2450 Grant Street Concord CA 94520 925-682-4030 http ... · PDF file2450 Grant Street Concord...

2450 Grant Street

Concord CA 94520

925-682-4030

http://mdhs.mdusd.org

Introduction Page

Letter from the Principal

Announcement of Nondiscrimination 1

College Requirements 2

Graduation Requirements 3

Program and Scheduling 4

Policy for Dropping /Changing a class 4

ROP Overview 5

Special Education 7

Diablo Community Center 7

Course Descriptions:

Academies:

ACME: Architecture, Construction, Manufacturing & 9 Engineering

DSA: Digital Safari Academy 12

IHTA: International Hospitality & Tourism Academy 15

MBTA: Medical BioTech Academy 18

English Language Arts 21

World Languages French 23

Spanish 24

Mathematics 26

Physical Education 28

Science 31

Social Studies 33

Visual Arts 35

Performing Arts 37

Electives 40

English Language Development 41

TABLE OF CONTENTS

March, 2012 TO THE PARENTS AND STUDENTS OF Mt. DIABLO HIGH SCHOOL This publication is designed to help you plan your future and to provide you with an overview of our courses of study. The planning guide also will give you information to make informed decisions about your high school program at Mt. Diablo. Students, decisions you make in developing your program are critical. Choose wisely! Your future will certainly be impacted by your choices. I urge you to “challenge” yourself with rigorous classes that will both inspire and stimulate you. Talk with your counselor, teachers, Career Center Coordinator, vice principal and/ or other administrators about your program. All are interested in helping you make the choices that will be best for you. Our academies offer diverse options for rigorous, relevant coursework for all students. Families are also encouraged to use this planning guide to design a course of study which will lead your student to a prosperous future. For all of you, I wish you a challenging and rewarding high school experience. We are looking forward to serving you during the 2012-2013 school year. Sincerely, Kate McClatchy Principal KM/sm

1

Announcement of Nondiscrimination

The Mt. Diablo Unified School District does not discriminate on the basis of race, color, national origin, gender, disability, age, martial status or religion in any of its policies, practices or procedures. This non discrimination policy complies with the requirements of Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Educational amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Individuals with Disabilities Act of 1990 and other Federal and State laws. Coverage applies to admission and access to, and treatment and employment, District programs and activities, including vocational education. Limited English language skills will not be a barrier to admission and participation in the vocational education or any other District program. Students, parents or guardians, or any other individuals having questions or concerns regarding the Mt. Diablo Unified School District nondiscrimination policy or the filing of nondiscrimination complaints should contact the Title IX/Section 504 Coordinator, Dr. Alan Young, (925) 682-8000, ext. 4011 or Mt. Diablo Unified School District, 1936 Carlotta Drive, Concord, CA, 94519.

Anuncio de NO-discriminación

El Distrito Escolar Unificado de Mt. Diablo no discriminara en base a raza, color, origen nacional, sexo, incapacidad, estado marital o religión in ninguna de sus políticas, practicas o procedimientos. Esta política de no-discriminación cumple con los requisitos de los Títulos VI y VII del Acta de Derechos Civiles de 1964, Titulo IX de las Reforma Educacional de 1972, Sección 504 del Acta de Rehabilitación de 1973, el Acta de Individuos con Incapacidades de 1990 y otras leyes Federales y Estatales. Esta política aplica al tratamiento y empleo, admisiones y acceso a los programas y actividades del Distrito, incluyendo la educación vocacional. La falta de habilidad en el idioma ingles no obstaculizara su admisión y participación en la educación vocacional o cualquier otro programa de Distrito. Los estudiantes, padres o guardianes, o cualquier otro individuo que tenga preguntas o dudas concernientes a la Política de No-discriminación del Distrito Escolar Unificado de Mt. Diablo o sobre como levantar una queja al respecto, comuníquese con el Coordinador de Titulo IX/Sección 504, el señor Alan Young, al (925) 682-8000, extensión 4011 o al Distrito Escolar Unificado de Mt. Diablo en 1936 Carlotta Drive, Concord, CA, 94519.

Subject Must have a “C” grade or

better

UC/CSU Minimum a-g

REQUIREMENTS

Plus UC & Impacted CSU RECOMMENDATIONS

COMMUNITY COLLEGE

PRIVATE COLLEGE/ UNIVERSITY

English

a) 4 years college prep English English I – IV Only 1 yr. of ESL- type course can meet this requirement

History/ Social Science

b) 2 years History: 1 yr. World History 1 yr. U.S. History/ American Studies

Mathematics

c) 3 yrs. Required Algebra I Geometry Algebra II

c) 3 yrs. Required 4 yrs Recommended Algebra I, Geometry, Algebra II, Trig/Adv. Algebra, Pre-calculus, Calculus

Laboratory Science

d) 2 yrs. Required Biology, Chemistry and/or Physics or Lab Science

d) 2 yrs. Required 3 yrs. Recommended Biology, Chemistry and/or Physics

Foreign Language

e) 2 yrs. Required of the same Foreign Language (other than English)

e) 2 yrs. Required 3 yrs. Recommended of the same Foreign Language (other than English)

No subject requirements 18 yrs. old

or pass the high

school proficiency test or

Have a High School diploma

Admission requirements vary at each College/ University

College prep courses are recommended

Check catalogs for specific courses

Visual & Performing Arts

(VPA)

f) 1 yr. required Single year long approved course

College Prep Electives

g) 1 yr. required Any of the “a-e or g” college prep classes not used to satisfy above requirements.

Required Tests

SAT I or ACT with writing component SAT II (UC only) 2 subjects

(cannot use Math as a subject tests.)

Placement Tests:

Writing, Math and Reading

Varies: Usually SAT I or ACT

“A – G” REQUIREMENTS FOR UC/CSU ADMISSION

VISIT THE CAREER CENTER FOR THE SPECIFIC US/CSU APPROVED “a – g “ COURSES

2

Advanced Placement and Honors courses are encouraged. Eligibility at selective colleges will be determined by a comprehensive review by the college as to whether you have challenged yourself academically by taking

the most rigorous courses available to you.

HIGH SCHOOL GRADUATION REQUIREMENTS

To successfully graduate from Mt. Diablo High School, you will need to earn 200 credits in the following areas:

English – 4 years (40 credits) Physical Education – 2 years (20 credits)

� English I � PE – 9th Grade

� English II � PE – additional year

� English III Electives – (60 or more credits)

� English IV � ______________________

Math – 2 years (20 credits) � ______________________

� Algebra I is a graduation requirement � ______________________

� ______________________ � ______________________

� ______________________ � ______________________

Social Studies – 3 years (30 credits) � ______________________

� World History – Sophomore year � ______________________

� U.S. History – Junior year � ______________________

� Government (1 semester) - Senior year � ______________________

� Economics (1 semester) – Senior year � ______________________

Science – 2 years (20 credits) � ______________________

� Biological – Life Science � ______________________

� Physical – Earth Science or Chemistry Graduation Test

Foreign Language or Fine Arts California High School Exit Exam (CAHSEE)

1 year (10 credits) � Math

� ___________________ � English Language Arts

3

4

PROGRAMING AND SCHEDULING

Students registered at MDHS during the Spring semester will create their “class schedule” for the next school year. Students are placed in specific classes and periods based on the classes available and sections created in the Master Schedule. The Master Schedule is “student driven.” The availability of classes is determined by:

� Student needs and interests � Availability of appropriately credentialed faculty � Availability of facilities, materials and funds � State and district, policies, regulations and requirements � UC/CSU a-g requirements for college/post secondary education � Academy Requirements

Every student is guaranteed placement in the courses required for graduation. It is not possible to guarantee placement in elective classes. Students are encouraged to carefully consider their alternative selections in the event their first choices are either full, do not fit into their schedule due to a conflict with another class, or are cancelled due to low student enrollment.

PROGRAM CHANGES

It is crucial that serious consideration be given to each of the courses a student selects. Students and care providers should consider the expectations of each class requested, especially Honors and Advanced Placement courses. Every student needs to plan his/her course of studies with the following in mind: Personal interest such as sports, drama/music, work and family responsibilities. The completion of the COURSE REQUEST CARD constitutes a contract between the student and MDHS. The Master Schedule, and possible hiring of teachers to teach those classes, is based on the courses students select in the Spring prior to the start of the new school year.

Course changes will be made for academic misplacement or computer error ONLY!!

