career. The class also serves as a building block for Work-Based Learning. Concepts and attitudes emphasized include the following: characteristics of an outstanding employee/employer, effective management principles, the interrelationship involved in the buying and selling of goods and services, the role of everyday decision-making, the need for human relations in business and the importance of a positive attitude toward work. Topics examined provide the student with an understanding of basic business operations. The classroom will foster personal accountability and responsibility for one's own work, organizational skills, initiative and self-discipline, and respect for self and others. Students learn to work independently and with others as part of a community of learners. Course material is presented through research, cooperative learning techniques, demonstrations and discussions. Guest speakers and field trips enrich the curriculum. This course will prepare students in their future decision making to plan for a career in the business field. Course requirements include presentations on big businesses and small Cape Cod companies. Students create and present a company for their final presentation.

INTRODUCTION TO COMPUTER SCIENCE (Programming with C++) [529] Grades 10-12: Honors (Year) 1.50 credits Prerequisite: C or higher in Integrated Algebra Introduction to Computer Science is offered to all upper class students who are motivated and willing to work independently. No previous computer experience is required. The course is designed to develop and/or enhance critical thinking and problem-solving skills. The language used for this course is C++, the worldâ&#x20AC;&#x2122;s dominant programming language. The course utilizes the Microsoft Visual Studio Software Development IDE. Students planning a career in computer science, engineering, information systems management, mathematics, science or business will greatly benefit from taking this course. Topics include: Computer architecture, the binary and hexadecimal number systems, software development tools, strategies in problem-solving, programming methodology, functions, variables, arrays, arithmetic / relational / logical operators, iterative loops, data structures, Win32 console executables and the responsible use of computer systems.

ADVANCED PLACEMENT COMPUTER SCIENCE [515] Grades 11-12: Advanced Placement (Year) 1.50 credits Prerequisite:

C or better in Introduction Computer Science or Teacher recommendation

This course is designed as a first year college level computer science course to help prepare students to take the Advanced Placement Computer Science Examination and to explore advanced programming techniques and strategies. Successful completion of this examination may result in advanced standing in computer science in many colleges and universities. The course assists students in preparing the Computer Science A Exam (emphasizing programming methodology, static data structures and analysis of algorithms). Major topics covered in this course include: programming methodology, features of structured programming languages, classes, methods, static and dynamic data structures, development and analysis of algorithms, object-oriented programming, templates, inheritance and streams, libraries, error handling, analysis of large computer programs via the case study, computer systems components and their functions, responsible use of computer systems and programmer's ethics. Java is the required programming language of the AP Computer Science Examination and will be studied as part of the course work. The course requires direct instruction from the teacher as well as considerable student time at the computer. In the course description booklet provided by the College Board for the AP Computer Science, each student should spend a "minimum three hours per week alone on the computer." It is emphasized that this is not instructional time and that this time is considered to be the minimum required to complete this course. In addition, students participate in group programming projects that require design, implementation, testing and presentation. Each student must study, modify and be able to discuss the required case study program; design, implement, test and present a major project; maintain a portfolio of projects and self-evaluations and take the AP Computer Science Exam in May.

COMPUTER NETWORKING - CISCO NETWORKING ACADEMY [518] Grades 10-12: Honors (Year) 1.50 credits Prerequisite: Teacher recommendation This is a one year course that teaches students data networking theory, network design and networking devices. Certification by Cisco is possible after successful completion of the course. The Networking Academy program combines lectures and online learning with hands-on laboratory exercises in which students apply what they learn in class while working on simulated networks. From basic to advanced networking skills, the Networking Academy curriculum prepares students for lifelong opportunities in the real world. CCNA certification exam eligibility is available upon successful completion of the Networking Academy program’s curriculum. CCNA certification is the first step in Cisco career certifications leading to the Cisco Certified Inter-network Expert (CCIE™) certification, the industry’s most respected certification for network professionals. Topics include:  OSI model and industry standards  network topologies  IP addressing including subnet masks  networking components  basic network design

INTRODUCTION TO ADOBE CREATIVE SUITE [532] Grades 10-12: Level 2 (Semester) .50 Credits Introduction to Adobe Creative Suite develops key digital skills such as design, communication, and project management through the use of Adobe’s industry-leading tools, Creative Suite CS5. The course will prepare students for career success, higher education, promote online learning, and improve student productivity. The course is project-based to help develop career and communication skills. Students use Adobe Photoshop CS5, and Illustrator CS5, to develop static and interactive graphics. Students use Adobe Dreamweaver CS5 to design and build websites, and Flash Professional CS5 to apply design solutions requiring rich media and interactivity.

EXPLORATION OF WEB APPLICATIONS [524] Grades 9-12: Level 2 (Semester) .50 Credits This project-based course will expose students to current and emerging online technologies. Successful completion of “Web Apps” will provide students with a wide variety of skills for use in their education and the 21st century workforce. Students will engage in a variety of current topics and web technologies. Topics will include:        

Copyright Data Organization & Management Digital Citizenship Safe & Ethical Computer Use Multi-Media Applications Online Collaborative Environments Open Source Software Web Tools

COMPUTER REPAIR AND MAINTENANCE [521] Grades 10-12: Level 2 (Semester) .50 credits Prerequisite:

Successful completion of Exploration of Web Applications (formerly ICT Essentials)

This course is designed for students who want to learn about how computers operate or who wish to explore a career in the computer maintenance business. Students will be exposed to common hardware, including microprocessors, RAM, power supplies, motherboards, BIOS CMOS, and hard drives. Students will also learn about CMD, Windows, Linux, and evaluation of operating systems and selection memory management. Students will learn how to install, configure and upgrade software, diagnose and troubleshoot computer problems as well as be introduced to networking.

DESKTOP PUBLISHING AND DIGITAL IMAGING [514] Grades 10-12: Level 2 (Semester) .50 credit Prerequisite:

A grade of C+ or higher in Exploration of Web Applications or permission of the instructor

This course includes the use of desktop publishing to create pages and documents to specification; importing and placing text and graphic files; the application of style sheets, templates and libraries; and color specifications. The application of design and typographic principles, trade terminology and measurement systems, font management and file management are emphasized. Students enrolled in this course will be responsible for producing the DY student newspaper, The Perspective, as well as various school publications such as playbills and event posters. In addition, this course will introduce the student to using digital illustration and page design programs to generate computer-based images. The students will learn basic design and typography principles, terminology, guidelines, methods and systems use to solve graphic design problems. Assignments will emphasize the use of the computer in preparing images for print and media publications.

ROBOTICS [522] Grades 9-12: Level 2 (Semester) .50 credits Prerequisites: 1. Successful Completion of Integrated Algebra 2. Teacher Recommendation What is a Robot? Princeton University’s Cognitive Science Laboratory defines Robotics as: “The area of Artificial Intelligence concerned with the practical use of mechanisms that can move automatically.” Engaged Learners use the Engineering Design Process to model real-life mechanisms as they combine creativity, logic, and problem solving skills to meet challenges with today’s technologies while utilizing necessary mathematical, scientific, technological, and engineering concepts. Students construct robots with Lego Mindstorms and write programs using ROBOLAB software to perform specific duties and tasks. Students program MechRC robots to perform various tasks. Students also research and analyze past, present, and future robotic technologies and ideas.

ROBOTICS II [508] Grades 10-12: Level 2 (Semester) .50 credits Prerequisites: B or higher in Robotics This course builds on the Mechanical Engineering and programming Concepts explored in (Intro to) Robotics course. Focus is on programming robots to achieve certain tasks that meet specific real-life needs. Students construct robots with Lego Mindstorms AND Pitsco TETRIX and write programs using ROBOLAB software to perform specific duties and tasks. Students will also explore programming robots with Labview Software to perform various tasks, including wireless controlled units, autonomous controls, and data collection devices. Students also research and analyze past, present, and future robotic technologies and ideas. A future goal for this course is to engage students to gain the skills and knowledge necessary to compete in the FIRST Tech Challenge.

WEB DESIGN I [519] Grades 9-12: Level 2 (Semester) .50 credits This course is offered to expand and enrich the student’s education using state-of-the-art technologies. Learning will be collaborative, hands-on and project based. Problem solving, organizational skills, creativity, and a positive attitude toward technology are key components to the students’ success in this course. Projects will involve creating, publishing, and evaluating web sites that adhere to web standards. Key elements of web authoring—site design, tables, creating and maintaining hyperlinks, graphics manipulation (including editing of images), interactive features, and site management—will be the core topics in this course. Each student must  complete an evaluation of a selected website  design, implement, publish, maintain and present an original web site  maintain a portfolio of projects and self-evaluations

WEB DESIGN II [520] Grades 10-12 Level 2 (Semester) .50 credit Prerequisite: A grade of C+ or higher in Web Design I or permission of the instructor This course is offered to expand the student’s knowledge of Web Design. Having completed Web Design I the student has gained a strong background in the use of HTML coding and an industry standard web authoring software. In Web Design II we will spend a brief amount of time reviewing these concepts via lecture and mini projects before moving ahead. Learning will be hands-on, project based learning focusing on the advanced understanding of web site design.

COMPUTER ANIMATION [510] Grades 10-12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Web Design I (experience with Flash is a plus) This course is offered to expand and enrich the student's education using state-of-the-art computer software tools. Carrara is an industry leading program that has facilities to create 3D objects and render them into animated movies. Learning is collaborative and hands-on. Problem solving, organizational skills and creativity are key to the student’s success in this course. Students will start off by learning terminology and concepts of 3D modeling and animation. Then, students will learn how to create 3D objects in the spline and vector modeling rooms. As the course progresses students will learn to implement several different types of animation, including syncing animation to a sound track. When students have completed the course they will be able to use textures, lighting, shading, camera placement, camera motion and sound to create a complete short animated movie. Each student must complete chapter projects and demonstrate mastery of the subject matter through quizzes and Animation projects of increasingly robust quality.

GAME DEVELOPMENT ESSENTIALS [530] Grades 11-12: Level 2 (Semester) .50 Credits Prerequisite: 1. Successful completion of Web I and Web II, or 2. Successful completion of Web I and Computer Animation This course will explore the principles, concepts and components in Game Design and Development. Learning is based on examining the game industryâ&#x20AC;&#x2122;s processes, methodologies and principles associated with the design, development and distribution of computer-based games and computer-based simulations. This course is designed to provide students with an overall comprehension of the precepts and building blocks that are essential to every computer-based games and simulations.

Problem-Solving Cycle

ENGLISH The English department’s primary responsibility is to educate its students to communicate in society. To fulfill that responsibility, the department’s instruction and curriculum help students to develop skills to communicate and present ideas clearly and persuasively. Through writing, speaking and using appropriate technology, students will learn to express ideas and feelings, state and defend a point of view, demonstrate creativity and promote understanding. The curriculum and instruction will help students to develop increased abilities to make connections and to recognize patterns in order to construct meaning. In English classes, students will devise appropriately challenging projects, establish specific goals, timetables and outcomes, and work independently to complete and present their projects. Students will be taught to detect bias, recognize patterns, weigh evidence, evaluate arguments, make connections, recognize and be able to think through cause and effect relationships to make sensible independent judgments and draw conclusions. Learning experiences will enable students to become proficient in effective group skills including the ability to collaborate, negotiate, and behave in a respectful and tolerant manner. Students will interpret the meaning of literary works, both fiction and non-fiction, films and media through appropriate analytical techniques. Literature and authors reflect racial, ethnic and cultural diversity. The works studied will present real dilemmas faced by human beings. Students are encouraged to extend their appreciation of literature into other course work as well as recreational reading. Literature also constitutes the basis for writing either as a study model or thinking response. Writing is both a means of developing fluency and a tool for learning. Students learn to write standard English in a grammatically acceptable, coherent and well-organized manner for a variety of purposes and audiences. Teacher, peer and self-evaluation assessment practices include, but are not limited to, quizzes, tests, exhibitions, portfolios and performance-based tasks that require both skill and content knowledge. Final course offerings are dependent upon student enrollment numbers and teacher availability.

ENGLISH 9 Grade 9: Level 2 and Honors (Year) 1.50 credits Literature studied in grade nine is world literature, written by predominately North American and European authors. The anthology is Responding to Literature, Orange Edition. The major units are the novel, short story, non-fiction, poetry, and Shakespearean drama. Principles of the Communication Model are learned and demonstrated in informational speeches. Vocabulary for Achievement, Third Course complements vocabulary generated from the literature studied. Compositions assigned on a regular basis may be either literature or non-literature based. Students will become familiar with the MCAS exam’s format and practice writing and reading strategies using the rubrics and exemplars provided by the state. Students begin learning and practicing the skills to meet the English Department’s Research Skills and Grammar Skills benchmarks. Students are encouraged to develop a positive attitude toward implementing study skills, enjoying literature, improving writing skills and expanding vocabulary. Writing is integral in the process of learning, thinking and communicating. Students will exhibit correct standard English in oral and written communication.

Instructional methods include small and large group discussions, writing partnerships and response groups, oral reports, audio-visual materials and lecture. Mechanics and grammar are taught from composition assignments and oral responses. Honors Option All students initially will be scheduled for level 2. Those wishing to earn honors credit should have the recommendation of their grade eight English teacher and will be required to read and agree to an honors contract with their grade nine teacher during the first twenty days of school. Honors English 9 is for highly motivated students who demonstrate the skills necessary to analyze and understand as well as exhibit an appreciation for literature. Their attitude and performance reflect a sense of responsibility in written and oral expression and a desire to excel. Students at the honors level examine the same themes as level two students and occasionally use different literary selections.

ENGLISH 10 [005/006] Grade 10: Level 2 and Honors (Year) 1.50 credits Literature studied in grade ten is written by predominately twentieth-century authors. The anthology is Responding to Literature, Blue Edition. Literature includes the novel, short story, biography/autobiography, non-fiction, poetry, modern drama, Shakespearean drama and the media. The major theme of English 10 is retaining an individual identity while also thriving as a member of society. Â Key terms are identity, empathy, justice, mercy, legacy and responsibility. Vocabulary for Achievement, Fourth Course complements vocabulary generated from the literature studied. Compositions assigned on a regular basis may be either literature or non-literature based. Students will present a minimum of three formal speeches. Students are encouraged to develop a positive attitude toward implementing study skills, enjoying literature, improving writing skills and expanding vocabulary. Writing is integral in the process of learning, thinking and communicating. Students will exhibit correct standard English in oral and written communication and use the MLA format in research projects and preparing essays. Students will become familiar with the MCAS examâ&#x20AC;&#x2122;s format and practice writing and reading strategies using the rubrics and exemplars provided by the state. Students continue learning and practicing the skills to meet the English Departmentâ&#x20AC;&#x2122;s Research Skills and Grammar Skills benchmarks.

Instructional methods include small and large group discussions, writing partnerships and response groups, oral reports, audio-visual materials and lecture. Mechanics and grammar are taught from composition assignments and oral responses. Honors Option Prerequisites: 1. A- or higher in English 9 level 2, B- or higher in English 9 honors 2. Teacher recommendation 3. Successful completion and submission of a summer assignment by the fifteenth of August, which will be assessed and become a significant part of the first term grade Honors English 10 is for highly motivated students who demonstrate the skills necessary to analyze and understand as well as exhibit an appreciation for literature. Their attitude and performance reflect a sense of responsibility in written and oral expression and a desire to excel.

Students at the honors level examine the same themes as level two students, occasionally using different literary selections.

ENGLISH 11 [009/010] Grade 11: Level 2 and Honors (Year) 1.50 credits English 11 encompasses a cultural and thematic study of American literature through the examination of novels, plays, short stories, essays, and poetry. In coordination with the Massachusetts English Language Arts Frameworks, the course will address language, literature, composition and media skills. Students will read selected works by some of the following authors: Arthur Miller, Mark Twain, Nathaniel Hawthorne, Zora Neale Hurston, F. Scott Fitzgerald, Kate Chopin, Harriet Jacobs, Frederick Douglass, Ralph Waldo Emerson, Henry David Thoreau, J.D. Salinger, and Amy Tan. In addition, selections may be taken from the anthology Responding to Literature, American Edition. Students will learn to read for understanding, including explanation, interpretation, connection, perspective, empathy and selfknowledge. Students are expected to write for a variety of purposes and audiences. Assignments may include: reader-response journals, personal essays, literary analyses, and expository essays. A central component of the writing program includes an argumentative research paper formatted in MLA style. Students will also engage in college preparation assignments such as: writing college essays and writing timed SAT style essays. Students will have the opportunity to improve oral communication skills through formal and informal presentations using a variety of available technology and media. They will also refine discussion and reasoning skills throughout the course. Students will learn how to identify unfamiliar vocabulary through word derivation and context. Teachers will provide supplementary vocabulary generated from the class texts. Students continue learning and practicing the skills to meet the English Departmentâ&#x20AC;&#x2122;s Research Skills and Grammar Skills benchmarks. Instructional methods include small and large group discussions, readerâ&#x20AC;&#x2122;s theater, writing partnerships and response groups, oral reports, audio-visual materials and lecture. Mechanics and grammar are taught from composition assignments and oral responses. Students will be expected to take responsibility for setting goals and assessing their progress toward them through metacognitive responses and a final exam portfolio that addresses their growth over time. Honors Option Prerequisites: 1. A- or higher in English 10 level 2, B- or higher in English 10 honors 2. Teacher recommendation 3. Successful completion and submission of a summer assignment by the fifteenth of August, which will be assessed and become a significant part of the first term grade Honors English 11 is for highly motivated students who demonstrate the skills necessary to analyze and understand as well as exhibit an appreciation for literature. Their attitude and performance reflect a sense of responsibility in written and oral expression and a desire to excel.

AP ENGLISH LANGUAGE AND COMPOSITION [017] Grade 11: Advanced Placement (Year) 1.50 credits Prerequisites: 1. A- or higher in English 10 level 2, B- or higher in English 10 honors 2. Teacher recommendation 3. Successful completion and submission of summer assignments by the fifteenth of August, which will be assessed and become significant parts of the first term grade This course is designed for students who enjoy readings in various kinds of expository and argumentative prose and the study of language in the genre of prose. Students engage in becoming skilled readers of prose written during a variety of periods and in different disciplines and rhetorical contexts. Students will become skilled writers who compose for a variety of purposes. Student writing will be commensurate with their readings as they will write in a variety of forms including narrative, exploratory, expository and argumentative and on a range of subjects. The goal is to read complex texts and to write fluent prose rich with insight and evidence. Students will identify writersâ&#x20AC;&#x2122; strategies and then practice them. Study of fiction and poetry focuses on rhetorical and linguistic conventions. Attitudes stressed include an appreciation of reading challenging texts and sophisticated rhetorical styles and a sense of responsibility in written and oral expression. Skills emphasize reading with heightened comprehension; developing evaluative and analytical skills; implementing effective group discussion techniques; and writing clear, coherent and insightful prose for a variety of purposes and audiences.

