Students will learn to develop an individual plan of study: produce visual artworks: analyze, interpret and evaluate works of art; and gain an understanding of the creative expression of other periods and cultures. There will be a major emphasis on the development of a portfolio, students will develop a Concentration of related works that demonstrate a student’s commitment to the thoughtful investigation of a specific visual interest which is student driven. Students will develop a Breadth section of related works that demonstrate understanding of a wide range of drawing concerns, such as drawing from observation, work with invented or nonobjective forms, effective use of light and shade, line quality, surface manipulation, composition, various spatial systems and expressive mark-making. Students must therefore be actively engaged with these concerns while thoughtfully composing their art. The work in this section should show evidence of conceptual, perceptual and expressive development, as well as technical skill; thus, the student’s work should demonstrate a variety of drawing skills and approaches. Students who intend to study art beyond highschool will develop and photograph a portfolio suitable for the college AP exam.
Through a wide variety of texts, the course will explore significant themes and traditions in American literature. The course emphasizes analytical reading and writing of narrative and expository text, literary analysis, critical thinking skills, and oratory. In preparation for senior year and beyond, students in this class will also develop the skills to create effective job or college applications. Students who consistently perform at the Honors level in their coursework and assessments will be awarded Honors credit/distinction for this class. Grade: 11 Prerequisite: English 10 or Humanities 10 Credit: 1 credit, 2 semesters Humanities 11: American Studies (English) #1151 The Humanities 11 curriculum encompasses all of the standards and benchmarks of both the English 11 and American History 11 courses; however, the course is structured so that the content is integrated. Students will examine the history, culture, and geography of the United States of America, from the colonial era to the present. They will study the development of our country through a wide variety of genres: fiction, biography, popular culture, and poetry, as well as primary and secondary sources. The course emphasizes analytical reading and writing of narrative and expository text, literary analysis, critical thinking skills, and oratory, as well as factual knowledge of geography and history, vocabulary, and the conventions of written English. In preparation for senior year and beyond, students in this class will also develop the skills to create effective job or college applications. Students who consistently perform at the Honors level in their coursework and assessments will be awarded Honors credit/distinction for this class and all students will be prepared for any senior level English or Social Studies course. Grade: 11 Prerequisite: Humanities 10, or English 10 and Western Civ Co-requisite Humanities 11: American Studies (Social Studies) Credit: 2 credits, 2 semesters (English and Social Studies) AP English 11: Language and Composition #1154
The focus of Navy JROTC (Junior Reserve Officer Training Corps) is reflected in its mission, “To motivate young people to be better citizens”. JROTC accomplishes the mission by providing exceptional educational opportunities and lifelong skills to America’s youth. The Character Education Partnership identifies students enrolled in programs that build character as those with less violence; higher self-esteem; less absenteeism; higher achievement scores and academic performance; more connected to school, engaged in lessons, and committed to success. The curriculum helps cadets develop life-long leadership and decision making. These skills are exhibited on a daily basis and set a model for the student body to emulate. The curriculum supports the school’s mission and mandates by integrating technology, linking content to state standards, integrating reading and writing, and providing character and financial education. The benefits of this curriculum are not limited to JROTC cadets. The JROTC goals are to promote citizenship, develop leadership and critical/creative thinking, teach to communicate effectively, improve physical fitness, provide incentive to live drug free, strengthen positive self- motivation, provide global awareness to include historical perspective of military service, train to work as a team member, inspire to graduate from highschool, and attend institutions of higher learning. JROTC Abilities are: Build your capacity for life-long learning; Communicate using verbal, visual and written techniques; Take responsibility for your actions and choices; Do your share as a good citizen in your school, community, country and the world; Treat self and others with respect; and apply critical thinking techniques.
Institution/College immediately after they complete the course. Most courses will transfer to any public Texas college or university when a student earns a “C” or better. All college level courses are not “dual credit” courses, however there are a variety of courses offered in both the Academic and Career and Technology Areas. This list may be obtained from the school counselor. Students are responsible for completing the college application process within a designated time frame and making arrangements to take the on-line entrance exam prior to enrollment in Dual Credit courses. A student may take a maximum of two courses per semester at no cost to the student.
are unsure of college plans. The primary focus is to hone fundamental written, oral communication, and reading comprehension skills, and to develop students’ ability to respond critically, reflectively, and imaginatively to literary and informational texts. In this course students read a wide variety of classic and contemporary works, poetry, magazines, newspapers, reference materials, technical resources, and online material. The composition component of English 12 provides students with the opportunity to improve their writing. At this stage writing has (1) a clearly identified audience, (2) a well-articulated purpose and thesis, and (3) a structured body that fulfills its stated purpose and supports its thesis in a way accessible to its audience. Writing at this stage is also well informed by careful research and intelligent analysis. Students continue to combine the rhetorical strategies of narration, exposition, persuasion, and description to produce reflective compositions and technical reports. Through oral communication students deliver focused and coherent presentations that convey clear perspectives and demonstrate solid reasoning.