POLICY FOR DROPPING/CHANGING A CLASS

The Mt. Diablo Unified School District requires all students to enroll in six classes each semester. (Seniors may petition the principal for a 5 period day if specific criteria are met.) Students wishing to DROP a class must do so during the first two weeks of the semester with parental and/or Administrative approval. Students dropping a class while maintaining a passing grade will receive a “No Credit” or “Withdrawal” on their records. A student/parent/teacher/administrator conference may be required prior to allowing a student to drop a class. Students dropping a class after the first grading period will receive an “F” or no grade (NG) on their transcript. Teachers may recommend a “No Credit” or “Withdrawal” for students with extenuating circumstances. THE ONLY ACCEPTABLE REASONS FOR A SCHEDULE CHANGE ARE:

• The student’s schedule does not reflect a 6 period day

• The student has already passed a course shown on the schedule

• Academic misplacement or computer error

ROP STUDENT PROGRAMS www.cocoschools.org/rop

ROP is a career training program operated by the Contra Costa County Office of Education's designed for high

school juniors and seniors. The goal of ROP is to help students gain knowledge and skills for future careers. ROP is

an excellent way to prepare for college by earning high school credits and/or taking an UC/CSU approved ROP

course. Courses consist of industry trained teachers, state approved curricula, and high tech equipment which

provides a challenging, rigorous learning environment. ROP provides an opportunity to explore a career field. Some

classes may offer an internship. Students can earn Certificates of Proficiency upon successful completion of the

class.

Prerequisite: Students must be at least 16 years old or in the 11th or 12th grade.

To register for classes on your campus, write the ROP course title on your course selection form.

ROP CLASSES AT MT. DIABLO HIGH

Commercial Baking

In a commercial size kitchen prepare basic dough, custards, sauces, yeast products, pastries, cakes and coverings.

Emphasis on history and artistic presentation of projects and plated desserts. Career technical portfolios, HERO

leadership competitions, scholarships and internships are the program components. Certification awarded on

mastery of industry standards and potential articulation for advanced placement at Diablo Valley College.

Biotechnology & Laboratory Science Biotechnology instructs students in the laboratory techniques and basic scientific concepts into the field of

bioscience. Students develop problem-solving skills as they design and conduct their own experiments and develop

critical-thinking skills through research and discussion about issues related to advances in biotechnology. Lab

topics include DNA, electrophoresis, bacteriological techniques, culturing strains of bacteria, manipulating DNA to

achieve transformation of colonies, and determining and making solutions. Instruction covers microscopic

techniques such as oil-emersion and staining various types of tissue. Discussions rapidly developing field. Students

conduct individual and team research projects, using effective technical writing skills to express the results of their

work. Sound laboratory procedures and safety is stressed. Students read and analyze research publications and

scientific literature, preparing them for post-secondary education while exploring scientific career paths.

Meets UC “d” lab science requirement.

Culinary Careers Offers students on-the-job experience in operating their own 140-seat restaurant, the Serendipity. Students rotate

through front and back-of-the-house workstations learning both cooking and serving skills. Career technical

portfolios, HERO leadership competitions, scholarships and internships are among the program components.

Certification awarded on mastery of industry standards and potential articulation for advanced placement at Diablo

Valley College.

Construction Technology

This course prepares students for entry-level positions in the construction industry. Integrated throughout the course

are career preparation standards, which include basic academic skills, communication, interpersonal skills, problem

solving, workplace safety, technology and employment literacy. Student will have hands-on opportunity to learn all

phases of basic residential construction, including carpentry, drawing and reading blueprints, drywall, electrical,

flooring, painting, plumbing, roofing, tile setting and welding. Students will learn about construction safety, rough

framing, electrical science, foundations and other trade theory.

AP Environmental Science

This course provides students with a foundation of understanding, knowledge, and skills to deal effectively with

environmental problems. Students learn basic laboratory and field techniques including specimen sampling and

processing, site monitoring, documentation and inspection. The structure and function of natural ecosystems, the

history of the environmental movement, resource management, and the impact of laws, economic and political

systems on environmental movement, resource management, and the impact of laws, economic and political systems

on environmental concerns are included. Students gain a broad awareness of environmental science and

technological career opportunities. Meets UC “d” lab science requirement

5

Off Campus Classes

ROP classes are located on high school campuses throughout Contra Costa County, Albany, Berkeley, and

Emeryville. Classes with an asterisk are offered in Contra Costa County.

TO ENROLL for off-campus class: contact your advisor and call the ROP office at 925-942-3436.

Art, Media, and Entertainment

Art & Animation*

Commercial Art*

Computer Graphic Arts*

Journalism Productions*

Photography*

Radio Broadcasting*

Video Production/Art of Video*

Web Design/Digital Designs for the Web*

Building Trades and Construction

Cabinetmaking*

Education, Child Development and Family

Services

Careers with Children*

Career in Teaching*

Developmental Psychology of Children*

Engineering and Design

Architectural Design*

Finance and Business

Computerized Accounting*

Health, Science, and Medical Technology

Sports Medicine/Advance Sports Medicine*

Information Technology

Computer Application/Microsoft Office

Certification*

Computer Systems Maintenance/Networking*

Robotics Engineering Technology*

Marketing, Sales, and Service

Cosmetology, Esthetician, Manicuring*

Marketing/Merchandising

Public Services

Introduction to Law*

Transportation

Automotive Technology*

For more information and school’s location visit ROP website:

www.cocoschools.org/rop

or pick up an ROP brochure at your Career Center

6

SPECIAL EDUCATION

Mt. Diablo High School offers a variety of programs for students with special learning needs. Instruction is individualized for these students by teachers in the Resource and Special Day Class Programs and through collaboration in mainstream classes. Special Education students are mainstreamed into regular education classes offered on campus according to the Individual Educational Plan (I.E.P). Students receive the assistance of a speech therapist, psychologist, and other designated personnel as needed. Special Education students are placed in classes based on diagnostic assessment and the annual Individualized Education Plan (IEP's).

DIABLO COMMUNITY CENTER (DCC)

Services provided for:

Educational Support

Tutoring (Tuesday/Thursday) 3:15 - 5:00 pm at MDHS

4:00 – 6:00 pm at Ambrose Center, Bay Point Academic Counseling

Peer Tutors Test Preparation

Intervention for English & Math Collaboration with Small Learning Communities

Collaboration with MDHS Academies (IHTA/Serendipity, FAME, Leadership, Digital Safari,

ACME Academy & Art Academy)

Professional Services

Individual, Family & Group Counseling Foster Youth Services Programs for Parents

Drug and Alcohol Education Juvenile Probation Services

Teen Health & Wellness Education Violence Prevention - Nonviolence Training

Diversity/Cultural Competence Training for Staff Information and referrals for health insurance, medical services

and counseling in the community.

7

8

9

The ACME Academy is a cutting edge high school program designed to create College/Work Ready

graduates, with a focus on Architecture, Construction, Manufacturing and Engineering (ACME) careers.

ACME combines core academic classes with Career Technologies through the use of traditional wood

shop, lasers, 3 dimensional printers and computer controlled wood and metal working machinery.

Math, English, History, Woodshop and Pre-Engineering classes are taught by a team of highly qualified,

dedicated and caring teachers.

ACME Pathways

Construction & Manufacturing Pathway 10th 11th 12

th

English II

Mathematics

Science

World History

PE/Language/Elective

Wood Tech

English III

Mathematics

Science

US History


Advanced Wood

English IV

Mathematics

Science

Government/Economics


ROP Construction or

Computer Integrated

Manufacturing

Architecture & Engineering Pathway 10th 11th 12

th

English II

Mathematics

Science

World History

PE/Language

Introduction to

Engineering Design

English III

Mathematics

Science

US History


Principles of Engineering

English IV

Mathematics

Science



Civil Engineering

*All students must take 2 years of PE to graduate High School. If they do not pass the Physical Fitness test as a freshman (9th

grade),

They are REQUIRED to take PE as a sophomore (10th

grade). If they pass the Physical Fitness test, they may take their 2nd

year of PE

in 10th

, 11th

or 12th

grade.

ACME - ARCHITECTURE, CONSTRUCTION, MANUFACTURING & ENGINEERING

ACADEMY

10

ACME

WOODWOKING TECHNOLOGY

Grade: 9 – 12 Duration: 1 year Credits: 10

Prerequisites: None

UC/CSU Requirement: None

Basic Woodworking Technology introduces a student to the basic skills of cabinet making, furniture

making and carpentry. The student will be able to demonstrate knowledge of hand and power tool

operation and appreciate safe working practices, and to use materials with understanding and

conservation and students will explore occupational and a vocational interests in wood designs.

Have a working knowledge of measurement, planning and applicable mathematical calculations.

Students will demonstrate and appreciate design, craftsmanship, and construction techniques and become an

informed consumer of wood and wood by-products.

ADVANCED WOODWORKING TECHNOLOGY


Prerequisites: Member of ACME and a “C” or better in Woodshop I


Advanced Woodworking Technology is a continuation of basic technical and skill development. Advanced

Woodworking will provide added knowledge and skill to the more serious woodworking student and for

students preparing for vocational endeavors in the construction trades. Students are encouraged to work

individually using problem solving and critical thinking techniques as a means of reaching desired goals. Class

can be repeated.