ENGLISH 12 [013/014] Grade 12: Level 2 and Honors (Year) 1.50 credits English 12 is a cultural and thematic survey of world literature through the twentieth century. Students will read selected works by some of the following authors: Thomas Hardy, Charlotte and Emily Bronte, Hermann Hesse, Franz Kafka, Julia Alvarez, Paulo Coelho, Shakespeare. Genres include the novel, poetry, drama, short stories, biographies, autobiographies, journals, personal essays, and articles. Learning experiences include tracing the patterns and thematic similarities of various world cultures in order that students can make connections between their own life experiences and the world around them. The anthology is Responding to Literature, World Literature Edition. Vocabulary for Achievement, Sixth Course complements vocabulary generated from the literature studied. Compositions assigned on a regular basis may or may not be literature based. A word-processed cultural and literary analytical essay in MLA format is the final product of a research unit. An essay unit culminates in the generation of a personal essay appropriate for future college admissions. Students will practice strategies to help them read critically and think analytically. Writing is integral in the process of learning, thinking and communicating. Students are encouraged to develop a positive attitude toward implementing study skills, enjoying literature, improving writing skills and expanding vocabulary. Students will exhibit correct standard English in oral and written communication. All major assignments must be word processed in MLA format. Students continue learning and practicing the skills to meet the English Departmentâ&#x20AC;&#x2122;s Research Skills and Grammar Skills benchmarks. Instructional methods include small and large group discussions, readerâ&#x20AC;&#x2122;s theater, writing partnerships and response groups, oral reports, audio-visual materials and lecture. Mechanics and grammar are taught from composition assignments and oral responses.

Honors Option Prerequisites: 1. A- or higher in level 2, B- or higher in honors, C or higher in AP in grade 11 2. Teacher recommendation. 3. Successful completion and submission of a summer assignment by the fifteenth of August which will be assessed and become a significant part of the first term grade. Honors English 12 is for highly motivated students who demonstrate the skills necessary to analyze, understand and exhibit an appreciation for literature and language. Their attitude and performance reflect a sense of responsibility and creativity in written and oral expression. Honors English 12 moves at a more accelerated pace than the level 2 course but it is not as demanding as Advanced Placement English.

AP ENGLISH LITERATURE AND COMPOSITION [015] Grade 12: Advanced Placement (Year) 1.50 credits Prerequisites: 1. A- or higher in level 2, B- or better in honors, C or better in AP English 11 2. Teacher recommendation 3. Successful completion and submission of a summer assignment in July and a second assignment by the fifteenth of August which will be assessed and become significant parts of their first term grade Advanced Placement English emphasizes the development of skills in critical reading of imaginative literature: poetry, drama, novels, short stories, and in writing about literature. The course is for students up for the challenge of college level work. Most classes are conducted in seminar format. The short-term goal is preparing students for success on the Advanced Placement English Examination in Literature and Composition, administered by the Educational Testing Service for The College Board in May. Important long term goals include providing students the opportunity to learn at a pace commensurate with their ability; to engage students with intellectually mature material; to refine reading and writing skills; and to encourge life-long habits of reading, writing and thinking. Learning activities include complete and close reading of literary texts, evaluation and analysis of literary works, active class participation and group discussion. Writing is integral to the study of learning, thinking and communicating. Students will practice for the AP Exam with released AP: Lit. and Comp. Exams from previous years. They will respond to and analyze multiple choice questions from these exams. Students are strongly advised to take the Advanced Placement Examination in May, and those who do so will be exempt from the course final examination.

INTEREST ELECTIVES JOURNALISM [043] Grades 10-12: Level 2 (Year) 1.50 credits (Students may take this course for credit each year with the approval of the instructor.) Students enrolling in this course should have an interest in writing, reporting and design. It is recommended that students have developed proficiency in basic writing and computer skills prior to taking this course. Students must be self-motivated and willing to spend out-of-school time during production to meet deadlines. The primary goal of this course is to produce a school newspaper. Students learn how to produce an entire newspaper, from generating ideas to circulation of the final product. Students will learn publication techniques involving hands-on practice. Students will learn such skills as interviewing, developing

surveys, doing research, writing, editing, designing page lay-out and desk top publishing. Students learn the theory and fundamentals of writing for publication. In the process students learn skills such as time management and organization, group collaboration and communication, and critical and creative thinking. The learning that occurs in class is immediately applicable. Advanced journalism students will be expected to take on leadership, mentoring and instructional roles in the class. Special projects may be possible.

A WOMANâ&#x20AC;&#x2122;S VOICE: AMERICAN WOMEN WRITERS [022] Grades 10-12: Level 2 (Semester) .75 credits This course will trace the cultural and historical development of America and American women as reflected in their writing. Students will gain an appreciation of how and why the female literary perspective both blended into and distinguished itself from the mainstream. Major topics for consideration may include family and friendship, health and work, violence and power, self-identity and self-determination. We will examine the role of and impact upon women in each of these areas within their historical contexts. The reading list may include journals, essays, poems, short stories, a drama and/or novel. Authors may include, but will not be limited to: Anne Bradstreet, Mary Rowlandson, Abigail Adams, Maria W. Stewart, Lydia Maria Child, Frances Harper, Lillie Devereux Blake, Sarah Orne Jewett, Alice Dunbar Nelson, Amy Lowell, Edna St. Vincent Millay, Ann Petry, Patricia Highsmith, Shirley Jackson, Alice Walker, Anne Tyler, Jodi Picoult, Z.Z. Packer, and Annie Proulx.

COMMUNICATIONS [039] Grades 10-12: Level 2 (Semester) .50 credits The course's primary goal is to help each student become a more effective speaker and listener. Face-toface communication and the importance of eye contact, body language and open-mindedness and ethical communication will be emphasized. The principles of the course are based on the theory of the communication model. Preliminary theoretical study is the foundation for a variety of practical experiences, which gives the student opportunities for practicing effective interpersonal and group communication skills. Units studied include the communication theories, interview techniques and information, demonstration, argumentation and persuasion speeches through logic and motivational appeals. Written work such as outlines, note-cards, and graphic organizers will accompany units where appropriate. Students will need to demonstrate appropriate knowledge of speech topics through individual research. The student will learn to use the audio and video aspects as well as the slide show components of Power Point Presentations to communicate the message. Students will be well prepared to take Debate after completing this course. Instructional methods will include individual presentations, small and large group discussions, and lecture. Guest speakers will provide models and specific examples relative to the units studied.

A STUDY IN UTOPIA [041] Grades 11-12: Level 2 (Semester) .75 credits Everyone can imagine his or her ideal world. In this writing intensive course, students will explore and examine utopian fiction, philosophy and experiments. The study will analyze how authors make social

commentary on existing elements of their world that they fear and value. Additionally, students will consider why it is part of the human condition to attempt to create a utopian reality. Students will take a magnifying glass to human nature and how people act in social groups. The final project for the course is a utopian novella written by each student using the works studied in the course as models. This is a cumulative piece of writing and will develop and grow throughout the semester. Analysis of novels such as Huxley’s Brave New World and West’s Day of the Locust will be the core of the course. Poetry, drama, short stories and films will complement the themes and styles studies in the three primary texts. The philosophies of More and Plato will also be incorporated into discussions on an ideal world.

LITERATURE AND FILM: FOCUS ON DIRECTOR ALFRED HITCHCOCK [033] Grades 11-12: Level 2 Semester (.50 credits) This course introduces students to the art and enduring influence of the films of Alfred Hitchcock. We will consider films from the 1940s and 1950s, often considered the Hitch’s finest films. With each of these films, we will also read a companion piece of literature (a short story or poem) with an eye to comparing the style and content of the pieces.

GREEK MYTHOLOGY [048] Grades 9-12: Level 2 (Semester) .50 credits Would you like to know why your sneakers are called Nike? This course is designed for students who have an interest in exploring the myths and legends that have shaped the modern world. It will be presumed upon course enrollment that students have basic proficiency in reading, writing and computer skills. Success in the course will be determined by students’ initiative both in and out of class. Selfmotivation and the timely, regular completion of assignments will be necessary for meeting the challenges of the course. The chief focus of the course will be learning about and appreciating the role mythology plays in reflecting national, regional, and ethnic identities, as well as daily life. We will consider the role of mythology within the groups that perform and use it. Moreover, we will examine the influence of mythology systems on modern western culture. Although brief consideration will be given to the mythological systems of a number of cultures, myths and legends to be considered within the course will primarily include those of ancient Greece. Students should come to understand that these thought systems are both distinct from and inter-connected with each other, and that they continue to command an important place in modern society as they replay themselves in modern form. Students will employ skills including reading, notetaking, essay writing, library research, individual presentations, group presentations and analytical thinking throughout the course.

WORLD MYTHOLOGY [049] Grades 9-12: Level 2 (Semester) .50 credits This course complements Greek Mythology. Each course functions as an integral course, however, and neither is a prerequisite for the other. In this course, students will explore the mythologies of West Africa, Scandanavia, Japan, Egypt, and North America. The course content will focus on motifs (recurring ideas, images, objects or situations) and archetypes (character types or images that recur so consistently in life and literature as to be considered universal) in these mythologies. Students will also explore fairy tales and their links to the myths we consider.

THE BIBLE AS LITERATURE [046] Grades 9-12: Level 2 (Semester) .50 credits The Judeo-Christian Bible is the most widely-read book in the history of mankind, and its influence has been extraordinary. This course is the study of Biblical literature from both the Old and New Testaments. Students will explore the style and content of short stories, poetry, parables, and allegories from this pastoral Book. Doctrine and private interpretations are not a part of this course. Students will also study the vast and fascinating influence of the Bible on art, music, and literature.

POETRY [023] Grades 9-12: Level 2 (Semester) .50 credits Poetry focuses upon different styles of poetry, the life and culture of particular poets, the development of student writing and the analysis of poems. Language and its meaning will be examined by the student as both reader and writer. The student will recognize and analyze how readers create meaning and how writers convey meaning. The study of language includes differentiation between connotative and denotative meaning, sound and meaning, imagery, figurative language, tone and patterns. In this course, students function as members of a writing community that stimulates the generation of ideas and methods of poetic development. The student as poet is aware of the continuum and recursive process of writing as well as practicing its various stages of pre-writing, drafting and editing. The student as reader actively engages in the analysis of how meaning is constructed. Instructional methods include large and small group discussions and presentations, writing partnerships and response groups, audiovisual materials, lectures, guest speakers and, when possible, field trips to community poetry readings.

SCIENCE FICTION AND FANTASY [024] Grades 10-12: Level 2 (Semester) .75 credits This course offers students a classroom seminar environment to explore the fascinating genres of science fiction and fantasy. Miriam Allen deFord writes in her book Elsewhere, Elsewhen, Elsehow, â&#x20AC;&#x153;Science fiction deals with improbable possibilities, fantasy with plausible impossibilities.â&#x20AC;? To investigate the similarities and differences between the two genres, students will analyze the forms and wide variety of purposes for science fiction and fantasy writing. In addition, students will view science fiction films and television series in order to assess how advances in technology influence scripts and the evolution of special effects. While the course will center around a core group of sci-fi/fantasy classic writers such as Ray Bradbury, Arthur C. Clarke, Frank Herbert, Anne McCaffrey, and Issac Asimov, students will also have the opportunity to read works of their own choice. Students will select reading from the wide variety of subgenres (First Contact, Communication with Extra-terrestrials, Space Travel, Alternate Worlds, Dystopia and Utopia, ESP...) in order to analyze the extensive array of avenues for commentary on the human condition. To demonstrate their knowledge of the genres and their creativity, students will write, peer-edit, and present their own short stories based on the different subgenres. The class will culminate in the publication of a classroom science fiction/fantasy anthology.

SHAKESPEARE: FROM THE PAGE TO THE STAGE [042] Grades 10-12: Level 2 (Semester) .75 credits

This course is designed for students with an interest in understanding why actors and audiences still love to act in and watch Shakespeareâ&#x20AC;&#x2122;s plays. Students should have an interest in exploring how Shakespeareâ&#x20AC;&#x2122;s plays translate from the written page to the stage and film. The course will include a sampling of the comedies, tragedies, and histories in order for students to appreciate the wide range of character and thematic interpretations open to actors, directors, and audiences. `

CREATIVE WRITING [029] Grades 9-12: Level 2 (Semester) .50 credits (Students may earn a maximum of 1.0 credit in Creative Writing. Students may take this course for credit a second time with the approval of the instructor) Creative Writing is a class designed for all levels of students who like to write, want to improve their writing skills, and participate in a writing community, for the purpose of expanding their repertoire of writing styles and becoming familiar with writing genres, from fiction to non-fiction. In Creative Writing, students will not only learn to be writers, but also will learn how to be readers, responders and editors. They will learn what it means to be part of a writing community. They will learn how to read like a writer and write like a reader. A positive attitude toward growth as a writer is a prerequisite for this course. Instructional methods will focus on initially establishing a comfortable and nurturing writing environment, small group work, individual conferencing, and occasional large group direct instruction. Students will keep a journal, in which they will write in and out of class in response to guided prompts as well as individual choice topics. Students will accept the responsibility to generate ideas; select ideas for development; consider various methods and techniques of idea development; experiment with new techniques, styles, and genres; and finally, edit specific drafts for mechanical accuracy. They choose writing to submit for teacher assessment, but may also submit for publication in and out of class.

Students will be assessed on their written work, including their participation in the writing process, their application of specific focus correction areas, and their honest self-assessment of their skills. Students will be held accountable for editing skills and active participation in the writing community and its processes. The class will culminate with a final portfolio, wherein students assess their growth over time based on the essential questions of the course.

MEDIA BASIC MEDIA PRODUCTION [055] Grades 9-12: Level 2 (Semester) .50 credits Basic Media Production is the study of the ways in which cameras are used to create and convey meaning. Students will be exposed to the materials, processes, and artistic techniques involved in film, television and video. Students learn about the operation of a camera, lighting techniques, camera angles, depth of field, composition, storyboarding, sound capture and editing techniques. Students electing this course should be interested in media and be willing to explore creatively. They also should be able to behave with maturity without immediate direct adult supervision. Basic camera operation and basic camera shots will be practiced. Non-fictive productions will be explored. Students will practice their ability to express themselves abstractly with the camera and will learn to critically deconstruct various types of media. Projects will foster and monitor cooperative, mature and trusting relationships between students and their school environment. The components of the course include a series of class projects, quizzes, tests and community service work. Written essays, poems, and scriptwriting are an integral part of Basic Media Production. Teaching methods will include lectures, demonstrations and hands-on work. Respect for equipment, materials and procedures is expected. Students will be held responsible for any violation of established policies.

ADVANCED MEDIA PRODUCTION [056] Grades 11-12: Level 2 (Semester) .50 credits Prerequisite: C or higher in Basic Media Production Advanced Media Production is designed for the student who has an interest in media beyond Basic Media Production and may be interested in pursuing communications as a career. As students advance, the instruction becomes more refined, and students are encouraged to develop their own artistic style. The key concepts of Basic Media will be reviewed and expanded. Editing processes and visual composition in narrative media will be studied. Nonfiction topics will include mass communication theories, media as a vehicle for social change, and the role of media in politics. Students will learn to express themselves creatively using the camera. Written essays, poetry writing, scriptwriting and term papers are an integral part of Advanced Media Production. Students will also learn to deconstruct media messages and examine how media shapes their society. Projects will foster cooperative relationships among students and promote trusting relationships between students and their school environment. Respect for equipment, materials and procedures is expected. Students will be held responsible for any violation of established policies.

BROADCASTING TECHNOLOGY [057] Grades 9-12: Level 2 (Year) 1.00 credits Prerequisite: C or higher in Basic Media Production and instructor approval Broadcasting Technology is a hands-on video production course designed for the student who has a high interest in media beyond Basic Media Production and an interest in public relations. The primary focus of this class will be to produce media for broadcast on Channel 22, Dennis-Yarmouth Regional High School's cable channel. Projects may include videotaping a concert, creating an advertisement for an upcoming theatrical production, interviewing a teacher or student, or taping a sporting event, among other activities. Productions will focus on using Channel 22 to bridge communication between the immediate school community and the larger community in the towns of Dennis and Yarmouth. Concepts from Basic Media Production will be reviewed and expanded upon. Advanced editing techniques will be discussed. A heavy emphasis will be placed on time management and organizational skills. Students will be required to attend and videotape after school events. Students should be highly self-motivated and should be able to work well in collaboration with their peers, with staff, and with community members. Respect for equipment, materials and procedures is expected. Students will be held responsible for any violation of established policies.

MUSIC The music department of the high school is a component of the Dennis-Yarmouth Regional Music Department. The performing classes in chorus, orchestra and band are natural continuations of similar programs at the middle schools. They are the pinnacle of the performing studentâ&#x20AC;&#x2122;s public school musical training and experience. There is an opportunity for every student to study and participate in music at D-Y. Anyone (even a student with no prior musical experience) can register for Concert Chorale and/or non-performing interest electives. Everyone has a voice that he or she can raise in song. Likewise, everyone may learn to enjoy more fully the music to which he or she listens. If a student has studied a musical instrument for several years, the concert band or string orchestra offer opportunities for participation, performance and advancement. Students are required to perform at all concerts and members of band ensembles will be asked to participate in community parades. Respect for equipment, materials and procedures is expected. Students are required to perform at all concerts, including community parades. Extra credit is available for attending outside band or orchestra concerts, submitting a printed program and writing an essay on the concert. Extra credit is also offered in increments to students who: a. b. c. d. e. f. g.

audition for All-Cape Music Festival participate in the All-Cape Music Festival audition for Southeast District Music Festival participate in the Southeast District Music Festival audition for All-State Music Festival participate in the All-State Music Festival perform in a Solo and Ensemble Concert

Honors Option Students will be able to contract for honors credit in Concert Band, Concert Chorale, and String Orchestra based upon teacher recommendation. Those who choose this option will follow the criteria established by the Music Department.

8-9 BAND [608/609] Grades 8-9: Level 2 and Honors (Year) 1.00 credits The D-Y 8-9 Band is open to students who possess competency on a wind or percussion instrument. While no prerequisite is required for entrance, it is assumed that registrants will have studied an instrument for several years prior to enrollment. The D-Y 8-9 Band prepares and performs traditional, popular, and symphonic band literature of a beginning/intermediate high school level. Concepts emphasized include intonation, harmonic blend, rhythm, tempo, dynamics, and technical competence. Attitudes emphasized include positive team effort, respect for others and student leadership, acceptance of constructive criticism, and pride of the organization. Rehearsals and concerts are required of all students and will be assessed as part of the term grade.