We suggest setting up a method of evaluation prior to beginning any highschoolcourse. Let your teen know upfront how you will assess her work (tests? quizzes? papers? projects?). There is a twofold purpose for grading your student’s coursework. Primarily, grades provide immediate feedback for teens about their level of work and may motivate them to do their best. A well- thought-out grading guideline, given when you assign work, will help teens to better understand what you expect from them. More significantly, the highschool transcript lists a final grade for each course. Determining a course grading percentage for tests, quizzes, assignments, labs, papers, projects, etc., will simplify calculating the final grade. When calculating a grade point average (GPA), you will convert these final grades into grade points.
This course lays a foundation for further studies in fields such as engineering, physical sciences, mathematics, or finance. The first semester of this course extends the topics of Algebra II to include further study of complex numbers, curve sketching, exponents, logarithms, and series and sequences. Additional topics include the study of polynomials and limits of functions. The second semester will address the trigonometric functions and their properties, solutions of triangles, inverse functions, identities, polar graphs, trigonometric equations and applications. Problem solving will be integrated throughout the course and will require the students to apply the skills and concepts learned. Homework and class work will be assigned on a regular basis. Strong Algebra II skills are essential and will be used to help develop topics in this course. Graphing calculators will be used on a regular basis to assist with developing concepts of the course. Mathematics concepts in this course will be covered in greater detail and at a faster pace than Pre-calculus.
The Marine Corps JROTC program is a four year program that is designed to prepare students for life beyond highschool. The mission of the Marine Corps Junior ROTC is to: 1. Develop informed and responsible citizens, 2. Develop leadership skills, 3. Strengthen character, 4. Help form habits of self-discipline, 5. Develop respect for, and an understanding of, the need for constituted authority in a democratic society. The program focuses on developing respect for authority and personal responsibility in the first year. The second through fourth years build on the first year by offering an opportunity to become involved in a variety of teams to include Armed & Unarmed Drill, Color Guard, Air Rifle and Orienteering. The JROTC teams reinforce the tenets taught in the classroom and are the building blocks for potential assignment to leadership roles later on in the program. Completion of JROTC offers immediate benefits (promotions) for those students choosing to enlist after highschool. We also help prepare students with ROTC and Service Academy Scholarship applications in their junior and senior year. Uniforms, equipment and supplies are furnished by the program. Students are required to furnish a physical examination at the beginning of the year and must be able to complete the basic physical functions associated with military drill and physical fitness training. The curriculum for the first year focuses heavily on the fundamentals of Leadership, Citizenship, Personal Growth and Responsibility, Public Service and Career Exploration, and General Military Subjects.
This course is designed with an emphasis on reading and conversation. The readings are coordinated with cultural texts and written and oral reports. Students will also increase their vocabulary with a rich variety of topics and themes. During the first semester (SPAN 201) students continue to develop their ability to read cultural notes, narratives, short literary pieces, and articles from Spanish newspapers and magazines. They also build on the listening, speaking, and writing skills developed in previous Spanish courses, as well as review and broaden their grammar foundation. Cultural understanding of the Hispanic world will be enhanced by comparing and contrasting typical cultural frames of reference held by Anglos and Hispanics on interpersonal space, time, food, family, work, sports, pastimes, politics, and religion. Second semester (SPAN 203) is designed to develop the students’ ability to write descriptions, narrations, and letters in Spanish and strengthen their ability to read cultural notes, narratives, short literary pieces, and articles from Hispanic newspapers and magazines. This semester’s coursework also reviews and broadens grammar foundations, strengthens vocabulary and builds on the listening, speaking, and writing skills developed in the previous Spanish courses. Broadening of cultural understanding of the Hispanic world continues.
In this course, students will consider works’ structure, style and themes as well as such smaller scale elements as figurative language, imagery, symbolism, and tone. The course will include intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit. Reading in depth and critically, the students will then turn attention to in-depth written analysis and original interpretation of the works intended for a mature, sophisticated audience. The depth and breadth of reading and writing is beyond that of highschool honors courses. Upon successful completion and standardized test, the student may earn college credit.
Prerequisite: Biology, C grade or better and a 2.5 GPA or better. Chemistry is strongly recommended. Class size is limited. This class provides one career/technical education credit and one non-lab science credit. Students will learn basic anatomy, physiology, pathology of the human body and medical terminology needed for a career in healthcare. This course provides basic training and experience in various health careers with an emphasis on the nursing assistant. Students learn entry level skills and concepts in their career area of choice, including EMT/paramedic, X-ray tech, lab tech, physical therapy, medical assistant, occupational therapy, nursing, pre-med, etc. Successful nursing assistant students qualify for CNA status (qualified to take the AZ State Board of Nursing Licensing Exam for Certified Nursing Assistant). Skills are learned through classroom and laboratory experience and rotations at Scottsdale Healthcare Hospitals. Students are trained in CPR and first aid. A uniform is required at the clinical site. Equipment fee assessed; See fee schedule.
Background/Historical Context: Creative Writing has been offered in our school district for several years and New Hanover HighSchool would like to design an honors level version for Creative Writing. An honors level standard course of study has been written for this new developed course (attached).