ROP CONSTRUCTION TECHNOLOGY


Prerequisites: 16 years old, Member of ACME and a “C” or better in Woodshop I


This course prepares students for entry-level positions in the construction industry. Integrated throughout the

course are career preparation standards that include basic academic skills, communication, interpersonal skills,

problem solving, work place safety, technology and employment literacy. Students will have hands-on

opportunity to learn all phases of basic residential construction, including carpentry, drawing and reading

blueprints, drywall, electrical, flooring, painting, plumbing, and roofing, tile setting and welding. Students will

learn construction safety, rough framing, electrical science, foundations and other trade theory.

INTRODUCTION TO ENGINEERING DESIGN (IED)


Prerequisites: Member of ACME


Introduction to Engineering Design (IED) is on of the foundation courses for Project Lead the Way Pathway to

Engineering curriculum. Project Lead the Way (PLTW) Pathway to Engineering (PTE) curriculum is designed as a

four year high school sequence.

11

COMPUTER INTREGRATED MANUFACTURING (CNC)


Prerequisites: Member of ACME and Introduction to Engineering Design


This is a course that applies principles of robotics and automation. The course builds on computer solid

modeling skills developed in Introduction to Engineering Design. Students use CNC equipment to produce actual

models of their three-dimensional designs. Fundamental concepts of robotics used in automated manufacturing

and design analysis are included.

PRINCPLES OF ENGINEERING (PTE)




Principles of Engineering (POE) is one of the foundation courses for Project Lead the Way (PLTW) Pathway to

Engineering (PTE) curriculum. Project Lead the Way (PLTW) Pathway to Engineering (PTE) curriculum is designed

as a four year high school sequence

CIVIL ENGINEERING

Grade: 12 Duration: 1 year Credits: 10



This course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the

interrelationship and dependence of both fields on each other. Students use state of the art software to solve

real world problems and communicate solutions to hands-on projects and activities. This is a survey course

focused on residential and commercial design, Civil Engineering and Architecture gets students comparing

major architectural styles, figuring construction cost estimates, analyzing and designing structural beams and

columns, accounting for thermal resistances in energy-loss calculations ... and more. This course covers topics

such as: Project Planning, Site Planning, Building Design and Project Documentation and Presentation.

12

The Digital Safari Academy at MDHS is a three year college and career program beginning in the

sophomore year of high school. The goal of the DSA is the integration of multimedia design with the

core curriculum through integrated, project based learning.

Throughout the three years in the academy, students work on a series of large projects that are

completed through the use of industry standard multimedia tools. In the learning environment that

develops, students learn important skills involved in working with a diverse group of peers, planning

large projects, and meeting deadlines, while learning to be confident, self-sufficient, and creative

problem solvers – all important job skills for the economy of the 21st century.

All DSA courses are challenging and designed to prepare every student for post-secondary education.

Through the completion of complex academic projects, students work towards mastery of skills in

graphic design, desktop publishing, animation, interactive authoring, photography, sound and video

production, web design, 3D design, and presentation software. Additionally, the nature of the project-

based-learning environment gives students a variety of experiences in project planning, management

of people and resources, working with clients and meeting hard deadlines.

DSA Pathways 9

th Grade

English I

Mathematics

Biology

PE 9

Spanish

Graphic Design

Multi Media Pathway 10th 11th 12

th

English II

Mathematics

Chemistry

World History

PE/Language

Multimedia I

English III

Mathematics

Science

PE/Language

US History

Multimedia II

English IV or

AP English Literature

Mathematics

Science

Language/PE


Multimedia III

Computer Pathway 10th 11th 12

th

English II

Mathematics

Chemistry

World History

PE/Language

Computer Science I

English III

Mathematics

Science

Language/PE

US History

Computer Science II

English IV or


Mathematics

Science

Language/PE


Multimedia III


grade), they are REQUIRED

to take PE as a sophomore (10th


year of PE in 10th

, 11th

or 12th

grade.

DSA - DIGITAL SAFARI ACADEMY

13

DSA MULTI MEDIA 1


Prerequisites: Must be a member of DSA


Multimedia I is a beginning level course in high quality multimedia production. The course is an introduction to

hardware and software used in multimedia production. It teaches techniques involved in project planning,

production elements, project completion and presentation. It is also the first course in the Multimedia career

path. Career path skills such as working as a production team member, project planning and management,

professional criticism and presentation skills are introduced and practiced. All of these tasks will be

accomplished with the use of Industry Standard professional software.

MULTI MEDIA 2




Multimedia II is the second of a four course sequence in high quality interactive authoring. It teaches advanced

techniques involved in project planning, production elements, project completion and presentation. Projects

involve computer based multimedia and basic web site construction. It is also the second course in the

Multimedia career path. Career path skills such as working as a production team member, project planning and

management, professional criticism, client based business relationships and presentation skills are practiced. All

of these tasks will be accomplished with the use of Industry Standard professional software.

MULTI MEDIA 3




Multimedia III is an advanced level course in high quality multimedia production. It teaches advanced

techniques involved in project planning, production elements, project completion and presentation. Projects

involve computer based multimedia, CD Rom production as well as web based multimedia and web site

management. It is also the third course in the Multimedia career path. Career path skills such as working as a

production team member, project planning and management, professional criticism, client based business

relationships and presentation skills are practiced. Multimedia career awareness activities will be pursued. All

of these tasks will be accomplished with the use of Industry Standard professional software.

SYSTEM APPLICATIONS IV




System Applications IV – Programming introduces the student to current programming languages which now

include visual basic, java, and contemporary web languages.

SYSTEM APPLICATIONS V




System Applications IV – Programming presents advanced visual basic coding and an introduction to C++

programming language.

14

GRAPHIC DESIGN



UC/CSU Requirement: “f”

This is a class that expands students’ knowledge and abilities in the fundamentals and principles of design and

illustration. The history and criticism of arts communication are presented through the use of projects, lectures,

and visual materials. This class provides an expanded understanding of how to see, evaluate, and interpret

experience through projects such as posters, jacket covers, logos, fashion illustration, cartooning, package

design, flyers, and computer generated camera-ready art. The students will respond to, analyze, and make

judgments about form, content, technique, and purpose in works of art as evidenced by the creation and

evaluation of portfolios. Related equipment, tools and techniques are explained, demonstrated, and practiced

to promote creative expression through active student participation. Work outside of class is required, for

example: portfolio or project preparation, reading, writing, or critical viewing where appropriate.

15

A California Home Economics Careers & Technology Tech Prep Pathway to the Future

IHTA provides students the opportunity for excellence in exceptional

careers in California’s fastest growing industry. Students will be

exposed to career pathways in Culinary Arts, Restaurant, Travel,

Teaching, Convention Planning, Hotel & Lodging, Management, and Sales Merchandising by a team of

highly qualified and motivated staff. Students will explore and have “hands on” training in a broad

scope of careers offering entry, technical, and professional level potential. Students will have access to

Leadership Training and Community Service participation (FHA-HERO). They may also participate in

competitive events and for scholarships to technical schools, colleges, and universities. The curriculum

offered is the following:

IHTA Pathways

Culinary Pathway 10th 11th 12

th

English II

Mathematics

Chemistry

World History

PE*/Language

Geography/

Intro to Tourism

English III

Mathematics

Science/Language/PE*

US History

Art Design/

ROP Commercial Baking

English IV

Mathematics



Advanced Tourism/

ROP Culinary

Health & Sustainability Pathway 10th 11th 12

th

English II

Mathematics

Chemistry

World History

PE*/Language

Healthy Living/Foods I**

English III

Mathematics


US History

Art Design

English IV

Mathematics







year of PE in 10th

, 11th

or 12th

grade.

**Only if this is not taken in 9th

grade year

IHTA - INTERNATIONAL HOSPITALITY & TOURISM ACADEMY

16

IHTA

FOODS I

Grade: 9 – 12 Duration: 1 semester Credits: 5

Prerequisites: Must be a member of IHTA


Foods I includes the study of nutrition, consumer skills, and the selection, preparation and care of foods while

reinforcing academic, leadership, technology and decision-making skills. Career pathways are

taught and reinforced throughout the course.

HEALTHY LIVING

Grade: 9 Duration: 1 semester Credits: 10

Prerequisites: None


This course provides for development, delivery, and evaluation of planned sequential health curriculum for high

school students. It is designed to influence positively student’s knowledge, attitudes, skills, and behaviors

related to health. Creating health literacy is the central theme throughout this course and is reiterated and

reinforced in the sequential areas. The following nine areas will be addressed: Personal health, consumer and

community health, injury prevention and safety, substance abuse, nutrition, environmental health, sexual

health, individual growth and development, communicable and chronic diseases.