CONCERT BAND [576/588] Grades 9-12: Level 2 and Honors (Year) 1.00 credits The D-Y Concert Band is open to students who possess competency on a wind or percussion instrument. While no prerequisite is required for entrance, it is assumed that registrants will have studied an instrument for several years prior to enrollment. Students should feel comfortable reading music of moderate difficulty and should have the ability to practice and successfully play grade three music. The D-Y Concert Band prepares and performs traditional, popular and show music as well as contemporary symphonic band literature. Performances are held monthly. Each year it participates in an exchange concert or a music festival. Concepts emphasized include intonation, harmonic blend, rhythm, tempo, dynamics, and technical competence. Attitudes emphasized include positive team effort, respect for student leadership, acceptance of constructive criticism, tolerance for and consideration of other students, a desire for artistic improvement, pride of the organization and positive self esteem. Proper posture, embouchure and hand position are stressed. An emphasis will be placed on technical improvement, tonal improvement and dynamic control. Teaching methods include rehearsal, sectional drill, mini-lecture, audio and video tapes, printed handouts, class discussions, student presentations and guest conductors. Students must perform scales, arpeggios and rhythm studies each semester. Rehearsals and concerts are required of students and will be assessed as part of the term grade.

JAZZ BAND [582/587] Grades 9-12: Level 2 and Honors (Year) 1.00 credits Prerequisites: 1. Must also be enrolled in Concert Band or 8-9 Band 2. Successful completion of one full year of Concert Band 3. Teacher recommendation The D-Y Jazz Band is open to all Concert Band students who possess a high level of competency on a wind, string, keyboard, or percussion instrument. While the course is open to all Concert Band

instrumentalists, recommendations and special consideration will be given based on a balanced jazz band instrumentation and level of musical ability. Students should feel comfortable reading music of moderate difficulty and should have the ability to practice and play grade three music. No previous jazz experience is required. The D-Y Jazz Band prepares and performs jazz music in the styles of Blues, New Orleans Jazz, Dixieland, Big Band/Swing, Bebop, Cool Jazz, Latin, Free Jazz, Pop, and Funk. Concepts emphasized include intonation, harmonic blend, rhythm, tempo, dynamics, technical competence, and improvisation. Attitudes emphasized include positive team effort, respect for student leadership, acceptance of constructive criticism, tolerance for and consideration of other students, a desire for artistic improvement, pride of the organization, and positive self esteem. Teaching methods include rehearsal, sectional drill, mini-lecture, audio and video tapes, printed handouts, class discussions, student presentations and guest conductors. Rehearsals and concerts are required of students and will be assessed as part of the term grade.

STRING ORCHESTRA [577/584] Grades 8-12: Level 2 and Honors (Year) 1.00 credits String Orchestra is a performing organization for students who have achieved some facility on the violin, viola, cello or double bass. These students typically will have studied a string instrument in elementary and middle school. Some of these students also will have studied privately. Music of various historical periods and musical styles will be rehearsed and performed. Lighter, popular music also will be included. The concepts of harmony and blend in ensemble playing are emphasized as are the attitudes of appreciation for the genius of great composers and the creativity of new composers. Technical improvement and artistic interpretation are encouraged through home practice. Course activities include rehearsals, concerts, participation in festivals and preparation for solo auditions. Students will listen to recordings and video tapes of other orchestras and string ensembles. Teaching methods include rehearsal, sectional drill, mini-lecture, audio and video tapes, printed handouts, engaging class discussions, student presentations and guest conductors. Students must perform scales, arpeggios and rhythm studies each semester. Rehearsals and concerts are required of students and will be assessed as part of the term grade.

CONCERT CHORALE [579/589] Grades 10-12: Level 2 and Honors (Year) 1.00 credits Concert Chorale is open to students who enjoy singing and want to sing in a large group ensemble. No audition or prior choral experience is necessary. Students must be willing to rehearse after school and evenings on occasion and be available to participate in evening concerts. The Concert Chorale studies and rehearses music from various historical periods and musical styles. This includes classical, show and popular music. The concepts of tone quality, pitch discrimination, harmony and rhythm are emphasized. Rehearsals, concerts and competitions are some of the chorale's activities. Teaching methods include direct instruction, rehearsal, sectional drill and listening and analyzing. Students are expected to study and learn the music issued. Students must prepare and perform sight singing and rhythmic examples

and proper vocalizing techniques. Quartet parts are assigned to selected students to prepare for festival auditions.

8-9 CHORUS [606/607] Grades 8-9: Level 2 and Honors (Year) 1.00 credits 8-9 Chorus is open to students who enjoy singing and want to sing in a large group ensemble. No audition or prior choral experience is necessary. Students must be willing to rehearse after school and evenings on occasion and be available to participate in evening concerts. The 8-9 Chorus studies and rehearses music from various historical periods and musical styles. This includes classical, show and popular music. The concepts of tone quality, pitch discrimination, harmony and rhythm are emphasized. Rehearsals, concerts and competitions are some of the chorus' activities. Teaching methods include direct instruction, rehearsal, sectional drill and listening and analyzing. Students are expected to study and learn the music issued. Students must prepare and perform sight singing and rhythmic examples and proper vocalizing techniques. Quartet parts are assigned to selected students to prepare for festival auditions.

BEGINNING GUITAR [574] Grades 9-12: Level 2 (Semester) .50 credits Have you always wanted to learn how to play guitar? Youâ&#x20AC;&#x2122;ll be playing your favorite songs in no time with this course! Beginning Guitar is designed for the beginner as well as the intermediate player and will explore the basic fundamentals of how to play guitar. Students will learn guitar skills such as basic chords, strumming rhythms, finger-picking, and power chords. Students will learn these guitar concepts by playing songs in the styles of blues, rock, heavy metal, folk, and classical. Students will also explore the history of the guitar, different types of guitars, their social importance, and some basic music theory including composition and song writing. With practice, students will eventually be able to play many familiar songs of their choice. This course is open to all students regardless of musical background. No previous knowledge of guitar is necessary. Guitars will be provided for each student. However, they can not be taken home. Students may bring in their own guitars if they choose. Students will have to provide their own picks.

ADVANCED GUITAR [567] Grades 9-12: Level 2 (Semester) .50 credits Prerequisite: A grade of B- or better in Beginning Guitar Advanced Guitar is designed for the intermediate to advanced guitarist. Students will explore the basic fundamentals of how to play guitar as well as learn advanced guitar skills such as open chords, barechords, strumming rhythms, finger-picking, tablature & note-reading. Students will learn these guitar concepts by learning songs in the styles of blues, rock, heavy metal, folk, and classical. Students will explore the history of the guitar, different types of guitars, their social importance, and some advanced music theory including composition and song writing. Students will also be expected to perform on their own and with others in multiple public performances.

This course is open to any student who completed Beginning Guitar with a grade of B- or better. Guitars will be provided for each student. However, they cannot be taken home. Students may bring in their own guitars if they choose. Students will have to provide their own picks.

HISTORY OF ROCK [566] Grades 9-12: Level 2 (Semester) .50 credits Just exactly how did Rock and Roll become Rock? Come discover the wonder that is this popular genre of music. Students will explore the development of rock music from its beginnings in the blues, to the hard rock music of today. Students will learn about different musicians and how they developed styles such as Rhythm & Blues, Mo-Town, Rock & Roll, The British Invasion, Surfer Music, Psychedelic Rock, Heavy Metal, Punk, Hip-Hop, and Pop Rock. Students will also examine social, political, cultural and economic issues and how they relate to the history of rock music. This course is open to all students regardless of musical background. No previous knowledge of music reading is necessary.

MUSICAL THEATRE [573] Grades 9-12: Level 2 (Semester) .50 credits This course surveys past and present shows and compares and contrasts two or three major musicals. An introduction to the musical theatre's blending of history, emotions, stagecraft, dance and musical forms enables students to develop insight into a truly American contribution to the world of music. Through choreography, set design, drama and music, musical theatre provides students with an example of integration of the fine and performing arts. Topics include: the derivation, story line, form, songs, performers, writers, staging, style and the orchestration of a variety of shows. Teacher presentations, guest lecturers, student presentations, directed listening and discussions are the major instructional methods.

INTRO TO MUSIC THEORY [594] Grades 9 -12: Level 2 (Semester) .50 credits Intro to Music Theory is for students who express an interest in furthering their studies in music beyond the performance ensemble/personal performing venues. Intro to Music Theory will consist of studies in sight singing, melodic, and basic functional harmony. The class will utilize piano keyboards for lab studies as well as auditory and visual aids. Students utilize the keyboards for a variety of exercises, including developing the skills necessary to play some homework assignments, harmonic progressions, and melodies. Access to a piano/keyboard and a computer outside of school is strongly recommended.

AP MUSIC THEORY [596] Grades 11-12: Advanced Placement (Year) 1.50 credits Prerequisite: Recommendation of Band, Chorus or orchestra teacher. AP Music Theory is for students who express an interest in furthering their studies in music beyond the performance ensemble/personal performing venues. AP Music Theory will consist of vigorous studies in sight singing, melodic and harmonic dictation, and functional harmony. We will use the Solfege theory of

sight-singing and tonal harmony. The class will utilize piano keyboards for lab studies as well as auditory and visual aids. Students utilize the keyboards for a variety of exercises, including developing the skills necessary to play some homework assignments, harmonic progressions, and melodies. Access to a piano/keyboard outside of school is strongly recommended. Those students who choose to pursue this course are expected to take the Music Theory AP Exam in May.

VISUAL ARTS Courses in the visual arts seek to increase creativity, critical thinking, problem solving and sensitivity through the subject matter and its representation. Toward these ends, the department's instructional philosophy is twofold: (1) that an art experience is a highly personal and unique interaction involving the student and the art form and; (2) that collaboration between the student and the instructor as well as between the students themselves is essential to a successful outcome. Attendance, punctuality, persistence, taking responsibility for their own learning, managing impulsivity, and classroom etiquette are all elements of collaboration stressed by the department to enable students to problem solve and create with confidence. Final course offerings are dependent upon student enrollment numbers and teacher availability. The Visual Arts Department encourages all students to explore and enjoy its curriculum. Given that college art portfolios are generally required by December of the senior year, it is recommended that those students considering extended involvement in art and/or pursuit of a career in the visual arts, schedule visual art electives each semester.

VISUAL ARTS [538] Grades 8-9: Level 2 (Semester) .50 credits Visual Arts is an introductory, initial course designed to provide an entry level, comprehensive class for all eighth and ninth graders prior to their specializing in our varied elective options. This class offers students a taste of the kind of assignments they might experience in upper level painting, ceramics, photography, and drawing based classes as they matriculate. This course is a PREREQUISITE for all 10-12 Fine Arts classes and as such, a grade of C or higher is required for students to move forward.

DRAWING [553] Grades 9-12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Visual Arts with a C or higher This course provides students with the knowledge and opportunity to explore and create individual 2D works of art. Drawing class focuses on the Principles and Elements of Art with emphasis on the concepts of line, form, value and color using charcoal and graphite pencil, pen and ink, chalk and oil crayon along with a variety of drawing papers. Teaching methods include sketching, lecture, question and answer, oneon-one instruction, demonstration, group and self-critiques, and video presentations, along with ongoing studio work.

PRINTMAKING/GRAPHICS [554] Grades 9-12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Visual Arts with a C or higher This course provides students with the opportunity to explore and create several printmaking processes using the Principles and Elements of Art. Topics explored may include design and pattern making, illuminations, and greeting card design. Materials used are linoleum block, wood block, etching plates, cutting tools, a variety of colored printing inks, various printing papers, brayers and etching tools. Teaching methods include lecture, presentation, demonstration, one-on-one instruction and studio work.

SCULPTURE [546] Grades 9-12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Visual Arts with a C or higher This course provides students with the knowledge and opportunity to explore and create individual 3D works of art. Sculpture class focuses on the Principles and Elements of Art with emphasis on the concepts of shape, form, texture, and unity using found objects, paper, wood, metals, textiles, etc. Teaching methods include sketching, lecture, question and answer, individualized instruction, demonstration, group and self-critiques, along with ongoing studio work.

PAINTING & DESIGN [552] Grades 9-12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Visual Arts with a C or higher This course provides students an opportunity to learn and practice the basic concepts of drawing, design, color and painting applications necessary for the creation of good paintings using the Principles and

Elements of Art. Materials include pencils, watercolors, tempera, acrylics and a variety of painting papers, canvas and brushes. Teaching methods include lecture, question/answer, demonstration, one-on-one instruction, and studio work.

ADVANCED PAINTING [545] Grades 10–12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Painting & Design with a B- or higher The objectives of this course are to apply painting techniques acquired in Painting & Design and to obtain an increased understanding of the mediums of painting in creating and conveying visual meaning. Students electing this course should possess a sincere interest in the visual arts and the desire to develop a personal style. The philosophy of this course is based on the same principles as those in Painting & Design, but with the addition of an increased awareness of historical references. Topics include: value, composition, advanced color theory and the history of painting in art. Teaching methods include lecture, demonstration and one-on-one instruction.

ILLUSTRATION [527/528] Grades 11-12: Level 2 and Honors (Semester) .50 credits Prerequisite: Successful completion of Painting & Design and/or Drawing with a B- or higher This course is intended for those students considering illustrative work in the graphic arts industry following high school/college. Contemporary subjects will be used to create a wide range of visual problems. Subjects may range from designing a CD cover to an editorial illustration. The course will build on the skills acquired in the prerequisite classes while giving the student the opportunity to demonstrate their powers of observation, abstraction, invention and expression in a variety of media, materials and techniques. Students will work as graphic artists, solving the kinds of problems they would face in the freelance illustration marketplace - from advertising and editorial print illustration to movie and theatre poster art. Interdisciplinary connections will be made to English language arts, health, history, social science, science and technology. The final component of this class will be a weekly group critique of the ongoing assignment with students participating as presenters and evaluators and the instructor acting as “Creative Director”. Those students desiring Honors credit will be assigned more complex projects that will require additional research and drawing outside the class.

PORTFOLIO I – II [501/503 – 563/565] Grades 11-12: Level 2 and Honors (Semester) .50 credits Prerequisites: 1. Successful completion of at least TWO of the following: Drawing, Printmaking, Illustration, Sculpture, Ceramics, Digital Photo Imaging, Photo Lab & Darkroom, Painting & Design and/or Advanced Painting with a B or higher 2. Submission of a portfolio for review PRIOR to enrolling 3. Written recommendation by a Visual Arts Department Faculty Member Portfolio is intended for the student intent on a career in the visual arts and one who has, ideally, taken and succeeded in most of the other studio arts classes. The preparation of the student’s portfolio for

college admission is the major course objective. Students may earn a maximum of 1.00 credits in Art Portfolio. Please Note: As this is a class especially designed for students considering careers in the visual arts, it is expected that ALL students prepare a portfolio in accordance with instructor directions and meet with college representatives during the Annual Portfolio Day co-sponsored by the Cape Cod Museum of Art in Dennis and the Cape Cod & Islands Art Educators Association. This event is usually on the third Saturday in October and is a unique opportunity to meet face to face with the admissions decisionmakers directly prior to applying and receive valuable feedback. In addition, many students, having done the necessary work to prepare their portfolios, often receive college portfolio waivers (meaning that pending satisfactory review of their transcripts they have already been accepted into the program). Portfolio I Level 2: First semester focuses on the portfolio preparation. An initial evaluation at the time of the prerequisite portfolio review will establish a baseline from which the instructor and student can personally tailor the specific course of instruction necessary for portfolio completion. A final review of the studentâ&#x20AC;&#x2122;s growing portfolio including a written defense, will determine both the final grade for the course and admittance to Portfolio II. Honors: Work will require a comprehensive career plan including college information, reports on visits and practice college essays. Portfolio II Level 2: Seniors will be completing the last requirements for their portfolios and working with the instructor to finalize their digital portfolios and coordinate their applications. Honors: Requires an exhibit in the Pauline Hopkins Gallery of their own design and creation on a theme of their own choice. The work will be displayed with accompanying artistâ&#x20AC;&#x2122;s statements and preliminary sketches etc. illustrating the process as well as the result.

ADVANCED PLACEMENT STUDIO ART: DRAWING 2D [542] Grades 11-12: AP (Year) 1.50 credits Prerequisites: 1. 2. 3. 4.

Successful completion of Portfolio I and II with a B+ or higher Submission of a portfolio for review PRIOR to enrolling Written recommendation by a Visual Arts Department Faculty Member Required meeting for summer work and returned parent/student contracts

Advanced Placement Studio Art: Drawing 2D is a college level course and is intended for highly motivated students seriously interested in careers in the visual arts or those with a deep passion for making art. Considerable out of class time is required, including summer assignments prior to taking the class. Units of study are intended to satisfy the three required sections of the exam: Breadth; Quality; and Concentration. Students will be expected to produce 24-30 NEW works from the summer until late April. All work is submitted the first week in May during the AP Exam time and includes written support as well as artwork. Regular critique and one-on-one guidance are designed to assist the student in achieving this highly personal and complex portfolio. Please Note: As this is a class especially designed for students considering careers in the visual arts, it is expected that ALL students prepare a portfolio in accordance with instructor directions and meet with college representatives during the Annual Portfolio Day co-sponsored by the Cape Cod Museum of Art in Dennis and the Cape Cod & Islands Art Educators Association. This event is usually on the third

Saturday in October and is a unique opportunity to meet face to face with the admissions decisionmakers directly prior to applying and receive valuable feedback. In addition, many students, having done the necessary work to prepare their portfolios, often receive college portfolio waivers (meaning that pending satisfactory review of their transcripts they have already been accepted into the program).

CERAMICS [547] Grades 9-12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Visual Arts with a C or higher The primary objective of this course is to expose students to the art of ceramics through participation in a studio atmosphere. Secondarily, the course and its grading procedures are designed to nurture certain values inherent in all the arts including: the Principles and Elements of Art, self-discipline, dedication, a sense of self-worth and pride in one's workmanship/craftsmanship. The class is divided into two groups. While one group receives instruction on the pottery wheel, the other group works on hand building techniques. Studio Etiquette: Cleanup in a studio is very important. Each class is given full reign of the studio and is responsible for its cleanup.

ADVANCED CERAMICS [550] Grades 11-12: Level 2 (Semester) .50 credits Prerequisite: Successful completion of Ceramics with a B- or higher The objectives of this course are to apply the three hand-building and basic throwing techniques learned in Ceramics to achieve a more advanced understanding of the medium. Students will learn problemsolving skills using the Principles and Elements of Art. This class will require self-discipline, dedication, and individual responsibility. This class is divided into two groups. While one group receives instruction on the pottery wheel, the other will be working on hand-building techniques.

DIGITAL PHOTO EDITING [534] Grades 11-12: Level 2 (Semester) .50 credits Prerequisites: DYRHS Computer Privileges (access to digital camera a plus, but not required). This course is an introduction to digital imaging, computer-based art and how to acquire, manipulate and output digitized photographic images using Adobe Photoshop速. Students will explore different avenues of visual communication, self-expression and creative problem-solving through the creation of commercial, interactive, and fine art. All work is based upon the study, aesthetics, purpose, and criticism of digital art forms. st

Using 21 Century learning skills, students will learn to do more with their digital photos utilizing Adobe速 Photoshop速 software which combines power and simplicity. Students will learn how to instantly fix flaws or adjust color and lighting with new advanced controls, quickly drop their photos into customizable layouts and show off their creativity with dynamic web photo galleries using Dropbox速.