STUDENT PUBLICATIONS: YEARBOOK (YB) I-IV: This course provides the study of and practice in gathering and analyzing information, interviewing, and note taking for the purpose of: (1) writing, (2) editing, (3) publishing for print, and (4) broadcast media, including yearbooks. This course includes instruction and practice in effective journalistic writing forms and techniques as well as layout, design, photojournalism, and typography. Representative examples of amateur and professional journalism are studied. The concept of responsible journalism, ethics, and First Amendment rights are discussed. Student publications should conform to an appropriate style guide, such as the Associated Press Stylebook and Libel Manual. It is required that editing and desktop publishing technology be used to support the journalism curriculum. Some after school time may be needed to complete the yearbook. Students are also responsible for selling advertising in the publications. This helps cover printing costs. Student Publications offer practical training in publishing the school yearbook. Students plan, publish, market, and distribute the yearbook.
Course topics are divided into six areas: sets, functions, and relations; basic logic; proof techniques; counting basics; graphs and trees; and discrete probability. Mathematical topics are interwoven with computer science applications to enhance the students' understanding of the introduced mathematics. Students will develop the ability to see computational problems from a mathematical perspective. Introduced to a formal system (propositional and predicate logic) upon which mathematical reasoning is based, students will acquire the necessary knowledge to read and construct mathematical arguments (proofs), understand mathematical statements (theorems), and use mathematical problem- solving tools and strategies. Students will be introduced to discrete data structures such as sets, discrete functions, and relations and graphs and trees. Students will also be
The Biological Science Strand provides insights into organic and inorganic chemistry in conjunction with cell and molecular biology by employing advanced technologies utilized in medicine, forensic science, and research labs. An advanced level understanding of biology and chemistry sets the stage for senior students to argue controversial topics concerning the environment. Analyze water quality and biodiversity during monthly sampling of a nearby pond. Extensive field work and laboratory analysis generates a nine-month database for a more comprehensive understanding of our local environment. The Scientific Programming Strand combines the study of structured and object-oriented programming with applications in practical, non-calculus based, physics scenarios. The best of two worlds! Develop insight into applying computer programming techniques to real world situations. Physics topics include classical mechanics, fluid dynamics and thermodynamics. Using “calling functions” to study the speed of sound in objects and analyzing operator overloading are just a few of the unique approaches to master C/C++ in a Unix environment while learning physics! The second year course will include features of microprocessors and assembly language programming.
All Madison County High Schools currently function on a Block Schedule which is a non-traditional schedule based on four or five (75 to 96 minute) classes per day. Each school may exercise some flexibility, particularly with regard to AP or Pre-AP courses, to offer some year-long courses within the block schedule. A student will register for eight courses (typically four courses in the fall and four new courses in the spring…some schools may also offer a school-wide resource period or a zero period). Students usually take two required core courses and two electives each term. Teachers begin teaching on the first day; therefore, it is extremely important for students to come prepared for class on the first day of each term. Students will have fewer courses at a time on a block schedule, but should be prepared to concentrate more on the courses and use time wisely.
Approval for 53413; Career Preparation I for 53423 3 Each 11-12 Year This work-based learning program will prepare students with a variety of skills for a fast-changing workplace. Students will learn employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations, and portfolio development. Students MUST be sixteen (16) years of age. Students are normally of junior or senior standings and MUST have reliable transportation. Students MUST have/find paid employment within the first fifteen (15) days of school. Students MUST work an average of 15 hours per week for this three (3) credit course. Offers opportunity to earn OSHA General Industry Safety Certification. Students are highly encouraged to join DECA (optional), which looks great on college resumes!! Please send emails to Misty Towles if you have questions or would like to schedule a time to learn more about this course. Email: email@example.com.
To be prepared for careers in floral design, students need to attain academic skills and knowledge as well as technical knowl- edge and skills related to horticultural systems and develop knowledge and skills regarding career opportunities, entry re- quirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply and trans- fer their knowledge and skills and technologies in a variety of settings. This course is designed to develop students ’ ability to identify and demonstrate the principles and techniques re- lated to floral design as well as develop an understanding of the management of floral enterprises. Through the analysis of artis- tic floral styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and evaluations. Students will be working towards Floral Design certification. ( This course is also eligible for Elective CTE credit. )
This course is a continuation course of Spanish II. It is for those students who would like to have three years of Spanish, without ultimately pursuing the rigors of the AP Spanish classes. The important remaining grammar points are taught, but emphasis is placed on the student’s ability to speak the language rather than the memorization and repetition of grammatical rules. Putting the grammar into practice in real world situations is the focus of the class. Students will learn conversational, survival skills, while they are exposed to a wide variety of cultural experiences. Students will learn a broad vocabulary from a large selection of topics and should be able to converse at an intermediate level after completing this course. The reading of short stories will help to increase the student’s vocabulary and use of grammatical structures. Oral presentations, skits, and listening comprehension activities will also play an important role in the course curriculum.