INTRODUCTION TO HOSPITALITY & TOURISM




The first year International Hospitality and Tourism Academy course introduces students to the hospitality and

tourism industry and to the wide variety of jobs available in that industry. Students will study the geography,

climate, culture, cuisine, natural resources, and tourist attractions of various regions. Student will also develop

skills to facilitate their success in a work environment.

ADVANCED TOURISM




This course provides field study experience for the students in the hospitality and tourism industry. The

students will apply their knowledge of geography, climate, culture, cuisine, natural resources, and tourist

attractions of various regions, to plan, create and present authentic events, brochures, and itineraries. Student

will job shadow and network with professionals in the fields of lodging, travel services, and recreation.

GEOGRAPHY

Grade: 9 – 12 Duration: 1 semester Credits: 5

Prerequisites: Member of IHTA

UC/CSU Requirement: “b”

This course is the study of people, places and the environment through the application of the five themes of

geography. Students will investigate the interconnections between the environment and human activities and

develop basic geographic skills. Students will study the physical aspects of our planet in order to

more fully understand how these elements impact human society. This course aligns with and

supports the MDUSD History/Social Science standards and courses of study for World Civilizations

and United States History.

17

ROP CULINARY


Prerequisites: Must be a member of IHTA, must be 16 years old.


This course provides field study experience for the students in the hospitality and tourism industry. The

students will apply their knowledge of geography, climate, culture, cuisine, natural resources, and tourist

attractions of various regions, to plan, create and present authentic events, brochures, and itineraries. Student

will job shadow and network with professionals in the fields of lodging, travel services, and recreation.

ROP COMMERCIAL BAKING




In a commercial size kitchen students will prepare basic dough, custards, sauces, yeast products, pastries,

cakes and coverings. Emphasis on history and artistic presentation of projects and plated desserts.

Career technical portfolios, HERO leadership competitions, scholarships and internships are the

program components. Certification awarded on mastery of industry standards and potential

articulation for advanced placement at Diablo Valley College. This is a two-period class.

ROP ENVIRONMENTAL SCIENCE




The Environmental Science is the study of how humans affect and are affected by their environment. It includes

the study of the total environment of Earth and how each human and all humans collectively with their actions

or lack of actions affect the environment, both in negative and positive ways. Emphasis is placed on what

students can do to join the global community in attaining sustainability. An extensive study of what constitutes

environmental equilibrium is made. Examples of environmental problems and solutions that are already in

progress are studied.

18

The Medical and Biotechnology Academy focuses on developing the skills needed for students to enter

into the growing fields of medicine, healthcare, and biotechnology. Students will explore health

careers, develop technical skills in a laboratory environment, and learn the skills needed to work in a

hospital setting. Seniors in the Medical and Biotechnology Academy will have the opportunity to

participate in an 8-week internship with a medical professional in their career of choice. Additionally,

students will spend 8-weeks learning to develop professional presentations on health topics. Students

will also be provided with college and career counseling.

MBTA Pathways

Bio Tech Pathway 10th 11th 12

th

English II

Mathematics

Chemistry or

Chemistry Honors

World History

Spanish II, III, or IV

Sports Medicine

English III or

English III Honors

Mathematics

ROP Biotechnology

Spanish III, IV or V

US History

PE or Elective

English IV or


Mathematics

Science/Language/PE

Government or AP


Physiology/ROP Biological

Sciences Laboratory

Research

Medical Pathway 10th 11th 12

th

English II

Mathematics

Chemistry

World History

PE/Language

English III

Mathematics

Science/Language/PE

US History

English IV

Mathematics

Science/Language/PE






year of PE in 10th

, 11th

or 12th

grade.

MBTA – MEDICAL AND BIOTECHNOLOGY ACADEMY

19

MBTA

ROP BIOTECHNOLOGY

Grade: 11– 12 Duration: 1 year Credits: 10

Prerequisites: Biology and Chemistry, must be 16 years old

UC/CSU Requirement: “g”

Biotechnology allows advanced biology students to further their study in the specific areas of genetics,

microbiology, and molecular biology. This is an ROP funded class with an emphasis on learning through hands-

on techniques. Field trips to biotech companies and related government agencies are an important component

of this course.

PHYSIOLOGY & BIOTECHNOLOGY


Prerequisites: Biology and Chemistry

UC/CSU Requirement: “d” or “g”

This is a laboratory course that includes a detailed and comprehensive study of the structure

(anatomy) and function (physiology) of cells, tissues and the organ systems of the human body.

Concepts from the physical sciences are developed and applied as needed. The Scientific approach,

thinking processes, laboratory, communication skills and application of science to social problems

and personal decision making are emphasized. This course qualifies as a laboratory science in

meeting with University of California entrance requirements. In addition to studying anatomy

and physiology, students learn current biotech information and use of tools and procedures.

The students will be involved in a medical professional mentoring program, experiencing techniques,

procedures and advances in biotechnology and medical science. Students will also research, develop

and present health-related topics to peers in a 6-week peer education experience. (This course

meets for 2 periods every day.)

SPORTS MEDICINE


Prerequisites:

UC/CSU Requirement:

This class is designed to give 10th

graders an acquired skill that will be useful in their following classes

during the 11th

and 12th

grade years. Sports Medicine is designed to explore human anatomy and

physiology, and lays the foundation for further study of these sciences. Students learn how systems of

the body function and interact through physical activity, and develop a thorough understanding of the

structure and function of the musculoskeletal system. This knowledge serves as a platform for

understanding the physiological response to injury and improving performance, as well preventative

measures to reduce or avoid injury. Students taking this course will be

working with the school’s athletic teams as part of an after school sports

medicine practicum. Integrated throughout the course are the career

preparation standards, which include basic academic skills, communication,

interpersonal skills, problem solving, safety, and technology and employment

literacy.

20

ROP BIOLOGICAL SCIENCES LABORATORY RESEARCH


Prerequisites:

UC/CSU Requirement:

This is a laboratory science course for students interested in hands-on science. Each student will

choose a research project representative of the biological sciences, involving primarily laboratory

experimentation. Students use the Internet to access information, communicate with scientists

regarding their research topic, and use additional off campus sites to access data. Computers will be

used to both graphically represent and analyze student data. Scientific journal writing formats will be

used in project presentation. Students will publish their research on the Internet or in student-

oriented science journals, and will present their research findings to the class. Individual projects will

be entered in a science fair, such as the Intel International Science and Engineering Fair, the Contra

Costa County Science and Engineering Fair, the Tri-Valley Science and Engineering Fair, or a similar

science fair.

21

ENGLISH I


Prerequisites: 8th

Grade English

UC/CSU Requirement: “a”

English I is a required one-year freshman class. It is designed to help students continue development in

Language Arts: reading, writing, speaking and listening. This course includes instruction in composition, spelling,

vocabulary, grammar, and the interpretation of literature. Skills and concepts are taught in an integrated way to

be mutually reinforcing and align with the state and district adopted standards.

ENGLISH II


Prerequisites: English 1


English II is a required one-year sophomore class. This course continues the development on the four Language

Arts: reading, writing, speaking and listening. Additional exposure to various types of literature and continued

emphasis on developing written expression are stressed. Skills and concepts are taught in an integrated way to

be mutually reinforcing. (This course is aligned with the MDUSD and State Standards adopted Language Arts

Content Standards).

ENGLISH III




English III is a required one-year junior class. This course will enable students to continue developing their

abilities in the skills of Language Arts. Works of literature with an emphasis on American authors will be studied;

composition work will emphasize developing ability in a variety of writing modes. Skills and concepts are taught

in an integrated manner reinforcing proficient Language Arts skills. (This course is aligned with the MDUSD and

State Standards adopted Language Arts Content Standards)

ENGLISH III HONORS


Prerequisites: English 2- Teacher Recommendation


English III Honors is a one year class for a limited number of students who are highly motivated, able to assume

considerable responsibility for their progress and are willing to pursue topics in depth. Intensive study of works

of American literature and advanced forms of composition will be required. The course will have a

comprehensive written final examination. *Students will be selected by an application

process.

ENGLISH LANGUAGE ARTS

22

ENGLISH IV




English IV is a required one-year senior class. In this course students will expand their knowledge of the classics,

modern works of world literature, and non-fiction. This course focuses on comprehensive reading of literary

works and on advanced forms of composition with development of both style and precision. Skills and concepts

are taught in an integrated manner reinforcing proficient Language Arts skills.

ENGLISH IV AP


Prerequisites: English 3 – Teacher Recommendation


English IV Honors is a one-year course for a limited number of students who are highly motivated, able to

assume considerable responsibility for their progress and are willing to pursue topics in depth. Intensive study

of works of American literature and advanced forms of composition will be required. The course will have a

comprehensive written final examination. *Students will be selected as a result of an application process. The

AP English IV course is designed to be the equivalent of a college introductory English course.