Teaching methods include: hands-on learning, worksheets, lectures, demonstrations, PowerPoint® presentations and critiques of photographic work. The 1st half of the course focuses on assignments acquainting students to the Photoshop® desktop and the 2nd half of the course has students choosing assignments that reflect and demonstrate their newfound skills.

PHOTO LAB & DARKROOM [536] Grades 11-12: Level 2 (Semester) .50 credits Recommendation: Access to a traditional 35mm Camera. This course is designed for students interested in traditional photography as a means of visual communication and explores the techniques and applications for developing and projection printing of film camera images in the chemical darkroom. To learn photography, students will be asked to study its chronological history, highlighting major photographers and their contributions to the medium. The course will include the mechanics of a 35 mm traditional-film camera, its handling, basic developing and printing processes of black and white film, special photographic techniques and the presentation of the final print. The course will also cover the six guidelines of good photographic composition which include: simplicity, rule of thirds, mergers, balance, framing and pattern. This course is designed for darkroom use ONLY and will have a very limited computer introduction. This course will prove useful both to those pursuing careers in the visual arts and those for whom photography will be a hobby. Students will learn to make better pictures and how photography has become an art form appreciated in museums and galleries throughout the world. Teaching methods include textbook reading assignments and worksheets, lectures and demonstrations, PowerPoint presentations and critiques of photographic work.

ADVERTISING [549/551] Grades 11-12: Level 2 and Honors (Year) 1.50 credits In an age of visual learners and consumers where pictures are more often without “text”, awareness of the power and substance of pictorial imagery, from advertising to fine art, often seems superficial at best. To enable students to better process and analyze visual information, this course provides a “vocabulary” for both the producer of art as well as the consumer. As a basis for their own projects, students will study the early history of advertising, tracing the very beginnings of mass-production and mass marketing and linking the evolution of media to changes in culture. Students will work as artist, writer, marketing analyst and statistical researcher to create a series of advertising campaigns to be “pitched” to the class as possible solutions to various assignments. ORAL PRESENTATIONS are an essential and REQUIRED class expectation. Students evaluate themselves and their peers following each presentation. Students will learn to respond critically to the images they see, understand how art as expression can also be a means of defining and creating culture, and make connections between art and other disciplines. Learning activities and instructional methods will include presentation, discussion, and projects. Visual content will be presented through overheads, video, PowerPoint, Internet access and film. This course is an academic course with a studio component and is especially recommended for students planning careers in commercial art and/or business/ marketing. Honors Option Regular classroom leadership and a major research paper with visual and oral presentation are required for students to earn honors credit.

HUMANITIES [543/544] Grades 11-12: Level 2 and Honors (Year) 1.50 credits This course surveys three major types of creative expression in the Western world (art, music, and literature) from the Renaissance to the present. Specific styles and/or periods to be studied include the Renaissance, the Baroque age, the Enlightenment, the Romantic age and the Modern age. Influences on Western Art from Asia, Africa and South America will also be explored. Designed for college bound students interested in the connections between creative expression and history, this course emphasizes the development of analysis as well as understanding works and styles of art, music and literature in relation to their cultural context. Students learn how art, music and literature reflect the prevailing values and customs of a given historical period as well as how they influence other aspects of society and culture. The Humanities also attempts to instill an appreciation for art, music and literature as a medium of self-expression that has helped shape history. Learning and instructional methods include lecture, discussion, hands on activities, reading, reporting, writing, listening and field trips to galleries and museums. Content is presented through a primary text, videos, PowerPoint presentations, Internet access, film, CDâ&#x20AC;&#x2122;s, DVDâ&#x20AC;&#x2122;s, additional books, as well as virtual museum tours. While Humanities is an academic course with no studio component, it is especially recommended for students planning careers in the visual arts. Honors Option Regular classroom leadership, additional reading, presentation and homework assignments will be expected for students to earn honors credit.

FOREIGN LANGUAGES In the teaching of foreign languages the primary goal is language proficiency or the ability to use language for purposeful communication. Students are at the center of foreign languages classrooms. They ask and respond to questions, give and follow directions, categorize, find patterns, express and defend opinions, describe, hypothesize and summarize. Students therefore develop and practice reasoning and critical thinking skills in a classroom where communication is a goal. The teacher structures, facilitates, and guides the students in these processes. Learning a foreign language involves experiencing and learning the cultures of those people who speak the language. The teaching of culture is integrated with the teaching of language skills because the language cannot be separated from the cultures in which it is used. Authentic representations from the target cultures (art, music, history, advertisements, comics, etc.) are integrated throughout the program. The foreign languages curriculum helps to foster global and cross-cultural understanding and to expand our sense of community. An additional goal of foreign language instruction is to make connections between what students learn in the classroom and the real world. We make our lessons more meaningful when we focus on professional and vocational uses of the language and interaction with native speakers from the community. Through this we encourage our students to participate in local and global communities. Foreign Language learning is divided into three separate phases, each with a separate focus: ď&#x201A;ˇ The Beginning Phase comprises Levels I and II. It emphasizes the basic skills necessary to have a simple conversation and to function as a tourist. ď&#x201A;ˇ The Intermediate Phase, Level III, emphasizes the skills necessary to have more advanced conversations, write paragraphs, and read and comprehend short selections on a variety of topics. ď&#x201A;ˇ The Advanced Phase, levels IV and V, emphasizes the culture and literature of the target countries. These levels are conducted completely in the target language and stress advanced written and oral expression. Learning a foreign language requires: a willingness to speak in the foreign language; an interest in learning about world cultures; the ability to memorize vocabulary and grammar structures; good listening skills; and good ability in spelling. Students entering the high school foreign language program from the middle school will be recommended for, either French, German or Spanish I or French, German or Spanish II. All students will initially be placed in level 2. Students will be able to contract for honors credit during the first semester of school based on past performance, teacher recommendations, and knowledge of the expectations of the current teachers. That decision must then be reconfirmed at the end of the first term. Grade 9 students may only contract for honors level 1 with the high school teacher. Some students, who are not successful at their first attempt to learn a foreign language either at the middle school or high school level, may improve their chances of success when they repeat the course. However, students who have taken the same foreign language course twice without earning the minimum grade required to advance to the next level are very seldom successful at their third attempt. Such students are strongly urged to make a fresh start with a different language. Final course offerings are dependent upon student enrollment numbers and teacher availability.

FRENCH I [401/402] GERMAN I [441/442] SPANISH I [421/422] Grades 9-12: Level 2 and Honors (Year) 1.50 credits Each of these first-year language courses is for students who have little or no prior knowledge of the foreign language.

The curriculum of our first year courses seeks to develop basic communicative proficiency through listening, speaking, reading and writing activities. Among the functions included at this level are greeting and saying goodbye, telling time, giving the date, counting, expressing likes and dislikes, describing classes in school and classroom objects, family, people and things, sports, hobbies and everyday activities, asking questions, asking the price, buying and ordering food and drink. The basic grammatical structure of the language required to support these functions is introduced, including the present tense of regular and some irregular verbs, subject and object pronouns and adjectives. Audio- and videotapes are fully integrated with the curriculum to develop listening skills. The course works toward developing speaking proficiency through participation in dialogues and classroom conversation in the target language. Reading comprehension is developed through the use of written dialogues and short narrative passages from the text. Basic writing skills are developed through written exercises and brief compositions. The cultural content of our first year courses introduces the lands and peoples of the target language through the study of geography, customs, and everyday activities. The goal is to help students to be aware of and appreciate social and cultural differences. Honors Option: (see Honors option section after Levels II, II and III) The honors levels of these courses are only for students who have completed two or more years of another foreign language with a grade of B+ or better. Students who are repeating the class because they did not achieve the minimum grade required to continue to the next level will be scheduled for level 2.

FRENCH II [405/406] GERMAN II [445/446] SPANISH II [425/426] Grades 9-12: Level 2 and Honors (Year) 1.50 credits Level 2 Prerequisites: 1. C or higher in the first year of a language 2. Teacher recommendation The curriculum of our second year courses continues to develop basic communicative proficiency through listening, speaking, reading and writing activities in order to achieve a greater command of the language in each area. A significant portion of the class is conducted in the target language and students are expected to begin to converse with each other and the teacher in the target language. Among the functions included at this level are: describing events in the past; talking about imagined situations; describing things, ideas, and people; talking about illness and physical pain; talking about

future plans and actions; expressing emotions, attitudes and opinions; asking and stating preferences; and mastering the basic expressions and vocabulary needed to survive as a tourist in the target country. The grammatical structures of the language required to support these functions are introduced and further expanded upon, including the past tenses, simple future tense, adjectives and adverbs. Audio- and videotapes are fully integrated with the curriculum to develop listening skills. This course works toward developing speaking proficiency through participation in dialogues, role-plays, and classroom conversation in the target language. Reading comprehension is developed through the use of narrative passages from the text and other sources. Short compositions, which can now be written in the present, past or future, help to develop writing skills. Students are guided toward a deeper understanding of the target cultures through readings and classroom discussions of customs, holidays, and values as well as different geographical locations. Honors Option Prerequisites: 1. B or higher in honors in the first year of the language, B+ or higher in level 2 the first year of the language 2. Teacher recommendation All students entering the second year of a language from the middle school program will initially be scheduled for level 2. Eligibility for honors credit will be determined by the teacher in consultation with the student within the first 20 days of the first term so that students who are recommended for the honors level will receive that designation on their first term report card.

FRENCH III [409/410] GERMAN III [449/450] SPANISH III [429/430] Grades 10-12: Level 2 and Honors (Year) 1.50 credits Level 2 Prerequisites: 1. C or higher in the second year of the language 2. Teacher recommendation These courses are intended for students who have completed the second year of the language in high school. Because learning a language is a cumulative process, it requires the retention of vocabulary and structures and the mastery of skills learned throughout the year in the previous course. Therefore, only students who have consistently performed at a C or better (especially in the third and fourth terms) will be allowed to continue to the next level. All students who want to enroll in a third year foreign language course must have the recommendation of their present teacher. The curriculum of our third year courses further develops communicative competency to the point where the target language is the means of communication in the classroom and the focus of all classroom activities. At this level students should be able to express themselves both orally and in writing by putting several thoughts, opinions or feelings together and supporting these ideas with examples and/or reasons. Many of the functions previously introduced are recycled and expanded upon. Additional functions presented may include expressing wishes, feelings, uncertainty, opinions, giving commands, expressing what has happened, what will happen, and what would happen. The grammatical structures of the language required to support these functions are introduced and further expanded upon with particular emphasis given to the use of the various verb tenses, (present, past, future, conditional), moods (subjunctive and indicative), and the passive voice.

Audio- and videotapes are used to supplement the curriculum and provide practice in listening comprehension. At this level, videotapes provide a wealth of cultural information, which forms the basis for classroom discussions and presentations by individuals and groups. Speaking proficiency is also developed through extended dialogues and role-plays. In addition to narrative passages, which correspond thematically to the text, short works of original literature in the target language may be presented to develop reading ability and cultural understanding. Compositions, which express opinions and thoughts, are integrated into the curriculum to develop proficiency in writing. The cultures of the target language are fully integrated into the curriculum through reading and classroom discussion. Honors Option Prerequisites: B or higher in honors in the second year of the language, B+ or higher in Level 2 the second year of the language Honors Option for Levels I, II and III Students who elect a foreign language at the honors level are expected to have the ability to master the vocabulary and structure of the language and to use them with a high degree of accuracy in speaking and writing. In addition they are expected to display a great interest in and enthusiasm for the language and its culture. Honors students must take personal responsibility for learning independently, initiating tasks, and actively participating in all classroom activities. Honors students also are expected to work cooperatively in large and small groups. In heterogeneous classes where some students receive honors credit, the following methods are used to assess honors students and differentiate the curriculum: 1. 2. 3. 4.

A greater degree of proficiency is required in both written and oral work where appropriate. Tests and quizzes are modified to further challenge honors students where appropriate. Honors students are expected to provide greater detail on assigned tasks. Honors students may be given more extensive assignments, which require creative use of the foreign language. 5. Assignments for honors students may be more open-ended (less structured). Classroom activities may include partner and small group work, cooperative learning activities, oral presentations, role-playing, listening comprehension and written activities, reading, and educational and cultural videos. Because a large portion of each class is devoted to speaking and listening, good attendance and class participation are extremely important.

FRENCH IV [413/414] GERMAN IV [453/454] SPANISH IV [433/434] Grades 10-12: Level 2 and Honors (Semester) 1.50 credits Level 2 Prerequisites: 1. C or higher in the third year of the language 2. Teacher recommendation Honors Option Prerequisites: 1. B or higher in honors the third year of the language, B+ or higher in level 2 the third year of the language 2. Teacher recommendation The fourth year level is conducted completely in the target language. communicate in the target language at all times.

Students are expected to

The curriculum of this level is divided into four major topic areas. These four topic areas are: culture, discussion, literature and grammar. Although some of the vocabulary topics presented in the first three years are reviewed and additional words and expressions are added, oral expression is expanded to include feelings and opinions on topics important to the students and the culture of the countries where the language is spoken. Students will be required to prepare dialogues and oral presentations as well as to participate in discussions of these topics. The grammar portion of this course is comprised of a review of the grammar points presented in the first three years. The emphasis is on the ability to use these grammatical concepts in combination in order to express oneself correctly in both oral and written form. Students will be introduced to the culture and literature of the target countries by reading articles, short stories and poetry by well-known authors. Through literature students are introduced to elements of literary style as they are required to analyze the characters, setting and style of the author. Literature also is used to familiarize students with the problems and concerns of the target countries. Cultural units will focus on art, music, current events and history. Teaching methods and activities include: oral presentation of grammar and vocabulary which may incorporate the use of transparencies, tapes, dialogues, small group work, discussion, debate, lecture and peer-editing of compositions. Students may be required to make presentations of new material to the class. Students will be tested mostly in the form of essay exams.

FRENCH V [417] GERMAN V [457] SPANISH V [437] Grade 12: Honors (Semester) 1.50 credits (GERMAN V (457) Not Offered 2012 â&#x20AC;&#x201C; 2013)

Prerequisites: 1. B or higher in honors in the fourth year of the language, B+ or higher in level 2 the fourth year of the language 2. Teacher recommendation This course develops listening and speaking skills to the point at which the student can demonstrate an understanding of both conversational language and extended discourse on a variety of topics. The class works toward comprehension of literary texts and toward accurate oral and written expression. The fifth year of a language is primarily an introduction to the literature of the target language. This includes the study of excerpts from novels, plays, short stories, poems and movies. Students are required to read, discuss and analyze works of moderate difficulty by well-known authors and to relate them to present day culture and issues. This course is conducted completely in the target language. Students are required to speak the target language at all times including class discussions, oral presentations and conversations with classmates. The finer points of grammar are presented and previously studied grammar topics are reviewed as needed. Teaching methods and activities include literary analysis, class discussions, debates, oral presentations, student research projects, student to student teaching, the writing of original student works and the use videos to enhance listening comprehension.

EXPLORING LANGUAGE THROUGH WORLD CULTURES [481] Grades 8-10: Level 2 (Semester) .50 credits Prerequisites: None This course is designed for the student who would like to learn about and research other cultures and their languages. The English language is used as the base for this instruction. The cultures and languages of the Spanish-speaking, German- speaking and French-speaking countries are investigated. Basic English grammar is reviewed thus preparing the students for the foreign language instruction. This course is conducted in English. Students are required to complete a final project on the culture of their choice.

SPANISH LANGUAGE AND CULTURE I [439] Grades 8-11: Level 2 (Year) 1.50 credits Prerequisites: None This course will introduce students to the Spanish language and culture. Emphasis will be on communication and culture. The students will learn basic Spanish vocabulary and everyday expressions. Basic grammatical concepts will be taught through the everyday expressions. Greetings and farewells, counting, sports, classroom objects, colors, telling time, clothing, likes and dislikes and family will be included. The cultural content of this course introduces the students to the Spanish speaking cultures, the countries and their people, geography, customs and everyday activities. Standard testing as well as projects will be included in the assessment of student progress.

SPANISH LANGUAGE AND CULTURE II [440] Grades 8-12: Level 2 (Year) 1.50 credits Prerequisites: Successful completion of Spanish Language and Culture I. This course is a continuation of Spanish Language and Culture I. The students will further their Spanish vocabulary with topics such as foods, holidays, music, art, illnesses, shopping, traveling and leisure activities. Grammatical concepts include present tense verb conjugation, adjectives and their agreement and asking questions and the use of interrogatives. Standard testing as well as project-based assessments will be included in the assessment of student progress. The successful completion of Spanish Language and Culture I and II may prepare the student for Spanish II.

HEALTH/PHYSICAL EDUCATION At Dennis-Yarmouth Regional High School, Health Education and Physical Education are combined to make up our wellness curriculum. Courses offered within the department offer students a combination of “health” concepts and related “activities” designed to build the skills, knowledge and attitudes needed to participate in an active, healthy life-style. Students must successfully complete four years of health and physical education (HPE) for graduation. Ninth grade students will take a half-year (two terms) of a combination of health and physical education. Sophomores, juniors and seniors participate in a half-year of physical education. The thematic focus of the program is “Improving Personal Wellness and Fitness.” Students are introduced to wellness concepts in the classroom and then learn to apply them through specific physical activities. Students are required to participate in physical education wearing appropriate attire for physical activity. This apparel, enhancing personal health, hygiene and safety, includes sneakers, shorts or sweat pants, T-shirt or sweat shirt, and socks.

HEALTH/PHYSICAL EDUCATION [978] Grade 8 (Semester) Grade eight students will take health and physical education for half of the school year. Health topics covered include violence prevention, nutrition, reproduction/sexuality, and sexually transmitted infections, including HIV/AIDS. The physical activity classes will provide students with the opportunity to participate in a variety of activities with an emphasis on cooperative games, individual activities and team sports.

HEALTH/PHYSICAL EDUCATION I [913] Grade 9 (Semester) .25 credits The thematic focus for Grade 9 is “Improving Personal Health”. Combining classroom education with physical activity classes, students will acquire knowledge in the area of wellness with a focus on the topic of stress (What it is and How to deal with stress.) as well as an understanding of each of the health-related fitness components; cardiovascular fitness, muscle fitness (strength and muscular endurance), flexibility and body composition. The classroom phase will utilize the textbook “Fitness for Life” and will also introduce the students to the concept of individual wellness, encouraging students to take responsibility for their own well-being. The physical activity classes will provide students with the opportunity to participate in a variety of activities. The students will assess their current levels of cardiovascular and muscle fitness by demonstrating competency in a number of specific skills and exercises. These assessments are used to set individual goals and self improvement.

PHYSICAL EDUCATION II [914/915] Grade 10-12 (Semester) .25 credits This course is designed to have students actively participate in cardiovascular and muscle fitness activities as well as recreational games and lifetime activities. The block period will be divided in half; approximately 35 minutes of the class will be a recreational game/lifetime activity and the remaining 35 minutes will be working in the area of personal fitness (cardiovascular training, resistance training and weight training). In the recreational game/lifetime activity students may be given a choice of activity that has been determined by the instructor. In the area of personal fitness the students are shown options of how to stay fit and are given the ability to create a personal fitness plan. The goal of both these programs is to help the student understand and encourage a life time of fitness.

HISTORY AND SOCIAL SCIENCE In accordance with the Massachusetts History and Social Studies Curriculum Frameworks, the history and social science program presents core academic content, concepts, and skills in history, geography, economics, and civics and government that are essential to the study of democracy and to the development of educated and responsible citizens. In an effort to foster informed and reasoned adherence to the ideals of a free society, the program of studies will emphasize critical thinking based on factual knowledge grouped under seven concepts for understanding: Interdependence; People, Places & Environments; Culture & Identities; Power & Participation; Time, Continuity & Change; Science, Technology, & Society; Production & Distribution. The central ideas, events, people, and works that have shaped our world, for good or ill, are not at all obsolete. Instead, the quicker the pace of change, the more critical it will be for us to remember them and understand them well. Without this knowledge, citizens remain helpless to make wise judgments about that which secures or endangers personal freedom. By becoming skillful and competent in history and social science, students understand ideas central to the vision of the 18th century founders that hold us together as a nation. They know how democratic ideas have been turned into institutions and practices. This knowledge coupled with an understanding of the current condition of the world and how it got that way, prepares one to act upon the challenges to democracy in our own day. To become well grounded in history and social science and to continue life-long learning, students must acquire core knowledge and a firm grasp of reasoning and practice in inquiry and research. They must learn to frame and test hypotheses, to distinguish logical from illogical reasoning and to grasp the superiority of reflective thinking and evaluation over impulsive and uninformed rush to judgment and decision. Beyond defining what students should know, it is essential to consider what students should do to demonstrate their understandings and to apply their knowledge in productive ways. Specifically, this program stresses the reading, writing, listening, speaking and cooperative learning skills required for informed, independent learning. The graduation requirement in this history and social science program is three major courses (4.5 credits). Freshmen are enrolled in an appropriate level course in contemporary world history. Students are required to then complete a two-year sequence of courses in United States History in the 10th and 11th grades. Electives constitute the program of studies for grade 12, with 11th graders able to take electives as well. Final course offerings are dependent upon student enrollment numbers and teacher availability.

MODERN WORLD HISTORY Grade 9: Level 2 and Honors (Year) 1.50 credits This course introduces students to major developments in world history from approximately 1500 to the present. Students study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They study the origins and consequences of the Industrial Revolution, 19th century political reform in Western Europe, and Imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including World War I, the Great Depression, World War II, the Cold War, and the Russian and Chinese revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Modern World History will focus on numerous concepts including the following: historical understanding and accompanying chronology of events and associated cause and effect relationships and connections between particular historical events and ideas and larger social, economic, and political trends and developments. The impact of historical events on the present time period will be examined but efforts will be made to interpret the past within its own historical context rather than in terms of present-day norms and values. A variety of traditional social science skills are developed such as interpretation and construction of historical timelines, maps, charts and graphs; distinguishing historical fact from opinion, and intended from unintended consequences. Further emphasis will be placed on the development of the studentâ&#x20AC;&#x2122;s reading, writing, speaking and research skills. Instructional strategies and materials include discussions, readings, lectures, role-playing activities, question and answer, cooperative learning, audio-visual programs and technology-based activities. Honors Option Prerequisite: Grade 9 World History Honors contract, signed by student and parent Honors level courses require students with strong communication skills that are above grade level. Students should be comfortable with the fact that they can easily identify the central thesis and supporting ideas in selected readings and are able to apply this information to new situations. Honors level students should be leaders in class discussions, willing to take academic risks, be above average listeners, and display solid writing skills that show a familiarity with the concepts of an introduction (thesis), a main body of supporting facts, and a conclusion based on the facts presented. Additionally, each student can be expected to work independently while maintaining a self-disciplined study regimen. Finally, a high degree of motivation, coupled with a solid work ethic, are essential attributes for those who decide that they would like to earn honors level credit in Modern World History. In addition to the expectations outlined in level 2, honors students written work will be corrected to a higher standard based on the freshman benchmarks. Homework will be assigned to demonstrate a greater depth of understanding of the content studied. Teachers will often assign special group or individual assignments. Most tests and quizzes will demand a higher level of thinking and understanding.

UNITED STATES HISTORY I: THE REVOLUTION THROUGH THE GILDED AGE (1763-1900) [105/106] Grade 10: Level 2 and Honors (Year) 1.50 credits Students will examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. The important political and economic factors that contributed to the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U. S. Constitution will provide the foundation for this course. Other topics to be studied in U.S. History I will be Americaâ&#x20AC;&#x2122;s westward expansion, the establishment of political parties, and economic and social change in the new nation. The course will culminate with study of the growth of sectional conflict in the emerging nation, the resultant Civil War and the consequences of the Civil War, including Industrialism. The reading of primary source documents is a key feature of this course.

Students will be asked to develop a variety of skills in an effort to meet the course objectives. Specific concepts and skills include, but are not limited to: long and short- term cause and effect relationships, distinguishing fact from opinion, interpretation of historical maps, charts and graphs, distinguishing intended from unintended consequences, gathering and assessing evidence, historical context and the language skills necessary to become an independent learner. Instructional strategies and materials include the use of discussions, readings, role-playing, lectures, cooperative learning, audio-visual programs, and research and computer activities. Honors Option Prerequisite: A- or higher in level 2, B- or higher in honors in grade nine social studies or teacher recommendation. Honors is intended for those students with a serious interest in history and a willingness to apply themselves to a rigorous course of study with high expectations. In addition to those skills outlines in level 2, directed-documents essays are utilized to develop expository writing skills. A variety of discussion techniques are employed to further develop listening and speaking skills. A broad selection of texts and readings, monographs, primary sources and selected audio-visual materials augment skill development. Quizzes and tests are designed to reflect depth of understanding and particular emphasis is placed on expository writing assignments.

UNITED STATES HISTORY II: U.S. HISTORY SINCE 1900 [109/110] Grade 11: Level 2 and Honors (Year) 1.50 credits This course introduces students to major developments in U.S. History from 1900 to the present. Students will analyze the causes and consequences of the Industrial Revolution, westward expansion and America’s growing role in diplomatic relations. Students study the goals and accomplishments of the Progressive movement and the New Deal. Students also learn about the various factors that led to America’s entry into World War I and World War II as well as the consequences of these wars on American life. Finally, students will study the causes and course of the Cold War, important economic and political changes during the Cold War, including the Civil Rights movement, and recent events and trends that have shaped modern-day America. For US History since 1900, students will focus on the following concepts from the Massachusetts State Frameworks: historical understanding including chronology of events and cause and effect, geographic place and its impact on the human environment, basic economic concepts, rights and responsibilities of citizenship, and the role authority and power play in the evolution of US History over the past 100 + years. Three concepts, power, interdependence and equality, are spiraled through each unit to provide continuity and understanding. Students will be asked to develop a variety of skills, such as interpretation and construction of historical timelines, maps, charts and graphs; distinguishing historical fact from opinion, and intended from unintended consequences. Further emphasis will be placed on the development of the student’s reading, writing, speaking and research skills. Instructional strategies and materials include discussions, readings, lectures, role-playing activities, question and answer, cooperative learning, audio-visual programs and technology-based activities. Honors Option Prerequisites: 1. A- or higher in level 2 in U. S. History I, B- or higher in honors U. S. History I 2. Teacher recommendation Honors is intended for those students with a serious interest in history and a willingness to apply themselves to a rigorous course of study with high expectations. This course focuses on a deeper understanding of the state’s standards than US History Since 1900 level 2 but is not as demanding as Advanced Placement US History.

Students will be expected to identify historical connections and hypothesize long term trends. Essay assignments are assigned to develop expository skills. The course is student-centered and encourages informed dialogue and the seminar format.

AP EUROPEAN HISTORY [121] Grades 11-12: Advanced Placement (Year) 1.50 credits Prerequisites: 1. A- or better in level 2, B- or better in honors, C or better in AP Social Studies course in grade 11 2. Teacher recommendation 3. Successfully complete, in earnest, a summer assignment and submit it to the instructor by the first day of class in September. This assignment will be assessed and become a key part of the first term grade One of the central goals of the course is to provide students with a basic narrative of the cultural, economic, political, and social developments in Europe that played a fundamental role in shaping our world. In addition, the stated goals of AP European History include helping students to develop an understanding of some of the principal themes in modern world history, an ability to analyze historical evidence, and an ability to analyze and to express historical understanding in writing. Students wishing to take the Advanced Placement European History course should be highly motivated, self-disciplined, and responsible workers, willing to spend at least one to two hours nightly in the collection, analysis, and production of required material. It is a writing-intensive and cumulative course, covering European History from the late Medieval Ages to the present. Class activities range from guided discussions and debates to essay work and video/document analysis. Frequent testing and review of material is necessary. Participation in the national Advancement Placement Examination in May is strongly encouraged, but not mandatory. Those who take the national examination will be exempted from the course final examination.

AP U.S. HISTORY [111] Grades 11-12: Advanced Placement (Year) 1.50 credits Prerequisites: 1. A- or better in level 2, B- or better in honors Social Studies course in grade 10 2. Teacher recommendation 3. Successfully complete and submit to the instructor a summer assignment by the first day of school in September Advanced Placement is intended for those students with a serious interest in history. Students recommended should be able to identify relations in readings and show direction and change in long term trends. Students need good writing skills since expository writing is an essential activity. The course fosters a critical appreciation of American traditions and institutions, toleration of differing viewpoints and respect for history's complexities and ambiguities. Advanced Placement is a chronological survey of American history since 1492 with emphasis on the post-Civil War period. In addition to exposing students to the historical content, Advanced Placement will train students to analyze and interpret primary sources, including documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events. Students will learn to take notes from both printed materials and lectures or discussions to write essay examinations, and to write analytical and research papers. They will be able to express themselves with clarity and precision and know how to cite sources and credit the phrases and ideas of others. The course is also linked to the History, Geography,

Economic and Civics/Government Strands of the Massachusetts Frameworks. The above mentioned units should be completed by mid-May; thereafter, students will be working on special projects. This course uses college level texts and readings, primary sources and selected audio-visual materials. Written work constitutes an integral part of skill development. Essay assignments are given to develop expository skills. This is a student-centered course which emphasizes informed dialogue and the seminar format. Students are encouraged to take the Advanced Placement Examination in May, and those who do so will be exempted from the course final examination.

THE AMERICAN CITIZEN Grades: 10-12: Level 2 (Semester) .75 credits What are the rights and responsibilities of an American citizen? What does it mean to be an active citizen in public life? Why do we need government? The varied answers to these questions will be explored in this semester class. Public values such as freedom, fairness, justice and democracy will be examined by the development of vital skills such as-dialogue, active listening, Internet research and communication, analyzing, compromising, negotiating and planning. Local, state and national government issues will be explored. People learn the democratic arts by doing them. Students will research debate and discuss important local, national and world issues of contemporary concern. After exploration of these issues, students will observe, participate and evaluate a public problem solving process in the school or wider community. This class will culminate with a final exhibition of civic problem solving from each student on a public issue of his/her choice.

ECONOMICS [139] Grades 11-12: Level 2 (Year) 1.50 credits Contemporary Economics introduces students to key concepts and principles of the American economic system and relates these concepts and principles to studentsâ&#x20AC;&#x2122; future economic roles. Content includes the following: a survey of economic systems as societies decide what to produce, how and for whom; a study of the role of supply and demand, prices and profits in a market economy; and understanding of the organization and role of business firms in terms of how decisions are made as they respond to market structures. Further topics studied in this course are an understanding of economic performance indicators, along with fiscal (taxation) and monetary (money and banking) responses to market failures and what these mean in terms of poverty, employment, and other quality of life indicators. World trade, exchange rates and Third World development are additional topics for study. Instructional methods include class discussion, inquiry, lectures, and audio-visual materials. Skill development concentrates upon critical analysis and application of concepts to assignments and activities. Course materials include an assigned textbook, and reprints from contemporary economics journals as well as other readings.

LAW AND ORDER [123] Grades 10-12: Level 2 (Semester) .75 credits The purpose of this course is to role-play criminal and/or civil trials in an effort to understand constitutional law. Students will become familiar with a variety of foundational and current legal issues and evaluate the importance of law in the American Constitutional system. Rights and responsibilities of citizenship will also be explored. This class will be committed to encouraging the widest possible participation from each student. Students will have the opportunity to assume the role of judge, defense attorney, prosecuting attorney, juror,

witness, and defendants. In preparing for the trials and in giving their testimony, students will combine reading, research, writing, speaking and critical thinking skills.

PSYCHOLOGY/SOCIOLOGY [115/117] Grades 11-12: Level 2 and Honors (Year) 1.50 credits This course introduces students to a wide variety of topics in individual and group behavior. Psychology and sociology serve as the chief disciplines of exploration and provide the framework for analysis of course content. Contemporary problems and issues also are examined within a psychological and/or sociological framework. Approximately half of the class is devoted to the study of psychology. Units and concepts include learning, perception and consciousness, cognition, child development, personality and mental health and therapy. Students apply psychological knowledge to questions such as "Why am I different from everyone else?" and "Why do people think and behave in a particular way?â&#x20AC;? Dream analysis, free association and journal writing are utilized to access the subconscious. Experiments are used frequently to examine topics such as ESP, conditioning, learning styles and right/left brain theories. The second half of the class is devoted to the study of sociology. Units and concepts include institutions and culture, group behavior, family, religion, social class, the media and social problems and deviant behavior. The last unit examines topics such as criminal behavior, child abuse and alcohol abuse. Students apply sociological knowledge to questions such as "How much am I influenced by my social environment?" and "Why do people behave differently in different social and cultural settings?â&#x20AC;? Experiments and group work are used frequently to examine topics such as the origin of values, parenting styles, group dynamics and family dysfunctions. Psychology/Sociology class fosters a critical appreciation for American institutions, values and theories of human development and emphasizes toleration of different personalities, groups and cultures. Teaching methods include cooperative group work, experimentation, discussions, readings, lectures, role-playing, research and audio-visual presentations.

Honors Option Honors level work in a junior/senior heterogeneous class requires students to consistently exhibit strong communication skills and high quality written work. Honors students should expect to often start and lead class and group discussions, as well as be willing to personalize and take intellectual risks in applying psychological and sociological theories to life. Honors students should also be active listeners able to consider and respectfully respond to otherâ&#x20AC;&#x2122;s comments and exhibit a reliable work ethic in all class assignments. Honors students must be motivated to do work that is of excellent quality. Honors students will read both a psychology and a sociology non-fiction book that is chosen by the student and approved by the teacher. This additional reading will be assessed through seminar book discussions and/or written papers.

AP PSYCHOLOGY [119] Grades 11 and 12: Advanced Placement (Year) 1.50 credits Prerequisites: Teacher Recommendation This is a college-level class for juniors and seniors interested in rigorous study of the human mind and behavior. This course will develop critical thinking, study skills and analytic habits of mind needed in college, and students will take the AP exam in May. Students are exposed to psychological facts, principles, and phenomena associated with each of the major subfields within psychology and will perform experiments, test theories and question conventional wisdom about human and animal behavior.

The major content areas covered are as follows: history and approaches, research methods, biological bases of behavior, perception, consciousness, learning, cognition, emotion, motivation, child development, personality, intelligence, abnormal behavior and treatment, and social influences. Teaching methods include lecture, experiments, group discussion, video excerpts, and internet research. Students will be assessed with tests, essays, presentations, discussion, behavioral journal writing, and experiment creation and write-ups.

SENIOR HONORS SEMINAR [159] Grade 12: Honors (Year) 1.50 credits Prerequisites: 1. B average or better in last Social Studies class 2. Teacher recommendation 3. Successfully complete and submit to the instructor a summer assignment by the first day of school in September

Senior Honors Seminar is designed for students who want to challenge their own thinking skills and are willing to question assumptions. They also must engage in independent research and make classroom presentations. This course provides students with the opportunity to examine the impact of contemporary institutions in our society upon the individual as interpreted by various authors. Course content includes issues and problems (selected according to timeliness of events) within the political, economical, sociological and psychological arenas. Emphasis is placed upon analyzing the complexity and interdependence of contemporary issues by examining the underlying values of our institutions and, thus, society's. Included is emphasis on the potential influence of institutions on the individual and an awareness of the dimensions of change. Students will examine contemporary issues in technological and environmental globalism, the economic and sociological impact of black markets, the tipping point of fads, epidemics and crime, as well as debating the solution to related problems. Concepts examined include: values, social process, ethnocentrism, equality, freedom, social mobility, politics, deviance, and others. Materials are selected to provide a variety of viewpoints and interpretations and to stimulate an examination of students' cultural and institutional biases. At least five non-fiction books are required reading. Selected works from a variety of contemporary social critics and observers form the basic readings for the course. No core text is used. Written assignments consist of short, critical analyses of articles, syntheses of the major ideas in assigned reading, and longer more formal seminar presentations. Students will be expected to contribute daily to class discussions, presentations, debates, and role-playing activities and class participation is a large portion of the class grade. Classes are conducted in an atmosphere that encourages free and open inquiry. Spirited exchange of opinions and information is welcomed within a framework that insists on courteous respect for divergent viewpoints. The seminar format is augmented with occasional lectures and audio-visual presentations.

INTEREST ELECTIVES CURRENT EVENTS [131] Grades 9-12: Level 2 (Semester) .50 credits This course examines social, political and economic issues and conflicts in the contemporary world. The issues chosen for consideration in this course vary from year to year and require students to explain the

conditions and motivations which contribute to conflict and cooperation between and among societies and nations. Students describe and analyze the effects of technology on the global community and study the causes, consequences and possible solutions to persisting contemporary issues such as human rights, health, national security, resource allocation, economic development and environmental quality. They also explore the historical background of these issues to develop an understanding of the relationship and tensions between national sovereignty and regional/global interests. Integral to this process is an examination of the role and function of regional, international, and multinational organizations. Current Events provides an understanding of the historical roots of today's complex and ambiguous world power system. Interdependence, political control, command and market economies, revolution and technological change are the fundamental concepts emphasized. Course materials include various texts, cartoons and readings from selected journals and newspapers from many countries. Computer access to world information sources is available. Skill development emphasizes research, oral presentation and critical thinking. Students are required to demonstrate their comprehension of course information and concepts through participation in a variety of class activities such as a model peace conference. Instructional methods include class discussion, inquiry, guest speakers, and issues interpretation using print and television sources. Analysis, synthesis and evaluation of world affairs are furthered through evidence from many international sources. Written work is comprised primarily of critical analyses of news articles and editorials.