ACADEMIC LITERACY – LEVEL 1, 2 OR 3


Prerequisites: None

UC/CSU Requirement: none

Academic Literacy is a lower division elective designed to aid students who need to strengthen their language

arts skills, especially their comprehension of high school level expository text. The course offers direct

instruction in metacognitive reading strategies to negotiate meaning in increasingly difficult material to prepare

students for upper division text-based coursework. Individual assessment of students’ strengths and

weaknesses in reading proficiency is an integral part of the course. Academic Literacy is an intervention course

for CAHSEE.

ENGLISH LANGUAGE ARTS (cont.)

23

FRENCH I


Prerequisites: None

UC/CSU Requirement: “e”

Level I French is a communication-based course in which student’s use listening, speaking, reading, and writing

skills to begin developing fluency in French. Students learn to use these skills while exploring a variety of themes

or topics. They begin to recognize similarities and differences between French and American culture. Students

will meet the expectations of the competency within the context of familiar vocabulary and structures.

Phonological and grammatical structures are frequent and are addressed in a manner that promotes

communication and student confidence.

FRENCH II


Prerequisites: French 1 or Teacher Approval


Level II French is a communication-based course in which student’s use listening, speaking, reading,

and writing skills to begin to develop fluency in French. Students learn to use these skills while

exploring a variety of themes or topics. They begin to gain cultural sensitivity and awareness of

appropriate behaviors and attitudes within the target culture(s).Students will meet the expectations

of the communicative functions within the context of familiar vocabulary and structures.

Phonological and grammatical errors are frequent and are addressed in a way which promotes communication

and student confidence.

FRENCH III



UC/CSU Requirement: “e” or “g”

French III includes a review of grammar concepts from French I and II and the introduction of new, advanced

grammar. This course will be conducted almost entirely in French, and students will be expected to respond in

French. Some French history, geography, and literature will be presented. At the end of the year the student

will be able to speak the language with increasing fluency.

FRENCH IV HONORS




Level IV French is a communication-based course in which student’s progress on the continuum of

developing fluency in French. Students explore and expand a variety of themes or topics. Students

continue a study of literature of the target culture(s). They refine their cultural sensitivity and awareness of

appropriate behaviors and attitudes within the target culture(s). Students will meet the expectations of the

communicative functions within the context of familiar vocabulary and structures. Students will communicate in

a manner that is comprehensible to most native speakers. Phonological and grammatical errors may still exist

and are addressed in a way that promotes communication and student confidence.

WORLD LANGUAGES - FRENCH

24

SPANISH I


Prerequisites: None


Level I Spanish is a communication-based course in which student’s use listening, speaking, reading, and writing

to develop fluency in Spanish. Students learn to use these skills while exploring a variety of themes or topics.

They begin to recognize similarities and differences between target culture(s) and American culture. Students

will meet the expectations of the communicative functions within the context of familiar vocabulary and

structures. Phonological and grammatical errors are frequent and are addressed in a way that promotes

communication and student confidence.

SPANISH II


Prerequisites: Spanish 1 or Teacher Approval


Level II Spanish is a communication-based course in which students use listening, speaking, reading and writing

skills as they continue to develop fluency in Spanish. Students learn to use these skills while exploring a variety

of themes or topics. They begin to gain cultural sensitivity and awareness of appropriate behaviors and

attitudes within the target culture(s). Students will meet the expectations of the communicative functions

within the context of familiar vocabulary and structures. They will communicate in a manner that is

comprehensible to a native speaker who is accustomed to non-native speakers. Phonological and grammatical

errors are frequent and are addressed in a way that promotes communication and student confidence.

SPANISH III




Level III Spanish is a performance-based course in which student’s progress on the continuum of developing

fluency in Spanish. Students participate in activities spanning a variety of themes and topics. They begin to

transition from topic of the immediate environment to those of more global perspectives. They communicate

with increasing fluency and control of vocabulary and structure. As they begin the study of literature of the

target cultures, they expand their intercultural knowledge and awareness.

SPANISH IV AP




Spanish AP Language is intended for students who wish to develop their proficiency in all four language skills:

listening, speaking, reading, and writing. The AP Spanish Language course is designed to be comparable to

advanced level (fifth-and sixth-semester or the equivalent) college/university Spanish language courses. It

encompasses aural/oral skills, reading comprehension, grammar, and composition. Course content will reflect

intellectual interests shared by the students and teacher. The course seeks to develop language skills that are

useful in themselves and that can be applied to various activities and disciplines. Extensive training in the

organization and writing of composition will be an integral part of the course. This course is designed to prepare

students for the AP Spanish Language Exam.

WORLD LANGUAGES - SPANISH

25

SPANISH V Honors


Prerequisites: English 4 or Teacher Approval


Spanish AP Literature class is designed to allow students to demonstrate their ability to analyze literary text

written in Spanish and to write expository essays on topics related to the works included in the AP Spanish

Literature reading list. The skills necessary to succeed on the exam are developed through the study of Hispanic

literature over a period of several months. Such study includes the critical reading of works from the reading list

and the writing of essays on substantive literary topics. Qualifying grades on the AP Spanish Literature Exam can

allow Latin American literature course.

SPANISH FOR SPANISH SPEAKERS 2


Prerequisites: Teacher Recommendation


Spanish for Spanish Speakers II is a Language Arts course in which students advance their language skills in

listening and speaking, and continue to develop their reading and writing proficiency. Students expand these

skills while exploring literature-based themes and topics. They recognize similarities and differences between

cultures and appreciate the cultural contributions of Spanish speaking peoples. Successful completion of this

course ("C" or better/Teacher recommendation) allows student to enroll in any appropriate advanced level

Spanish course.

WORLD LANGUAGES – SPANISH (cont.)

26

ALGEBRA I


Prerequisites: None

UC/CSU Requirement: “c”

This course covers the twenty five California State Mathematics Standards for Algebra I focusing

on writing, solving, and graphing linear and quadratic equations. The ability to communicate

mathematical reasoning and understanding will be incorporated into all math topics. In

addition, algebraic skills and concepts are developed and used in a wide variety of problem

solving situations. This course is the first course in the “a-g” three-year mathematics

requirement for four-year college admission.

ALGEBRA SKILLS


Prerequisites: Algebra I


This course is designed for students to further develop an understanding of function, algebra, geometry,

statistics and probability, measurement, number, logic and language, in a non-calculator setting. The emphasis

of this course is to provide the concepts and skills necessary to meet the district’s rigorous academic standards

in mathematics.

GEOMETRY


Prerequisites: Algebra 1


The second course in a three year sequence where students develop an understanding of function, algebra,

geometry, statistics and probability, discrete mathematics, measurement, number, logic and language.

Geometry is a course in the “a-g” three year sequence to satisfy the requirements to enter a four year college.

ALGEBRA II


Prerequisites: Geometry


This course provides the student with the knowledge of concepts identified in the California State Standards.

Emphasis is on algebraic skills and concepts. The ability to communicate mathematical reasoning and

understanding will be incorporated in all the topics. In addition, students will develop their ability to construct

formal, logical arguments in algebraic settings and problems. This course is the third course in the three-year

mathematics requirement for four-year college admission.

MATHEMATICS

27

TRIGONOMETRY AND ADVANCED ALGEBRA TOPICS


Prerequisites: Completion of Algebra II with a “C” or better.


The first semester of this course is a study of trigonometry. During the second semester selected advanced

algebra topics are studied. These topics include logarithms, sequences and series, matrices and determinants,

probability and statistics. The course is culminated with use of the computer to enhance understanding of the

concepts studied in this course.

PRE-CALCULUS HONORS


Prerequisites: B or better in Algebra 2 or Teacher Approval

UC/CSU Requirement: “c” or “g”

Pre-Calculus is considered to be the fourth year of an advanced mathematics program, also

taught at the college level trigonometry. Pre-Calculus Honors refines the Trigonometric,

Geometric and Algebraic techniques needed in the study of Calculus. New skills will be

explored in greater detail challenging most high school students.

CALCULUS AP


Prerequisites: B or better in Pre-Calculus or Teacher Approval

UC/CSU Requirement: “c” or “g”

This course consists of the study of functions, limits, continuity, differentiation, integration, and applications of

the principles of differential and integral calculus. The course will prepare students for the Calculus Advanced

Placement exam. This is a college level course.

PERSONAL FINANCE


Prerequisites: None


The following mathematical operations are presented and reinforced in Personal Finance: Addition, subtraction,

multiplication, division of whole numbers, decimals, and fractions. Equivalents, percentages, weights, measures,

and the metric system are also studied. These skills are applied to problems involving personal and business

situations; e.g., checking accounts, interest rates, cash discounts, sales, payroll, commissions, comparison

shopping, and tax problems.