DEBATE [134] Grades 10-12: Level 2 (Semester) .50 credits This course introduces students to the principles and practices of debate. It is highly recommended that students have already taken Communications. Employing cooperative learning and seminar format, Debate emphasizes the development of skills in critical thinking, organization, leadership, responsibility for teamwork and creative investigation of selected topics. No prior experience in debate is required. The short-term goal is to enable students to analyze thoughtfully a topic/issue from opposing viewpoints, develop an argument in a carefully designed framework and practice teamwork skills. The long-term goal is to enable students to transfer skills acquired from debate to practical, real-life situations. Through hands-on activities, students learn to use library indexes and the internet to research, locate and use government documents and understand how and why current laws are enacted. Concepts include: debate format, basic elements of debate process and types of propositions. Topics are chosen mutually by the instructor and students to reflect current issues and concerns. Attitudes fostered are an appreciation for differing viewpoints, courage to defend a position and openmindedness as the basis for reasoned thought and opinion.

TELEVISION, CULTURE, AND SOCIETY [133] Grades 10-12: Level 2 (Semester) .50 credits This course introduces students to a wide range of news and media sources and provides them with the skills to evaluate each critically. Course content includes theories of communication, characteristics of media, uses of media in different societies and the rapidly changing nature of media. Students examine the ways in which media affects society and the individual. Movies, television shows, documentaries, advertisements, magazines, radio, and web and blog sites will all be analyzed for their cultural meaning. Specifically, students learn the complexities and subtleties of message preparation and reception.

Discussion and analysis of the media through newspapers, magazines, radio, television and the emerging multi-media networks constitute the essence of this course. Using the computer to explore Internet or other "communications highways," students learn new techniques of information gathering. Learning activities and class discussion are supplemented by selected readings. Students develop a variety of critical assessment skills and the ability to apply and demonstrate these skills in classroom activities. Course materials include selected supplementary readings, a broad spectrum of newspapers and magazines and a variety of non-print media. Instructional methods include class discussion, guest speakers, experiments and inquiry and analysis of the news through a variety of sources. Students are expected to maintain an active interest in world affairs through reading and viewing sophisticated news reporting.

LEADERSHIP [127] Grades 9-12: Level 2 (Semester) .50 credits Leadership is designed to promote good citizenship and to develop leadership skills. This course is open to all interested students. The core curriculum is supplemented by optional activities intended to give students the opportunity to learn the ways in which they can become successful leaders in their school and community. Topics include leadership styles, problem solving, communication styles and skills, goal setting, project planning, conflict resolution, meeting skills and group process. Attitudes fostered are: recognition of and respect for the functions of the total school program, identification of appropriate channels for change, awareness of and appreciation for the techniques of leading, acceptance of diverse viewpoints and cultures, cultivation of inter-and intra-personal skills and willingness to seek or assume formal or informal leadership positions.

ADVANCED LEADERSHIP [129] Grades 10-12: Level 2 (Semester) .75 credits Prerequisite: This course should be considered a merit-based offering, with emphasis on excellent completion of Leadership (B- or better), and proper recommendation/approval from instructors of the same. The Advanced Leadership course offers students a comprehensive, relevant perspective on leadership and management. While the course provides remediation in important concepts learned in Leadership, it also stresses application to professional and community settings. Students analyze concepts such as promoting a clash of ideas, when to challenge the â&#x20AC;&#x153;prosâ&#x20AC;?, vigilance in detail, situation dictating strategy, and preparing for loneliness. This course provides students with a contemporary study of leadership and management as well as commentary, case histories, and multimedia presentations. This class is reading and writing-intensive.

ANCIENT WORLDS [153] Grades 9-12: Level 2 (Semester) .50 credits The ancient world was a time of excitement and of danger. The world was newer and full of unexplored wonders. It was also a time of danger and mystery, when cruel God-Kings decided the fate of millions and savage rites were performed for even crueler Gods. Every semester the students and the teacher will explore one or two different societies that existed in this time period (3000BC-1000AD). We will examine not only their wars and adventures, but also their entertainment, art and when possible their lost languages and mysterious writing systems. The realms of the Gods and demons will also be explored, with an emphasis on the rites and magic used to satisfy and control these dangerous beings.

The idea behind Ancient Worlds, is to introduce students to the events, peoples and ideas that existed between 3000 BC and 1000AD. This time period is crucial for the development of modern society both in cultural terms and in technological terms. As part of the course, the students will make connections between the philosophies (both secular and religious), events, arts, and architecture of the society under study and their counterparts in the modern world. Join us as we explore Ancient Worlds! The class will read original texts, observe and recreate the art of the period, discuss important events, learn how to pass notes in dead languages, and use technology to explore the ruins and objects left behind by these societies. The class will be assessed through a series of short papers, a small number of standard tests, a creative project and a final exam.

WORLD WAR II AND THE HOLOCAUST [155] Grades 10-12: Level 2 (Semester) .50 credits What brought Europe to experience the rise of the Nazis, the Holocaust, and countless millions dead, all in thirty years? This course will examine this and other questions by looking at the social, cultural, and political aspects surrounding the World Wars and the Holocaust. Students will study the rise of radical and reactionary governments in Europe such as Hitlerâ&#x20AC;&#x2122;s Germany, the causes and effects of World War I and II, the evolution of the Holocaust, and what this era means for Europeans and the world. The period of the World Wars provides us with valuable lessons on the human condition. Compassion, cruelty, anger, forgiveness, responsibility, our constraints and capabilities, will all be considered as we analyze individual and group choices then and now. In addition, the class will explore issues of government and the importance of democracy. This class will utilize various texts, film, class discussion, debate, period propaganda, accounts from perpetrators and victims, individual and group projects, political cartoons, as well as current technology. Students will be expected to critically analyze material with a mature, empathetic attitude.

MATHEMATICS Mathematics is critical for employment and full participation in our society; therefore the opportunity to learn mathematics must be made available to all students to ensure mathematical literacy to succeed in 21st century life. Students must become lifelong learners to participate fully and knowledgeably in a technological society. The mathematics program of studies follows the recommended curriculum for college and work readiness as outlined by the Massachusetts Curriculum Frameworks. It is collaboratively developed, implemented, reviewed and revised based on analysis of student performance and current research. Advances in technology and the broadening of the areas in which mathematics is applied have resulted in growth and changes in the discipline of mathematics. We believe there is a core of mathematical st knowledge and skills that all students need to be productive citizens in the 21 century. The first three courses of the curriculum constitute this core program for both college-bound and employment-bound students. The fourth year course offerings provide a choice of courses for selection based on students’ interests and goals after high school. Throughout all courses, reading, higher order thinking/reasoning skills, collaboration and communication are emphasized. Additional math courses are offered to extend or apply the students’ mathematical growth to prepare them for success in college, opportunity in the workplace and effective participation in civic life. The core program is differentiated in terms of depth and breadth of treatment between levels of courses. At all levels, the mathematics is introduced through investigations rooted in financial or other real-world situations. Students develop a rich understanding of important mathematics that makes sense to them and which, in turn, enables them to make sense out of new situations and problems. The curriculum emphasizes mathematical modeling and modeling concepts, including data collection, representation, interpretation, prediction and simulation. Instruction and assessment practices are designed to promote mathematical thinking through the use of engaging problem situations. Both collaborative group and individual work are used as students explore, conjecture, verify, evaluate, and communicate mathematical ideas. Learning mathematics is active and the product of effort, perseverance and self-discipline, not just ability. The increased availability of technology will complement the students’ mathematical skills as well as compensate for deficient computational abilities until those abilities can be improved. The three courses that constitute the core program (Integrated Algebra I, Integrated Geometry, and Integrated Algebra II and Trigonometry) provide a solid mathematical foundation for all students. All students are required to have an English-Metric ruler and a notebook for class work and homework. Additionally, students are required to have a graphing calculator (DYRHS uses the TI-83 and TI-84 series of graphing calculators). Students with demonstrated financial need will be provided a calculator or other materials upon request and subject to availability. The student is advised to consult with his or her teacher before purchasing supplies. Final course offerings are dependent upon student enrollment numbers and teacher availability. The following core courses are suggested for all students based on students’ needs and recommendations. Additional courses offered are also listed. (See curriculum chart): Integrated Algebra I or Integrated Algebra AB

Integrated Geometry or Integrated Geometry AB

Additional courses offered: Pre-Calculus for Social Sciences Pre-Calculus for Math Sciences Mathematics of Finance

Integrated Algebra II and Trigonometry or Integrated Algebra II and Trigonometry A or B

College Prep Math AP Statistics Calculus

AP Calculus AB AP Calculus BC Statistics

INTEGRATED ALGEBRA I [203] Grades 9-12: Level 2 (Year) 1.50 credits This course is the first in the core mathematics program for all students. It introduces fundamental mathematical concepts that all students should know and be able to use. These concepts build the foundation that future mathematics is built upon. The topics introduced include analyzing data through the use of graphical displays and summary statistics, patterns of change among variables, modeling linear functions, visualizing two and three dimensional objects, properties of space figures including area and volume, vertex-edge graphs and using exponential functions to model situations involving exponential growth and decay. AB Placement - Grade 9 Only [201] DYRHS believes that students learn in different ways and at different rates. To support this belief, students will be placed in this class based on the results of 8th grade placement exams, 8th grade MCAS results and teacher recommendation.

ALGEBRA FOUNDATIONS [213] Grades 9 - 12: Level 2 (Year) 1.50 credits Prerequisite: Students who did not successfully complete Integrated Algebra I with a minimum grade of C- will complete an Algebra Foundations course in order to meet the Massachusetts Mathematics Frameworks Standards included in our Integrated Algebra course.

INTEGRATED GEOMETRY [205/206] Grades 9-12: Level 2 and Honors (Year) 1.50 credits Level 2 Prerequisites: 1. Proficient/Advanced standing on the 8th grade placement exam, Proficient/Advanced standing on 8th grade MCAS, and teacher recommendation 2. C- or higher in Integrated Algebra I, or 3. Teacher recommendation Honors Prerequisites: 1. A- or higher in Integrated Algebra I, or 2. Advanced standing on the 8th grade placement exam, Advanced standing on 8th grade MCAS, and teacher recommendation, or 3. Teacher recommendation This course is the second in the core mathematics program for all students. It continues building the mathematical foundation with greater focus on geometric concepts and their connections to algebraic concepts. Topics studied include concepts in plane geometry such as angle relationships, circles, similarity and congruence correspondences, geometric constructions, and coordinate geometry as well as systems of linear equations, power models, symbolic manipulation of polynomial and rational expressions, properties of space-figures including area and volume, basic trigonometric relationships, and the ability to simplify radicals. Honors Option Students who have met the prerequisites, are able to move through the basic concepts at a faster pace and are able to and want to go into more depth may select the honors option.

AB Placement [202] DYRHS believes that students learn in different ways and at different rates. To support this belief, students will be placed in this class based on Algebra I performance and teacher recommendation.

GEOMETRY FOUNDATIONS [215] Grades 10 - 12: Level 2 (Year) 1.50 credits Prerequisite: Students who did not successfully complete Integrated Geometry with a minimum grade of C- will complete a Geometry Foundations course in order to meet the Massachusetts Mathematics Frameworks Standards included in our Integrated Geometry course.

INTEGRATED ALGEBRA II AND TRIGONOMETRY [207/209] Grades 10-12: Level 2 and Honors (Year) 1.50 credits Level 2 Prerequisite: C- or higher in Integrated Geometry. Honors Prerequisites: 1. B- in Integrated Geometry Honors or an A- or higher in Integrated Geometry Level 2, or 2. Teacher recommendation This is the third course in the core mathematics program for all students and is offered to those students who have successfully completed Integrated Geometry with a minimum grade of C-. It expands on the algebraic and geometric concepts learned in the previous courses including work in trigonometry. Topics include work with trigonometric ratios, Laws of Sine and Cosine, multiple-variable models including direct and inverse variation, algebraic relations and functions, formal reasoning and deduction as well as further work with linear, exponential, power, and periodic models. Honors Option Students who have met the prerequisites, are able to move through the basic concepts at a faster pace and are able to and want to go into more depth may select the honors option. This option includes a wider scope of mathematics including the development and derivation of specific formulas.

INTEGRATED ALGEBRA II & TRIGONOMETRY A [216] Grades 11 -12: Level 2 (Year) 1.50 credits Prerequisites: 1. C- or higher in Integrated Geometry AB, or 2. Teacher recommendation DYRHS believes that students learn in different ways and at different rates. Based on these beliefs, an Integrated Algebra II & Trigonometry A course that includes the same Massachusetts Mathematics Frameworks Standards as our Integrated Algebra II & Trigonometry course offered with a timeline that allows more time for a student to complete these standards. The student will complete the Integrated Algebra II & Trigonometry course in approximately a year and a half and then be able to go on in the second semester of his/her senior year to achieve a level of mastery of the standards that lead students to being prepared for college level work.

The need to understand mathematics and be able to use mathematics in everyday life and in the workplace has never been greater. This course continues to expand on the algebraic and geometric concepts learned in the previous courses including work in trigonometry. The topics introduced include work with trigonometric ratios, Laws of Sine and Cosine, multiple-variable models including direct and inverse variation, algebraic relations and functions, and further work with linear, exponential, and power models.

INTEGRATED ALGEBRA II & TRIGONOMETRY B [217] Grades 12: Level 2 (Year) 1.50 credits Prerequisites: 1. C- or higher in Integrated Algebra II & Trigonometry A, or 2. Teacher recommendation DYRHS believes that students learn in different ways and at different rates. Based on these beliefs, an Integrated Algebra II & Trigonometry B course completes the same Massachusetts Mathematics Frameworks Standards as our Integrated Algebra II & Trigonometry course offered with a timeline that allows more time for a student to complete these standards. The need to understand mathematics and be able to use mathematics in everyday life and in the workplace has never been greater. This course continues to expand on the algebraic and geometric concepts learned in the previous courses including work in trigonometry and formal reasoning and deduction.

STATISTICS [247] Grades 11 - 12: Level 2 (Year) 1.50 credits Prerequisite: C or higher in Pre-Calculus or currently enrolled in Pre-Calculus Students must be willing to work independently and have an interest in statistics. It is a non-calculus based introduction to statistics exposing students to four broad conceptual themes: exploring data, observing patterns and departures from patterns; planning a study, deciding what to measure and how to measure it; anticipating patterns in advance, introducing probability and simulation.

MATHEMATICS OF FINANCE [239] Grades 11 -12: Level 2 (Year) 1.50 credits Prerequisite: Successful completion of Integrated Algebra II & Trigonometry This course provides students with the opportunity to learn and apply mathematical concepts, techniques and skills pertinent to personal, business and governmental finance. Mathematics of Finance is especially useful for students who intend to manage their personal finances and/or plan to own and operate a business. A broad range of topics are studied. Personal finance focuses on borrowing and lending money, purchasing insurance and investing in stocks, bonds and annuities. Various business transactions are examined from the mathematical perspective, while the "time value of money" serves as the framework to analyze both personal and financial decision-making. Also, the impact of governmental policies, such as spending and taxation, on personal finances is scrutinized. Instructional methods and learning activities include teacher and student presentations and demonstrations, guest speakers and class discussions of concepts, techniques and homework problems.

Mathematical applications of formulas, tables, etc. are illustrated through practical real-life problems. Analysis of word problems and their expressions via equations constitute an integral part of course work. The use of calculators and computer spreadsheets is required. Mathematics of Finance fosters an appreciation for the utility of mathematics in understanding the complexities of personal, business and governmental finance.

COLLEGE PREP MATH [210] Grade 12 only: Level 2 Year 1.50 credits Prerequisite : Completion of Pre-Calculus, or teacher recommendation This course is open to seniors who have completed Pre-Calculus and desire another year of mathematics in their senior year. This course continues to work with the Massachusetts Mathematics Framework Standards through grade twelve. A learning environment is provided that allows the student to continue to work towards mastering the standards. The students engage in mathematics developed around problem contexts that involve students in exploring, problem solving, generalizing mathematical concepts and algorithms and developing their capabilities to do mathematics. This course completes the progression of student performance expectations that lead to college-level work. Topics include rational and radical equations and inequalities, polynomial functions, sequences and series, logarithmic and exponential equations, trigonometric and periodic functions, permutations, combinations and the binomial theorem. Other advanced topics may be covered based on the interest and ability of students.

PRECALCULUS FOR SOCIAL SCIENCES [248] Grades 11-12: Level 2 (Year) 1.50 credits Prerequisites: 1. C or higher in Integrated Algebra II and Trigonometry level 2 or honors, or 2. Teacher recommendation This course is tailored for students who intend to pursue post-secondary education in business, the social sciences, some life sciences or the humanities. It is offered to those students who have successfully completed Integrated Algebra II and Trigonometry. PreCalculus for Social Sciences focuses on the mathematics used to analyze and understand data, recognize and measure variation and understand probability. Topics studied include rates of change, vectors, sampling, common data distributions, standard deviation, logarithmic functions as well as more work with polynomial and rational functions, counting models, probability and statistical inference.

PRE-CALCULUS FOR MATH SCIENCES [249/250] Grades 11-12: Level 2 and Honors (Year) 1.50 credits Level 2 Prerequisite: C or higher in Integrated Algebra II and Trigonometry level 2 or honors Honors Prerequisite: 1. B- or higher in Integrated Algebra II and Trigonometry honors, or A- or higher in Integrated Algebra II and Trigonometry level 2, or 2. Teacher recommendation

This course is tailored for students who intend to pursue post-secondary education in mathematical, physical or biological sciences, or engineering. It is offered to those students who have successfully completed Integrated Algebra II and Trigonometry (see prerequisite). Pre-Calculus prepares students for more advanced study in mathematics including calculus. Topics studied include rates of change, vectors, logarithmic functions as well as more advanced work with polynomial, rational and trigonometric functions. Honors Option Students who have met the prerequisites, are able to move through the basic concepts at a faster pace and are able to and want to go into more depth may select the honors option. This option includes a wider scope of mathematics including the development and derivation of specific formulas.

CALCULUS [223] Grade 12: Honors (Year) 1.50 credits Prerequisite: B- or higher in Pre-Calculus honors, or A- or higher in Pre-Calculus level 2 or teacher recommendation Calculus is for students who have completed four courses in college preparatory mathematics including Pre-Calculus and wish to continue the study of mathematics. This course offers the opportunity to do college level work in mathematics, primarily calculus and related analytical geometry. Problem solving is emphasized. Content and methodology reflect practical applications and current technology. Major content areas include limits, derivative of a function and its applications, the indefinite integral, the definite integral and its applications, transcendental functions, and methods of integration.