AIMS II


Prerequisites: Concurrent enrollment in Algebra I


This course provides the student with basic mathematical skills and knowledge required for success in the study

of Algebra. It is designed to support students who are currently taking Introduction to Algebra I or Algebra I.

AIMS I & II are intervention courses for CAHSEE preparation.

MATHEMATICS (cont.)

28

PHYSICAL EDUCATION 9


Prerequisites: None


Ninth grade physical education is comprised of activities from the eight areas included in the physical education

handbook and model curriculum standards. It will also include a cognitive-based, health-related fitness

program. This requisite year forms the core for a sequentially developed elective program. All

students will be exposed to the areas of physical activity, combatives, gymnastics/tumbling,

individual and dual sports, mechanics of body movement, rhythm and dance, team sports and a

cognitive-based, health-related fitness program.

AEROBICS LEVEL 1


Prerequisites: PE 9


Aerobics includes knowledge of exercise physiology and body mechanics. Jogging, bicycling and aerobic exercise

to music are used to improve the cardio respiratory, strength, and endurance fitness levels of the students.

Cognitive-based physical and health-related concepts and grade-level physical fitness performance objectives

will be reviewed, applied and evaluated at all grade levels.

AEROBICS LEVEL 2


Prerequisites: Aerobics Level 1


Aerobics includes knowledge of exercise physiology and body mechanics. Jogging, bicycling and aerobic exercise

to music are used to improve the cardio respiratory functions, strength, and endurance fitness levels of the

students. Students will develop and implement a personal aerobic program to include strength, cardio

respiratory endurance, and nutrition. Cognitive-based physical and health-related concepts and grade-level

physical fitness performance objectives will be reviewed, applied and evaluated at all grade levels

DANCE 1


Prerequisites: PE 9


Dance I is a class that introduces students to the study of fundamental forms of movement which will

allow them to create their own dance compositions. Students will study different dance styles and

forms, which will include historical and cultural information on dance. This class is designed for all

students with or without previous experience in dance, and can prepare students for more advanced

classes. Clothing requirements are black pants, white top and dance slippers.

PHYSICAL EDUCATION

29

DANCE 2


Prerequisites: Dance 1

UC/CSU Requirement: “f” or “g”

Dance II is an intermediate class that focuses on more advanced dance techniques, choreography and

performance skills. Students will continue to study different dance styles and forms that will include historical

and cultural information on dance. This class is designed for all students who have successfully completed

Dance I or have demonstrated to the instructor sufficient knowledge and skills. Clothing requirements are black

pants, white top and dance slippers.

PERSONAL FITNESS


Prerequisites: PE 9


Personal fitness is a course designed to meet the individual needs of students in the area of fitness, specifically

in the areas of cardio respiratory fitness, strength fitness, endurance fitness, and nutrition.

ZERO PERIOD PERSONAL FITNESS


Prerequisites: PE 9. Must be able to be at school by 7:15 a.m. daily


Personal fitness is a course designed to meet the individual needs of students in the area of fitness, specifically

in the areas of cardio respiratory fitness, strength fitness, endurance fitness, and nutrition.

TEAM SPORTS I


Prerequisites: PE 9


Team sports consist of the following units of instruction: volleyball, football, soccer, speedball, basketball, and

softball. Instruction in skills will be provided in each activity. Cognitive-based physical and health-related

concepts and grade-level physical fitness performance objectives will be reviewed, applied and evaluated at all

grade levels.

TEAM SPORTS II


Prerequisites: Team Sports I


Team sports consist of the following units of instruction: volleyball, football, soccer, speedball, basketball, and

softball. Instruction in skill- refining techniques and strategies will be provided in each activity. Cognitive-based

physical and health-related concepts and grade-level physical fitness performance objectives will be reviewed,

applied and evaluated at all grade levels.

PHYSICAL EDUCATION (cont.)

30

WEIGHT TRAINING LEVEL 1


Prerequisites: PE 9


Weight training is a three-day-a-week work-out program. Students will lift on Monday, Wednesday, and Friday.

The off days are used for cardio respiratory fitness. Various team sports are also offered during off days.

Workouts are based upon the set/repetitions concept. Free weights, universal machines, and dumbbells are the

major sources of training. Students are grouped by abilities and each student works to his/her own individual

capacity. Cognitive-based physical and health-related concepts and grade-level physical fitness performance

objectives will be reviewed, applied and evaluated at all grade levels.

6TH

PERIOD ATHLETIC WEIGHT TRAINING


Prerequisites: Must be in at least one (1) intramural sport and/or recommendation by a coach.


Weight training is a three-day-a-week work-out program. Students will lift on Monday, Wednesday, and Friday.

The off days are used for cardio respiratory fitness. Various team sports are also offered during off days.

Workouts are based upon the set/repetitions concept. Free weights, universal machines, and dumbbells are the

major sources of training. Students are grouped by abilities and each student works to his/her own individual

capacity. Cognitive-based physical and health-related concepts and grade-level physical fitness performance

objectives will be reviewed, applied and evaluated at all grade levels.

WEIGHT TRAINING LEVEL 2


Prerequisites: Weight Training Level 1


This course focuses primarily on mastery of skills and techniques taught in Level I and the identification of

muscle groups involved. Advanced techniques and skills are taught, plus the development of individual

programs that include development of short-and long-term goals. Emphasis is on development of lifting

concepts, maintenance of muscle tone, endurance and establishment of self-evaluation. Cognitive-based

physical and health-related concepts and grade-level physical fitness performance objectives will be reviewed,

applied and evaluated at all grade levels.

PHYSICAL EDUCATION (cont.)

31

BIOLOGY


Prerequisites: None

UC/CSU Requirement: “d”

Usually taken in the 10th grade, this general Biology course includes an explanation of life structures, processes

and interrelationships, while satisfying the Life Science graduation requirement. This course serves as an

introduction to laboratory science, and includes instruction in the scientific method, procedures, use of science

equipment, and proper lab safety. This course meets the criteria for laboratory science courses in the University

of California and California State Universities and colleges entrance requirements.

BIOLOGY AP


Prerequisites: Biology 1 and Chemistry

UC/CSU Requirement: “d” or “g”

The AP Biology course is designed to be the equivalent of a college introductory biology course usually taken by

biology majors during their first year at college. AP Biology includes topics regularly covered in a college Biology

courses for majors in a college program in Introductory Biology. The college course in Biology differs

significantly from the usual first high school Biology course in respect to the text book used, the

range and depth of topics covered, laboratory work done by students, and the time and effort

required of students. The kinds of labs done by AP students must be the equivalent of those done

by college students interested in introductory courses. [Some students as college freshmen are

permitted to undertake upper level courses in Biology or register for courses for which Biology is a

prerequisite having successfully passed the AP Biology exam.]

ROP AP ENVIRONMENTAL SCIENCE


Prerequisites: Biology and Chemistry, must be 16 years old


The Environmental Science is the study of how humans affect and are affected by their environment. It includes

the study of the total environment of Earth, and how each human and all humans collectively with their actions

or lack of actions affect the environment, in both negative and positive ways. Emphasis is placed on what

students can do to join the global community in attaining sustainability. An extensive study of what constitutes

environmental equilibrium is made. Examples of environmental problems and solutions that are already in

progress are studies.

EARTH SCIENCE II


Prerequisites: None


This is a course designed to fulfill the physical science graduation requirement for students who

do not elect to take chemistry or physics. Content includes major ideas relevant to astronomy,

geology, meteorology, oceanography, chemistry and physics. General Physical Science attitudes,

thinking processes and skills, and applications of science and technology to social problems and personal

decision making are included. This course does not meet the University of California or California State

University laboratory science entrance requirements. Labs included as appropriate.

SCIENCE

32

CHEMISTRY


Prerequisites: Algebra I with a grade of “C” or better. Concurrent enrollment in Geometry or higher


Chemistry is the study of the structure of matter, atoms, molecules, crystals, and solutions and how that

structure is related to the properties and behavior of matter. A quantitative approach is used to investigate the

processes that occur during chemical change, when matter changes its form, and with the energy that is always

involved with those processes. Basic principles of chemistry are developed and applied to real life situations.

This course is designed to provide a foundation for further study of science. This course meets the criteria for

laboratory science courses in the University of California and California State Universities and Colleges

entrance requirements.

CHEMISTRY HONORS


Prerequisites: Geometry completion with grade of B or better, Concurrent enrollment in Algebra II or higher.


Chemistry is the study of the structure of matter, atoms, molecules, crystals, and solutions and how that

structure is related to the properties and behavior of matter. A quantitative approach is used to investigate the

processes that occur during chemical change, when matter changes its form, and with the energy that is always

involved with those processes. Basic principles of chemistry are developed and applied to real life situations.

Chemistry I Honors differs from Chemistry I in that the pace of instruction is faster, additional topics are

included, and many topics are treated in greater depth with math applications. Chemistry I Honors meets the

criteria set forth by the University of California and California State Universities and Colleges for a laboratory

science honors course.