AP STATISTICS [245] Grades 11 - 12: Advanced Placement (Year) 1.50 credits Prerequisite: A - in Integrated Algebra II and Trigonometry Honors, B in Pre-Calculus or C in Pre-Calculus Honors Students must be willing to work independently and have an interest in statistics. This course offers students the opportunity to do college level work in mathematics. It is a non-calculus based introduction to statistics exposing students to four broad conceptual themes: exploring data, observing patterns and departures from patterns; planning a study, deciding what to measure and how to measure it; anticipating patterns in advance, introducing probability and simulation; and statistical inference, confirming models for explanations of patterns. Students are strongly urged to take the Advanced Placement Examination, and those who do will be exempted from the course final examination.

AP CALCULUS AB [219] Grade 12: Advanced Placement (Year) 1.50 credits Prerequisite:

B or higher in Pre-Calculus honors

Advanced Placement Calculus AB is for students who have completed four courses in college preparatory mathematics by the end of their junior year and who expect to follow careers which require a strong mathematics background.

This course offers students the opportunity to do college level work in mathematics, primarily calculus and related analytical geometry. The content follows the prescribed Advanced Placement program. Major content areas include limits, derivative of a function and applications, the indefinite integral, the definite integral and applications, transcendental functions, and methods of integration. Students will gain insight and respect for the importance and usefulness of calculus. Students are encouraged to discover original solutions to challenging problems and give explanations of their work to the class. Explanations are provided by the teacher for new concepts and problems which have not been solved successfully by students. Students are urged to take the Advanced Placement Examination, and those who do will be exempted from the course final examination.

AP CALCULUS BC [211] Grades 12: Advanced Placement (Year) 1.50 credits Prerequisites: 1. A - or higher in Pre-Calculus honors, or 2. Teacher recommendation Advanced Placement Calculus BC is for students who have completed four courses in college preparatory mathematics including Pre-Calculus and wish to continue the study of mathematics. This course offers the opportunity to do college level work in mathematics, primarily calculus and related analytical geometry. Reading and problem solving are emphasized. The content follows the prescribed Advanced Placement program. Major content areas include limits, derivative of a function and applications, the indefinite integral, the definite integral and applications, transcendental functions, and methods of integration. Additionally, parametric, polar, and vector functions and series will be studied. Students will gain insight and respect for the importance and usefulness of calculus. Students are encouraged to discover original solutions to challenging problems and give explanations of their work to the class. Explanations are provided by the teacher for new concepts and problems which have not been solved successfully by students. Students are urged to take the Advanced Placement Examination, and those who do will be exempted from the course final examination. Content and methodology reflect practical applications and current technology.

SCIENCE & TECHNOLOGY Living in today’s highly scientific and technological society requires that the average citizen have an adequate knowledge of basic scientific concepts to understand the value and implications of new sciencerelated developments. Problem solving, communication, analysis and critical thinking skills also are essential in today’s society. The Massachusetts Curriculum Frameworks for science and technology as well as many other national and professional recommendations regarding science instruction have been used to develop the science department’s curriculum, and it is the science department’s intent to assist students in the following ways: 1. provide science-related information to establish a base of knowledge in the natural sciences 2. develop the ability to think independently and critically concerning matters of science 3. develop increased abilities to research answers to questions or problems from the tremendously growing volume of scientific information 4. provide continuous opportunities for students to understand the interrelationships existing among the different disciplines of science 5. develop the ability to use appropriate technologies in the design of experimental procedures, acquisition of data and reporting of results The science department offers a variety of courses to meet students’ need, interests and abilities. Advanced Placement, honors and level 2 courses prepare students to further their studies beyond high school while providing a practical knowledge of science concepts. It is important that students choose courses best suited to their goals and most appropriate to their abilities. The department requires that all students enroll in a minimum of three courses that blend the various disciplines of science. Most colleges and universities prefer candidates who have completed a minimum of three years of science. The Massachusetts state college and university system requires three years of high school science for admission. Students who plan on majoring in science or engineering should plan on enrolling in as many demanding science and mathematics courses as possible. All science courses, regardless of subject or level, require critical thinking, problem solving, observation, and experimentation that necessitate active student involvement. Laboratory activities are an essential part of all science courses. For the purpose of prerequisites: Integrated Algebra I will be known as Math Course 1 Integrated Geometry will be known as Math Course 2 Integrated Algebra II and Trigonometry will be known as Math Course 3 Final course offerings are dependent upon student enrollment numbers and teacher availability.

FRESHMAN SCIENCE Grade 9: Level 2 (Year) 1.50 credits

Freshman Science is a laboratory science course that requires students to carry out and report on experiments using the scientific method while also incorporating basic math skills.

Topics include the following: the scientific method, experimental design, basic chemistry, cell structures and functions, photosynthesis, taxonomy, evolution and ecology. Laboratory and field study activities are conducted to help students not only develop science-related skills but also problem-solving and communication skills. Teachers use a full range of methods to provide students with the maximum opportunity to learn, including interactive lecture/demonstration sessions, audio-visual presentations, laboratory activities and independent student inquiry projects. The emphasis will be on the student as an active learner.

BIOLOGY [305] Grade 10: Level 2 (Year) 1.50 credits Prerequisite: Successful completion of Freshman Science Biology is a laboratory science course that focuses on the study of living things and builds on the basic biological, chemical and physical science concepts developed in Freshman Science. Key topics for this course include the study of organic compounds including the function of enzymes, cellular reproduction, the structure of DNA, genetics and human inheritance, cellular respiration, and the study of human body systems. Topics of the course provide students with a basic biological vocabulary and an understanding of the chemistry and biology of living organisms Teachers emphasize skills that include clear communication in written and oral presentations; logical thinking in problem solving; productive use of time at home and in school; thoughtful planning, execution, and reporting of experimental work; effective note-taking; and successful test-taking. Instructors stress safe and correct utilization of lab equipment and the efficient use of computers in presenting data. Students gain an awareness of some of the ways in which science affects our lives. Teachers involve students in a variety of activities that include lecture, experiments and investigations, student oral presentations, web quests and interactive demonstrations.

BIOLOGY [306] Grade 9-10 Honors (Year) 1.50 credits Prerequisites: 1. A- or better in Freshman Science level 2 or teacher recommendation 2. Grade 9 enrollment is dependent upon a placement test and the recommendation of the grade 8 teacher. Honors Biology is intended for those students with a serious interest in science. The topics described for level two will also be covered in this course but in greater depth. Additional topics covered in Honors Biology include plant structures and functions, and biotechnology. Students who elect honors must have strong communication skills and strong interests in research and problem solving.

Honors level students should be leaders in class discussions, willing to take academic risks. Additionally, each student should be able to work independently on projects assigned out of the core curriculum and manage their time appropriately so that they are able to meet project deadlines. Honors students will be assessed at a higher level on all written and oral work. Honors students will be asked to design and conduct an experiment or investigation for independent research and reporting.

CHEMISTRY [355/356] Grades 10-12: Level 2 and Honors (Year) 1.50 credits Prerequisites: 1. Successful completion of Biology 2. Successful completion of Math Course 2 3. Successful completion of or enrollment in Math Course 3 Honors Prerequisites: 1. B- or higher in Biology, level two or honors 2. B- or higher in Math Course 2 3. Successful completion of or enrollment in Math Course 3

Students who are enrolled in chemistry will take part in a course in which all of the appropriate Learning Strands and Standards of the Massachusetts Science Curriculum Frameworks are integrated. Chemistry level 2 is designed for students with a strong interest in science and a strong ability in mathematics. Adequate completion of homework is essential for success in this course. It is expected that students electing this course will have a fundamental understanding of types of matter, states of matter, atomic structure and bonding, chemical formulas, and chemical reactions and equations. Topics studied in this course include but are not limited to atomic and molecular structure, characteristics of groups of elements, the mole concept, the mathematics of chemical equations, solution chemistry, chemical thermodynamics, chemical equilibrium, acids and bases, the ideal gas laws and kinetic molecular theory, and selected topics in nuclear chemistry. In inquiry-type labs students gather information which lead to the development of an idea or concept during post-lab discussions. Quantitative labs are assigned whenever possible. Tests routinely involve questions based on laboratory work. Attitudes emphasized include those leading to clear communication (math and verbal), efficient use of time, thoughtful execution of labs and consideration for others. Skill development focuses upon safe manipulation of lab equipment and chemicals, factor-label use in presentation of both simple and complex math problems, problem solving, report writing and computer applications. Honors Options This course differs from the level 2 Chemistry course as the honors section covers topics in greater depth and at a faster pace. Students also are expected to work at a higher level of independence and to engage in more individual research.

CHEMISTRY TOPICS [326] Grades 11-12: Honors (Sem) .75 credits Prerequisites: 1. B+ or better in Chemistry Level 2 or B- or better in Honors Chemistry 2. Successful completion of or enrollment Pre-Calculus

This is a semester, lab science course designed for students who have completed chemistry and who want to extend their knowledge in special chemistry topics. This course will include a brief review of stoichiometry, selected atomic theory topics, chemical equilibrium and reaction rates, condensed phases, acid/base and acid/base reactions, oxidation/reduction, electrochemistry, electrochemical cells. Enthalpy/entropy and an introduction to organic chemistry will also be included. Mathematics will be used extensively throughout much of the course. Problem-solving is an integral part of the course. Some preparation for taking the SAT 2 Chemistry test will be included.

PHYSICS [311] Grades 11-12: Level 2 (Year) 1.50 credits Prerequisites: 1. Successful completion of Biology 2. Successful completion of Math Course 2 3. Successful completion or enrollment in Math Course 3 Physics is a laboratory/hands-on science course focusing on the study of matter and energy. Physics is the study of matter and energy and their interrelationship. This course is intended for those students with an interest in the physical sciences and/or those students who intend to study math or science related topics in college. Students should have good math skills and enjoy using mathematics as a tool. Adequate completion of homework is essential for success in this course. Topics will include forces and linear motion, work and energy, momentum, electromagnetic phenomena including circuits and motors, light, and sound. Skills introduced and developed in earlier science courses will be further developed including problem solving and critical thinking skills. Computers and other current technologies will be used as tools for the gathering, analyzing and reporting of data. A variety of teaching methods will be employed during this course, including the use of student-based inquiry projects, interactive lecture/demonstration sessions, audio-visual presentations, laboratory activities and discussions.

PHYSICS [312] Grades 11-12: Honors (Year) 1.50 credits Prerequisites: 1. B- or higher in Biology, level two or honors 2. B- or higher in Math Course 3 This honors level course will have a brisk and steady pace predicated upon factual knowledge and skills developed in the preceding courses as well as mathematics courses. The emphasis on math skills and quantitative analysis will be high and topics will be explored in greater depth than in the level 2. Students should expect to complete thirty to forty-five minutes of homework each night in support of the course objectives. Physics is the study of matter and energy and their interrelationship. This course in intended for those students with an interest in the physical sciences and/or those students who intend to study math or science related topics in college. Students should have good math skills and enjoy using mathematics as a tool. Adequate completion of homework is essential for success in this course. Topics will include forces and linear motion, work and energy, momentum, elector-magnetic phenomena including circuits and motors, light, and sound, and other selected topics. Skills introduced and developed in earlier science courses will be further developed including problem solving and critical thinking skills. Computers and other current technologies will be used as tools for the gathering, analyzing and reporting of data. A variety of teaching methods will be employed during this course, including the use of student-based inquiry projects, interactive lecture/demonstration sessions, audio-visual presentations, laboratory activities and discussions.

AP BIOLOGY [341&342] Grades 11-12: Advanced Placement (Year) 2.25 credits Prerequisites: 1. Successful completion of Chemistry, level two or honors 2. Teacher recommendation The Advanced Placement Biology Program is a college level course offered in high school. Students electing this course should be highly motivated and should exhibit a strong interest in science. Course content will be predicated upon the syllabus of the Advanced Placement Program and will include many levels of organization such as molecular, cellular, population, organisms, organ and tissue and others. Concepts related to each level of organization and to the entire syllabus will be explored, analyzed and discussed. Advanced placement students are expected to do considerable outside reading on topics that cannot be covered in class. Laboratory work is extensive and is correlated to the material being discussed. A lab report must be completed at the conclusion of each experiment. In addition to the development of laboratory procedures and techniques, cognitive skill development focuses upon critical thinking. Initiative, responsibility, and the quest for excellence are attitudes fostered. Instructional methods include lectures, discussions, student presentations and a variety of teacher-directed and student-designed laboratory activities. Students are encouraged to take the

Advanced Placement Examination, and those who do so will be exempted from the course final examination.

AP PHYSICS B [339&340] Grades 11-12: Advanced Placement (Year) 2.25 credits Prerequisite: 1. Successful completion of Chemistry, level two or honors 2. B or higher in Math Course 3, honors 3. Successful completion or enrollment in Pre-Calculus 4. Teacher recommendation Advanced Placement Physics is a college level course offered in high school. Students electing this course should be highly motivated, have a strong interest in science and enjoy mathematics and problem solving. Course content is based upon the syllabus of the Advanced Placement Program. Major content areas include mechanics, kinetic theory and thermodynamics, fluid dynamics, electricity and magnetism, waves and optics and selected topics in atomic and nuclear physics. Graphical analysis of experimental data, vector mathematics, approaches to problem-solving and history of physics also are included and overlap many of the topical areas. An understanding of basic principles and the ability to apply these principles toward the solution of problems are the major goals of this course. The advanced placement student is expected to do considerable outside study and preparation. This will include some topics that may not be covered during class. Experimental work is extensive and is used to discover, illuminate and reinforce basic principles and relationships. Student design of experimental procedures to accomplish objectives is an integral part of laboratory work. Experiments range from teacher-directed to open-ended investigations. Students are exposed to and encouraged to use computer technology for the purpose of data acquisition and analysis as well as the writing of lab reports. Lab reports, formal and informal, are required after most experiments. Critical thinking, careful and detailed analysis and clear communication of ideas are stressed. The use of mathematics for analysis and problem solving is a key component of the course. Problem-solving is used extensively to reinforce and expand the students' understanding of concepts. Student explanation of her/his work to other students in class is used extensively. Explanation of new concepts and selected problems are provided by the teacher. Students are expected to be responsible, to strive for excellence and to work cooperatively with classmates. Students are encouraged to take the Advanced Placement Examination, and those who do so will be exempted from the course final examination if they choose.

ANATOMY AND PHYSIOLOGY [347] Grades 10-12: Level 2 (Year) 1.50 credits Prerequisites: 1. Successful completion of Biology with C+ or better. This course is intended as a science elective after completion of Freshman Science and Biology. This course includes the structure and function of the human body including the following systems: integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, respiratory, digestive, urinary, immune, and reproductive. The intimate relationship between anatomy and physiology is stressed throughout the course. Diseases and malfunctions are included to enhance and reinforce an understanding of human structure and function. Teaching methods include student experimentation, use of laboratory equipment, computers, dissection of preserved specimens including a mammalian species such as the cat or rabbit. Art is used extensively by students. Each piece of art is designed to help students understand and remember structure and function, and make the body come alive.

Students will be required to complete a variety of research and projects. Students will be using power point to present their research findings to their peers. Various oral presentations will be expected of the students. Students will be expected to participate in all dissections which will include the mammalian species such as the cat or rabbit. Students will be required to use the standard MLA format for the writing of research papers. This course is intended for students interested in pursuing a career in medicine, nursing, forensic science, cardiac rehabilitation, physical therapy, exercise physiology, fitness management, athletic training, or other medial or health related fields.

HONORS ANATOMY AND PHYSIOLOGY [348] Grades 10-12: Level H (Year) 1.50 credits Prerequisites: 1. Successful completion of Biology with B or better. This course is intended as a science elective after completion of Freshman Science and Biology. This course includes the structure and function of the human body including the following systems: integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, respiratory, digestive, urinary, immune, and reproductive. The intimate relationship between anatomy and physiology is stressed throughout the course. Diseases and malfunctions are included to enhance and reinforce an understanding of human structure and function. Teaching methods include student experimentation, use of laboratory equipment, computers, dissection of preserved specimens including a mammalian species such as the cat or rabbit. Art is used extensively by students. Each piece of art is designed to help students understand and remember structure and function, and make the body come alive. Students will be expected to participate in all dissections. Students will be required to complete research articles, critiques, and projects as well as to present research material to the class through Power Point Presentations. Students will be presenting projects on Metabolism, Neurophysiology, Skeletal Muscle Physiology, Respiratory Adaptations to Altitude, Body Composition, and various exercise physiology topics. Each student will keep a portfolio on all the body systems. The portfolio will include diagrams, notes, ppt projects, presentations, lab write ups, research articles, article critiques, and any other projects done in class. Each student will be required to complete a research paper on a body system (topic approved by the teacher) using the standard MLA format for writing. This course is intended for students interested in pursuing a career in medicine, nursing, forensic science, cardiac rehabilitation, physical therapy, exercise physiology, fitness management, athletic training, or other medial or health related fields.

APPLIED PHYSIOLOGY AND EXERCISE [394/395] Grades 11-12: Level 2/H (Sem) .75 credits Prerequisites: 1. Successful completion of Anatomy and Physiology Level 2 with A or better. 2. Successful completion of Anatomy and Physiology Honors with B or better. This science elective reinforces the lessons learned in Anatomy and Physiology by extending the studentâ&#x20AC;&#x2122;s knowledge and understanding of the structure and function of the human body and its response to proper nutrition and exercise.

During this course of study, students will examine the effects of exercise and nutrition on human health; investigate the response of the human body to exercise in various environments; understand the mechanisms behind the bodyâ&#x20AC;&#x2122;s metabolic systems at rest and during exercise. Key topics of this course include introduction to exercise physiology, neurological control of movement, neuromuscular adaptations to resistant training, metabolism and basic energy systems, the Cardiovascular System responses to exercise, EKG interpretation, respiratory regulation during exercise, exercise in hypobaric environments, hyperbaric, and microgravity environments, erogenic aids to performance, nutrition and exercise, and prescription of exercise for health and fitness. This is an ideal course for students interested in studying Physical Therapy, Athletic Training, Exercise Physiology, Health/Physical Education, Sports Fitness, Nutrition, and Personal Training.

EARTH AND SPACE SYSTEMS [315/316] Grades 11-12: Level 2 and Honors (Year) 1.50 credits Prerequisites: 1. Successful completion of Biology 2. Successful completion of Math Courses 1 and 2 3. Successful completion of or enrollment in Math Course 3 Earth & Space Systems is a laboratory science course that integrates the disciplines of earth and space science, chemistry, physics and biology. It builds on the content and skills developed in preceding science courses. Students electing this course will investigate the nature of the universe, our solar system and how earth fits within these larger systems. An emphasis of this course will be the universal nature of systems. Topics for this course include theories concerning the formation of the universe, interaction between components of the universe, sources of energy within the universe, the nature of our solar system and, atmospheric and oceanic systems of earth, nutrient cycling and photosynthesis. The interaction of distant systems within the universe and systems found on earth will be stressed. Quantitative problem solving will be a main component of this course. Students will be expected to participate in activities that employ the use of the Werner Schmidt Observatory on our grounds, to observe planets, stars, comets and other astronomical events. Further skill development will stress the design and completion of experiments and research projects and the writing of formal laboratory reports. Teachers employ a wide variety of teaching methods with the emphasis on student-designed experimental work, problem solving, student presentations and interactive demonstrations. Honors Option Prerequisites: 1. C or higher in Physics, honors or B or higher Physics, level 2 2. Teacher recommendation 3. B- or higher in Math Course 3 The honors section of Earth and Space Systems will be a fast paced class. Students in this class will be expected to perform a minimum of one hour of intensive homework each night. The ability to interpret and apply abstract concepts and to perform a high degree of quantitative analysis will be expected of all students. Personal motivation and proper time management skills will be essential for a student electing this course.

ECOLOGY [389/390] Grades 10-12: Level 2 and Honors (Year) 1.50 credits Prerequisites: 1. Successful completion of Biology 2. Successful completion of Math Courses 1 and 2 This course is a hands-on, project-based field course that examines the essence of ecology: the interactions of organisms and their environment. It is the study of the structure and function of nature. Key topics include comparisons of ecosystems (salt marsh, estuaries, pine/hardwood forests, freshwater wetlands, etc.). The ecology of populations including competition within a species of organisms, competition between different species, symbiotic relationships among organisms including parasitism, mutualism, and commensalism will be addressed. Additionally, the course will explore concepts such as the establishment of communities, succession of communities and the impact of alien species introduced into a community. Global ecological issues will also be addressed. Articles from scientific journals and guest speakers dealing with these concepts will supplement information available in texts. Students will use web quests to research topics. Field work will be utilized to test hypotheses and to reinforce concepts from the course. Independent, group and class field studies will be required. A field notebook will be kept by each student chronicling all field work completed during this course of study. Skills introduced and developed in earlier science courses will be utilized in ecology. Analysis and discussion of information from the readings will be used throughout the course. Data collection and analysis, graphing, drawing and writing will be necessary for field study reporting. Students, who contract honors level, should be leaders in class discussions and willing to take academic risks. Additionally, each student should be able to work independently on projects assigned out of the core curriculum and manage their time appropriately so that they are able to meet project deadlines. Honors students will be assessed at a higher level on all written and oral work. Honors students will be asked to investigate and present two local ecological issues on a monthly basis. A wide range of teaching methods will be employed. Emphasis will be on discussion, application of concepts and field studies.

RENEWABLE ENERGY AND GREEN TECHNOLOGY [319] Grades 10-12: Level 2 (Year) 1.50 credits Prerequisite: 1. Successful completion of Biology 2. Successful completion of Math Course 2 This course surveys renewable and nonrenewable energy sources, energy technologies, and environmental impacts of each source. Students will learn why we use energy and how itâ&#x20AC;&#x2122;s transformed into useful power. Energy sources included in this survey are bio-fuels, fossil fuels, solar energy, nuclear energy, and geothermal energy as well as energy from wind, water, waves, and hydrogen. Students will research alternative vehicles and emerging technologies. Students will learn about their own personal energy use and how the U.S. uses and manages energy. National and international energy use polices will be examined. Green products and sustainability concepts will be researched and discussed.

HORTICULTURE [387] Grades 9-12: Level 2 (Semester) .50 credit There is currently a need for workers who have learned about plant science as well as plant management. Horticulture is a course that blends both vocational objectives and science objectives. Students who take this semester course will learn about the science of plants and plant management. They will work in both a classroom and a greenhouse setting. Students will be expected to know how to grow plants traditionally in soil as well as hydroponically. They will also learn how to manage plants in a greenhouse setting. Topics include soils, nutrients and growth regulators, water management and pest management. Students will also be involved in setting up a classroom composting project. The importance of growing and using plants in individual and community gardens will be emphasized as a greener and healthier way to live. This is a hands-on course requiring students to be individually as well as collaboratively responsible for the care and maintenance of plants grown in the greenhouse and in school gardens. Students will raise plants and conduct a sale of their products. Students will be assessed on their keeping of daily journals, designing, conducting and reporting on projects relating to growing plants, problem solving, time management and collaboration skills

SCIENTIFIC ANALYSIS [392] Grade 9: Level 2 (Semester) .50 Credits The goal of this course is to review and reinforce the middle school math concepts needed for high school science courses and to introduce some new math topics used specifically in science courses. Topics covered will include operations on fractions and mixed numbers, percents, ratios and proportions, equalities, linear equations, graphing, and probability as these concepts are used for analysis of the data collected in chemistry, physics and biology lab experiments. Additional topics would include scientific notation, units of measurement in the SI system, conversion of units from the SI system using dimensional analysis, precision versus accuracy in measurement and understanding significant figures in measurement. This course will help reinforce math skills needed especially for applications in chemistry and physics.

SPECIAL EDUCATION Programs in the Special Education department are designed to meet the individual needs of students. Dennis-Yarmouth Regional High School offers its students the following special services, which range from support in mainstream classes to self-contained programs: In order for a student to be considered for instructional classes, the student must be on an Individualized Educational Plan (IEP). These courses are designed specifically for those students who have been identified with special needs through a special education TEAM evaluation. General and specific course objectives follow the Massachusetts Curriculum Frameworks and incorporate the curriculum strands at the appropriate grade level. In addition to learning the curriculum within instructional classes, students will work to acquire the skills to be independent, life-long learners. Students are encouraged to develop a positive attitude toward learning. To monitor this progress, students are expected to attend class regularly, bring necessary materials, demonstrate respectful behavior, and accept responsibility. Final course offerings are dependent upon student enrollment numbers.

INSTRUCTIONAL ENGLISH Grades 9-12: Level 1 (Year) 1.50 credits These courses are designed to equip students with the strategies they need to improve their reading, writing, and communication skills. Students are exposed to literature from many genres, time periods, and cultures. Through exposure to this literature, students will develop and enhance certain skills. These skills will include, but will not be limited to: identifying story grammar, developing both a solid paragraph and a five paragraph essay, increasing vocabulary, and improving editing and spelling skills. Instructional methods vary depending on the studentsâ&#x20AC;&#x2122; needs, but some of them include small group discussion, whole class instruction, journal writing, projects, audio-visual materials, lecture, and cooperative learning. Grade 9 [705] The Literature Anthology used in 9th grade is Exploring Literature. The major units are The Short Story and Poetry. Students also read and respond to high interest novels which may include but are not limited to: Stuck in Neutral, To Kill a Mockingbird, and The Boy in the Striped Pajamas, etc. Throughout the year MCAS skills are tied into the English curricula as well. Students respond to MCAS writing prompts using the literature read in class. They are also taught essential skills such as how to find the main idea, supporting details, use proper grammar, mechanics, how to provide evidence to support your answer, etc. These skills are taught using high interest literature read in class. Students are encouraged to develop a positive attitude toward implementing study skills, enjoying literature, improving reading, writing, speaking, and listening skills, as well as expand their vocabulary. Students will be required to communicate in correct, standard English. Grade 10 [706] The literature anthology used in grade 10 is Exploring Literature. The major units are short stories, poetry, nonfiction, and the novel. Students will read Into Thin Air by Jon Krakauer. Students in grade 10 also become familiar with the MCAS examâ&#x20AC;&#x2122;s format and are taught reading, writing and test taking strategies, using the rubrics and exemplars provided by the state.

Grade 10 students also write a personal essay titled, “This I Believe,” in which they think critically about their beliefs, and learn how to deliver a message in a creative, yet standard essay format. Students are encouraged to develop a positive attitude toward implementing study skills, enjoying literature, improving writing skills and expanding vocabulary. Students will be required to communicate in correct, standard English. Grade 11 [707] English 11 students are exposed to a plethora of genres and authors from American Literature. The reading selections begin in the mid 1800’s and continue until the present day. There is an emphasis on the use of, and identifying literary devices. Students will also read novels by J.D. Salinger, Laurie Halse Anderson, and an author of their choice. Students will also complete an argumentative research paper formatted in MLA style. Students are encouraged to develop a positive attitude toward implementing study skills, enjoying literature, improving writing skills and expanding vocabulary. Students will be required to communicate in correct, standard English. Grade 12 [708] The Literature anthology used in grade twelve is American Literature. The reading selections begin in the early 1900’s until the present day. Students will read novels by Walter Dean Meyers, Yann Martel, and an author of their choice. Career exploration is also a major unit students commence in grade 12. This unit involves self assessment, research, goal setting, and self evaluation. Students will also engage in college and/or career preparation assignments, such as: college essays, resumes, interviewing skills, and writing business letters. Students are encouraged to develop a positive attitude toward implementing study skills, enjoying literature, improving writing skills and expanding vocabulary. Students will be required to communicate in correct, standard English.

INSTRUCTIONAL HISTORY Within the Instructional History courses, students will learn to identify and utilize a variety of thinking skills such as analytical reasoning skills of identifying characteristics, classifying, predicting, and determining cause and effect; organizational skills of summarizing, formulating questions, and decision making; critical thinking skills of identifying point of view, determining bias, and determining relevance; and creativity skills of brainstorming, and increasing imagery. Students will also learn to construct and comprehend basic timelines, read and interpret maps, charts and graphs, and build geography skills. Geography skills include, but are not limited to, understanding the cardinal directions, identifying and labeling the seven continents and four oceans, finding items on a map using alphanumeric grids, and finding items on the map using latitude and longitude lines. In addition to building these skills, the students will develop study strategies and further increase their vocabulary and writing skills including grammar and spelling. Instructional strategies and materials include the use of discussions, readings, lectures, cooperative learning, power-point presentations, audio-visual programs, research and computer activities. Both the course timeline and skills are taught on a flexible basis upon the background and skills of the students.

INSTRUCTIONAL UNITED STATES HISTORY I: THE REVOLUTION THROUGH THE GILDED AGE (1763-1900) [711] Grade 9-11: Level 1 (Year) 1.50 credits This course will introduce students to such topics as the American Revolution, the formation of the United States government, the development of political parties, the War of 1812, the American westward expansion, the Civil War, and Reconstruction.

INSTRUCTIONAL UNITED STATES HISTORY II: U.S. HISTORY SINCE 1900 [712] Grade 10-12: Level 1 (Year) 1.50 credits Prerequisite:

Successful completion of Instructional United States History I: The Revolution through the Gilded Age 1763-1900

This course will cover a variety of topics including Industrialization, the Progressive Movement, World War I, the New Deal, World War II, and the Cold War through modern day America.

INSTRUCTIONAL BIOLOGICAL SCIENCE I [745] Grades 9-12: Level 1 (Year) 1.50 credits Biology at the instructional level is a two-year sequence developed to strengthen and broaden student understanding of science and scientific process while preparing them for the MCAS Test in Biology. Ideally Biology I would be taken Freshman year. Unit content is based on the current published Massachusetts Science and Technology frameworks. Enrolled students must have an approved Individual Educational Plan. First year focus is on Environmental Science, which provides students with the skills needed to make informed assessments about how their actions relate to the environment. An integrated approach to the basic concepts of biology, chemistry and physics will be utilized to study and understand the environment with emphasis upon the unique Cape Cod environment. Topics will include the following: photosynthesis and cellular respiration; cellular structures and functions; atomic structure; water chemistry; water and land pollution; energy of the ecosystem; nature of ecosystems; biodiversity; principles of evolution as they apply to the ecosystem; and the history of environmental views and actions.

INSTRUCTIONAL BIOLOGICAL SCIENCE II [746] Grades 9-12: Level 1 (Year) 1.50 credits Biological Science in the second year, ideally the sophomore year, builds on the basic biological, chemical and physical science concepts developed in the environmental science focus of Biology I. Topics of the course provide students with a basic biological vocabulary and an understanding of the physics, chemistry and biology of major human body systems. Key topics for this course include the study of organic compounds; cellular reproduction; DNA and protein synthesis; genetics; homeostasis in living things; and human body systems. Instructional strategies and materials for both Biology I and Biology II include the use of hands-on labs and explorations, readings, lectures, cooperative learning, power-point presentations, audio-visual programs, research and computer activities.

STUDENT SUPPORT CENTER [701/702] Grades 9-12: Level 1 (Semester) .50 credits This small group study experience is designed to offer students the opportunity to work on class assignments/projects under the supervision of special education staff. Students will receive help with academic skills, test preparation, organizational skills, study skills, learning strategies (mapping, mnemonic devices, etc.), time management skills, goal setting and note-taking.

READING AND WRITING FOUNDATIONS [090] Grades 9-12: Level 1 (Semester) .50 credits Reading and Writing Foundations is designed to help older, struggling readers through the use of research-based instructional strategies. Students will learn the structure of words through a directinstruction, multi-sensory approach to phoneme segregation. The ability to separate the sounds in a word, and blend them together again builds studentsâ&#x20AC;&#x2122; decoding and encoding skills. In addition, students will work on increasing sight words and vocabulary. Fluency, through multiple reading opportunities, and comprehension, through visualization and retelling, skills are taught in tandem with word and language structure.

SCHOOL ADJUSTMENT PROGRAM The School Adjustment Program is designed for students who have been identified as having social/emotional/behavioral difficulties through a special education Team Evaluation. The following courses are available within a self-contained classroom.

SCHOOL ADJUSTMENT LANGUAGE ARTS [751] Grades 9-12: Level 1 (Year) 1.50 credits The purpose of this course is to improve basic writing and reading skills. Specific areas of instruction include written expression, mechanics of writing, vocabulary and reading comprehension.

SCHOOL ADJUSTMENT MATH [752/754] Grades 9-12: Level 2 (Year) 1.50 credits This course provides students with the fundamental mathematical concepts that all students should know and be able to use based on the standards from the Massachusetts Curriculum Frameworks for mathematics. Topics are similar to the topics attained in the Integrated Algebra I and Integrated Geometry courses.

SCHOOL ADJUSTMENT SOCIAL STUDIES [761/762] Grades 9-12: Level 2 (two-year sequence) (Semester) 1.50 credits This course will include discussions of current events, an overview of American History from colonial times to the present, world history, geography and an exploration of personal and social values.

SCHOOL ADJUSTMENT SCIENCE [763/764] Grade 9-12: Level 1 (Semester) 1.50 credits This course will provide students with a basic understanding of living things. Topics covered may include biology, chemistry, ecology, cells, types of organisms, evolutionary behavior and inheritance.

SCHOOL ADJUSTMENT COMMUNICATIONS CLASS [758] Grades 9-12: Level 1 (Year) .50 credits This course builds written and oral communications between peers and adults. Students will examine value conflicts, effective interpersonal, and team building skills. Course activities are performance based and stress the general survival skills needed in life.

SCHOOL ADJUSTMENT PHYSICAL EDUCATION [760] Grades 9-12 (Year) .50 credits Various individual and team sports are directed toward improvement of the students' gross-motor skills as well as the development of the team concept. Physical education activities include volleyball, basketball, football, soccer and weight lifting.

WAVE PROGRAM The Work Aptitudes/Attitudes for Vocational Education Program serves students between the ages of sixteen and twenty-two. WAVE course offerings constitute a work preparation program for students with special needs. The program aims to service students in the areas of social skills, community awareness, academics as well as to integrate students within the high school community. Students are admitted to WAVE following the recommendations of a Team Evaluation. Course objectives are designed to enable each student to develop and acquire worker/vocational skills, daily living skills and survival skills. These courses are provided to promote transitions, independence, and socially acceptable behaviors across all settings. The following courses are offered as part of the W.A.V.E Program.

INTERACTION SKILLS [781/782] This course is designed to develop appropriate communication skills necessary for on-the-job training and appropriate social interactions. Students receive small group speech-language therapy, using teachermade and commercially prepared materials. A certified speech-language pathologist provides the therapy.

SOCIAL SKILLS [783/784] Social Skills helps students develop and maintain appropriate interpersonal relationships with peers, co-workers, teachers and employers. It emphasizes activities of daily living such as grooming, consumer skills, banking and community awareness in addition to understanding and recognizing social safety settings.

PHYSICAL EDUCATION [793/794] Physical Education introduces each student to a variety of physical activities in the hope that he/she will develop a healthy attitude toward exercise and fitness. An individual exercise and weight training program also is developed for each student, in conjunction with breathing, stretching, and meditation exercises. The same grading system used by the high school physical education department is used for WAVE physical education. The emphasis is on participation, attitude, effort, as well as developing skills and knowledge.

DAILY LIVING SKILLS [791/792] WAVE Daily Living Skills helps students develop basic skills necessary for everyday functioning, while promoting self-independence. It emphasizes activities of daily life such as grooming, consumer skills, community awareness, culinary skills, and health and safety.

WAVE LANGUAGE ARTS [775/776] WAVE Language Arts is designed to improve and expand students use of the English language through vocabulary, spelling, reading and writing. Vocational and functional life skills are stressed. Reading instruction emphasizes comprehension of entire passages, while writing activities focus on clarity and coherence.

WAVE SCIENCE [797/798] WAVE Science focuses on the human body - its structure and functions. Topics studied include muscles and bones, organs and systems, such as respiration and digestion. An understanding and appreciation of the connection between a healthy lifestyle and nutrition are emphasized.

WAVE HISTORY [795/796] WAVE History introduces students to the concepts of the responsibilities of citizenship. Students research topics of interest as they pertain to history and relate findings to their lives. This course prepares students for active and constructive participation in our society.

WAVE MATH [777/778] WAVE math focuses on basic arithmetic and math skills. Students work on functional math activities and skills, which can be transferred into their daily lives. Areas of focus include: time, money, budgeting, measurement, addition and subtraction.

WAVE WORKER SKILLS [789/790] WAVE worker skills provide students with an opportunity for on-the-job training, as well as an understanding for how and why tasks are performed. It also gives students a greater understanding of job application completion, resume writing, interview strategies, and more.

2012-2013 STUDENT PROGRAM WORKSHEET MAJOR COURSES:

Students are asked to choose at least four major courses as primary choices. In addition, students should select alternate choices to discuss with their counselor during the scheduling meeting.

Name

Grade PRIMARY CHOICES

Title

Level

Credits

Level

Credits

ALTERNATE CHOICES

Title

INTEREST ELECTIVES:

All students must meet distribution requirements in the fine arts and applied arts to graduate. APPLIED ARTS

PRIMARY CHOICES Course #

ALTERNATE CHOICES

Title

Course #

Title

FINE AND PERFORMING ARTS PRIMARY CHOICES Course #

ALTERNATE CHOICES

Title

Course #

Title