PHYSICS

Grade: 11 - 12 Duration: 1 year Credits: 10

Prerequisites: Algebra I and Geometry


Physics is a laboratory course that provides a systematic understanding of the fundamental principles of physical

phenomena that govern chemical, biological, terrestrial and astronomical processes. This course provides a

foundation for the intensive studies of most other sciences and for an understanding of many technological

applications of science. Major areas of content include mechanics, work and energy, wave motion, light,

electromagnetism, and modern atomic and nuclear physics. Science, thinking processes, skills, and applications

of science and technology to social problems and personal decision making are emphasized. The course

qualifies as a laboratory science in meeting with University of California entrance requirements.

PHYSICS HONORS


Prerequisites: Completion of Algebra II with a grade of B or better.


Honors Physics is an intensive study into the physical phenomena that govern the events that occur in the world

around us. Mathematical analysis and problem solving approaches are emphasized. Laboratory exercises will

require students to apply knowledge to new situations and work in situations that require unique and

imaginative solutions. Honors Physics is intended for students with an interest to major in the sciences or

science-related careers. Topics discussed are mechanics, vectors, forces, gravity, energy, thermodynamics, gas

laws, waves, electromagnetism, nuclear physics, and modern physics. The course qualifies as a laboratory

science in meeting with University of California entrance requirements.

SCIENCE (cont.)

33

WORLD HISTORY


Prerequisites: None


This course offers a study of world civilizations with an emphasis on cultures from the mid-eighteenth through

the twentieth centuries. It will integrate trends from previous periods as a way of developing appropriate

historical context. Students will have opportunities to study significant historical developments and events

during these periods. Students will demonstrate competency in thinking historically, understanding the

relationship between the individual and community, and in applying the social science method.

US HISTORY


Prerequisites: None


The primary focus of this course will be to explore the major events, personalities, and the social, cultural,

political, economic and technological changes that have shaped United States history in the twentieth century.

The course begins with a selective review of American history from the Age of Discovery to the Gilded Age with

an emphasis on the following themes: the nation’s beginnings, the origins of democratic government, the rise of

sectionalism and the industrial transformation of the United States. The major historical units include: the

Progressive Era, World War I, the 1920’s, the New Deal and the Great Depression, World

War II, the Cold War and the 1950’s, the 1960’s, the 1970’s, and contemporary America.

Students will develop a sense of historical connection and an appreciation of historical

time, involving the concepts of the past, present, and future. Students will extend their

historical literacy regarding twentieth century United States history. Finally, the course will

promote democratic values and good citizenship through its examination of the evolution.

US HISTORY AP


Prerequisites: Special Application/Teacher Approval


The aim of AP U.S. History is to provide students with a learning experience equivalent to that obtained in most

college introductory U.S. History courses and to prepare students for successful completion of the AP exam.

This course will explore the major events, personalities and the social, cultural, political, economic and

technological changes that have shaped United States history from the 15th to the 20th centuries. AP U.S.

History differs from US History in that the pace of instruction is faster; additional topics are included and

covered n greater depth. Students are prepared for the College Board AP exam, taken in the spring.

US GOVERNMENT


Prerequisites: None


The Government course will study the basic structure of American government, exploring the role of

government should be according to our Constitution. Supporting objectives include historical

political theories essential to the establishment of our American government, supplemented by the social,

economic, and religious institutions which influenced it. Further, an objective is to expose students to

participatory government experiences leading to an informed electorate, capable of taking responsibility and

leadership in society.

SOCIAL SCIENCES

34

ECONOMICS


Prerequisites: None


The Economics course will explore the basic principles and operations of the free market economy in the context

of choices among scarce resources. Further, students will gain understanding of our role in the global economy,

illustrating our interdependence. Lastly, students will develop skills for personal economics.

US GOVERNMENT AP


Prerequisites: Successful completion of US History


The aim of US Government AP is to provide students with a learning experience equivalent to that obtained in

most college introductory U.S. Government and Politics courses and to prepare students for successful

completion of the AP exam. This course will provide students an analytical perspective on government and

politics in the United States and familiarize the student with the various institutions, groups, beliefs and ideas

that constitute U.S. politics both domestically and globally.

HUMAN RIGHTS




Human rights are the rights that all people have simply because they are human beings. Human rights

education promotes the teaching and learning of human rights principles, and integrates the teaching of human

rights standards, values and action skills and promotes knowledge of and respect for the rights contained in the

Universal Declaration of Human R9ights, creates awareness of human rights violations, and provides tools for

action to end violations, and teaches the values of human dignity, tolerance, multiculturalism, and nonviolence,

and the skills of critical analysis and of civic participation, all in ways that are relevant to students' lives.

SOCIAL SCIENCES (cont.)

35

ART I – ART & DESIGN WORKSHOP


Prerequisites: None


Art I is a class that introduces students to the elements of art and principles of design. The history and critiquing

of visual arts are presented through the use of projects, lectures, films, and slides. This class provides a basic

understanding of how to see, evaluate, and interpret a variety of media. The student will analyze and make

judgments about form, content, techniques, and purpose in works of art as evidenced by creation & evaluation

of portfolios. Basic tools and techniques are explained, demonstrated, and practiced to promote creative

expression through active student participation. This course supports cross-curricular learning and basic school-

to-career awareness. Art I is designed for all students with or without previous experience

in the visual arts and can prepare students for more advanced Fine Arts classes.

ART II – DRAWING & PAINTING


Prerequisites: Successful completion of Art I


Art II is an advanced class that extends students knowledge and abilities in the fundamentals and principles of

two-dimensional art forms. The history and critique of these forms are presented through the use of projects,

lectures, and visual materials. This class provides a greater understanding of how to see, evaluate, and interpret

projects such as; pencil, ink, watercolor, acrylic, tempera, oil, collage, pastels, charcoal and clay. The students

will respond to, analyze, and make judgments about form, content, technique, and purpose in works of art as

evidenced by the creation and evaluation of portfolios. Related tools and techniques are explained,

demonstrated and practiced to promote creative expression through active student participation. Work outside

of class is required, for example: portfolio or project preparation, reading, writing, or critical viewing where

appropriate. This course continues cross-curricular and school to career awareness. This class is designed for

students with previous experience in the visual arts who are prepared for an advanced level of the Fine Arts.

ART ADVANCED


Prerequisites: Successful completion of Art I and Art II or Teacher Approval


This is an advanced course of study in art with the intent of developing a portfolio of work that exhibits an in-

depth understanding of visual relationships, aesthetics, and a variety of media. Students will develop their own

projects with the approval and direction of the instructor. Art of regional civilizations as well as contemporary

art will be explored. Works of art will be examined in terms of their historical precedents and

their elements and principles of design. Students will also investigate the influence of new

technology and materials on works of art and experiment with technological development. This

course enhances cross-curricular experiences and school to career opportunities. Students who

repeat this course for credit will demonstrate higher levels of investigation and study in each

repeated semester.

VISUAL ARTS

36

CERAMICS I – 3D DESIGN


Prerequisites: None


Ceramics I is a class that introduces students to the fundamentals and principles of the visual arts and is open to

any student in grades 9-12. The history and critiquing of visual arts are presented through the use of projects,

lectures, films and slides. This class provides a basic understanding of how to see, evaluate and interpret a

variety of media. Basic tools and techniques* are explained, demonstrated and practiced to promote creative

expression through active student participation. This class is designed for all students with or without previous

experience in the visual arts and can prepare students for more advanced classes. (*Techniques are pinch, coil,

slab, wheel, sculpture, decorating, and glazing works made of clay.)

CERAMICS II – 3D MEDIA


Prerequisites: Ceramics I


This course is for students who would like to go beyond the introductory level of ceramics and explore their

individual creative talents in hand-building, wheel-throwing, glaze mixing and sculpture. Outside gallery viewing

will be a requirement.

CERAMICS ADVANCED – ADVANCED 3D MEDIA


Prerequisites: Ceramics I and II or Teacher Approval


Advanced Ceramics is an advanced class that expands student knowledge and abilities in the fundamentals and

principles of three-dimensional visual art forms. Students must demonstrate the ability to work independently

in areas of special interest. The history and criticism of ceramics are presented in greater depth through the use

of projects, lectures, and visual arts materials. This class expands and deepens understanding of how to see,

evaluate and interpret experience through projects such as: wheel throwing, casting, slab, pinch, coil, sculpting,

glazing, decorating, and ceramics firing methods. Specialized tools and techniques are explained, demonstrated,

and used to promote individual creative expression through active student participation. Work outside of class

is required, (e.g., project preparation, reading, writing, research, critical viewing, and exhibiting). Students will

explore possibilities of higher education and/or career opportunities in ceramics. This class is designed for

motivated students who are prepared for a more advanced level of ceramics.

PHOTOGRAPHY I – DIGITAL WORKSOP


Prerequisites: None


Photography as a non-verbal language allows all students to increase their visual perception and provides a

medium for creative expression. The history of photography will be evaluated in the context of historical, social,

cultural and artistic developments. In producing their own work and by studying the photographs of others, all

students will develop a foundation for making informed aesthetic judgments. Students will learn to operate 35

mm cameras and light meters while using black and white film. They will process negatives, create proof and

enlargement prints and learn the basics of design and lighting theories related to photography. Students will be

challenged with assignments that replicate professional work with the enhancement of critical thinking skills.

They will learn how to apply elements from the study of photography to other art forms, content areas, and

careers.

VISUAL ARTS (cont.)

37

PHOTOGRAPHY II – ADVANCED DIGITAL STUDIO


Prerequisites: Photography I


Photography as a non-verbal language allows all students to increase their visual perception and provides a

medium for creative expression. The history of photography will be evaluated in the context of historical, social,

cultural and artistic developments. In producing their own work and by studying the photographs of others, all

students will expand their base for making informed aesthetic judgments as learned in Photography Arts I.

Students will become proficient in operating 35 mm cameras and light meters while using black and white film.

They will process negatives, create proof and enlargement prints and expand their use of the basics of design

and lighting theories related to photography. In building their portfolio, students will be challenged with

assignments that replicate definitive professional work with the enhancement of critical thinking skills. They will

learn how to apply elements from the study of photography to other art forms, content areas, and careers.

DANCE I


Prerequisites: None


Dance I is a class that introduces students to the study of fundamental forms of movement which will allow

them to create their own dance compositions. Students will study different dance styles and forms, which will

include historical and cultural information on dance. This class is designed for all students with or without

previous experience in dance and can prepare students for more advanced classes. Clothing requirements are

black pants, white top and dance slippers.

DANCE II


Prerequisites: Dance I


Dance II is an intermediate class that focuses on more advanced dance techniques, choreography and

performance skills. Students will continue to study different dance styles and forms that will include

historical and cultural information on dance. This class is designed for all students who have

successfully completed Dance I or have demonstrated to the instructor sufficient knowledge and skills.

Clothing requirements are black pants, white top and dance slippers.

VOCAL MUSIC I – MUSICAL THEATRE


Prerequisites: none


Musical theatre – vocal Music I is a course open to any student in grades 9 – 12. Students will learn proper vocal

music techniques and teaching of acting in scenes from Broadway musicals. Performances for school,

community and music festivals are an important part of the program. Musical theatre is designed for all

students without previous experience in drama or music, and will help prepare students for Concert choir, Vocal

Ensemble, and Drama II or Drama III.

VISUAL ARTS (cont.)

PERFORMING ARTS

38

VOCAL MUSIC I – MIXED CHOIR


Prerequisites: None


Mixed Chorus/Vocal Music I is a course open to students in grades 9-12. Students will learn proper vocal

techniques and will rehearse and perform choral music of different styles, cultures, and periods. Performances

at school are part of the program. This class is designed for all students with or without previous experience in

music and can prepare students for more advanced classes. After school and/or evening rehearsals do occur

and are occasionally required. Basic skills in music theory are also covered.

VOCAL MUSIC II – CONCERT CHOIR


Prerequisites: Vocal Music I


Concert Choir continues the skills taught in Vocal Music I. The choir is the vocal performance group of Mt. Diablo

High and represents the school at many different functions throughout the year. Music theory (music reading,

sight singing) skills are taught and are a large component of the class. After school and evening performances

are mandatory.

DRAMA I


Prerequisites: None


Drama I is a beginning class open to students in grades 9-12. Students will study the techniques of

acting and perform scenes and one-act plays for other students. This class is designed for all students

with or without previous experience in drama and will prepare students for more advanced classes.

This is a hands-on class and students can expect to be performing in front of classmates several

times a week. After school rehearsals and performances may occur as a requirement.

DRAMA II


Prerequisites: Drama I


Drama II is designed as an intermediate level in dramatics. To be eligible, the student must have passed Drama I

or have the instructor’s permission. The class emphasizes on the refinement and development of the principles

learned in Drama I. Play production and the history of theatre of other cultures are also a part of this class.

Students will develop the ability to evaluate different styles of acting. This course can be repeated.

DRAMA III


Prerequisites: Drama II


Drama III places stress on the refinement and development of the principles learned in Drama I and Drama II.

Advanced students are expected to participate in all major productions. Senior Drama students are expected to

either act in and/or direct one-act plays, plus perform scenes from contemporary and classical theatre, including

Shakespeare. Performances at area festivals and competitions are part of the course. A grade of “C” or better in

the student’s most recent English class is strongly recommended. This course can be repeated.

PERFORMING ARTS (cont.)

39

INSTRUMENTAL MUSIC I – CADET BAND


Prerequisites: None


Cadet Band/Instrumental Music I is a course for students who wish to learn to play a brass or woodwind

instrument. Students must have their own instrument (or renting is an option) and should contact the music

teacher before enrolling in the class for help in making the proper selection. Emphasis will be placed on reading

music and developing the skills to play an instrument. No previous music training is necessary. This course can

be repeated.

INSTRUMENTAL MUSIC II – CONCERT BAND


Prerequisites: Auditions are mandatory


Concert Band/Instrumental Music II is open to students in grades 9-12 by teacher recommendation. Students

will learn proper instrumental techniques and rehearse and perform instrumental music of different styles,

cultures, and periods. Performances for school, the community, and music festivals are an

important part of the program. This class is designed for all students with some previous

experience in instrumental music and can prepare students for more advanced classes. Marching

Band will be a part of the activity of this band. The music teacher can supply additional

information regarding this part of the program. This course can be repeated.

INSTRUMENTAL MUSIC III – JAZZ BAND




Jazz Band/Instrumental Music III is an advanced course in jazz. Students must be able to play their instrument

with a high degree of skill. The music will consist of professional level commercial and jazz music. Students will

be expected to improvise with some skill and to know and understand the harmonic structure of the music that

is played. Students will be encouraged to write for this ensemble. The jazz band will perform on many

occasions for the general public at music festivals, concerts, and school functions. Membership in the group is

by teacher recommendation to ensure that the students have a proficient level of musical skill and to maintain a

balanced instrumentation. This course can be repeated.

INSTRUMENTAL MUSIC III – WIND ENSEMBLE




Wind Ensemble-Instrumental Music III is an advanced instrumental music class open to any students in grades 9-

12. Students will learn proper instrumental techniques and rehearse and perform music of an advanced degree

of difficulty and of different styles, cultures, and periods. Performances for school, the community, and music

festivals are an important part of the program. Students may enroll only with the teacher permission. The

music teacher can supply additional information pertaining to this class. This course can be repeated.

PERFORMING ARTS (cont.)

40

INTRODUCTION TO FILM STUDIES


Prerequisites: None


Film is one of the major collaborative art forms of the 20th century. This course will examine the

many aspects of this art form, such as the history and aesthetics of film and other moving images. It

will examine film in terms of vocabulary, criticism, grammar, production elements, genre,

collaboration, acting, modes of music, historical context, and career opportunities.

JROTC (JUNIOR RESERVE OFFICER TRAINING CORPS)


Prerequisites: None


LET (Leadership, Education and Training) uses the success of the military to model outstanding citizenship

characteristics, problem solving exercises, and situational leadership exercises. The course offerings have two

separate levels of Leadership, Education and Training classes, LET 1 and LET 2. Students must have successfully

completed LET 1 (full academic year) to progress into LET 2 classes. A student cannot enroll concurrently in LET

1 and LET 2. LET 2 is a full academic year in length. LET is a progressive curriculum used to prepare young

people for the complex work world and be responsible citizens. JROTC LET classes are credited toward University

of California college and University Senior ROTC Military Science course Level I and II (MSC I & II) upon successful

completion of 4 year curriculum (LET 1 to 4).

LEADERSHIP


Prerequisites: Required class for elected or appointed student body and class officers


This course is designed to develop unique characteristics, attitudes, and skills which empower a person to make

significant changes in self and to move a group of people in new and positive directions. When a student is

enrolled beyond one year, he or she may be elected or appointed to an office with increased scope and

responsibility. In addition to refining the skills learned, the student will be expected to complete more difficult

projects, prepare and provide peer instruction, and do additional reading, interviewing, and research in the

areas of leadership and group process.

YEARBOOK


Prerequisites: None


This course introduces students to a variety of writing and layout skills involved in creating and

publishing a yearbook. Students will study design theories, the aesthetics of composition, and the evolution of

visual communication. These elements will then be applied to learning in other art forms across the curriculum.

The pace of the course will simulate the professional work environment, preparing students for a variety of post-

graduation careers in Fine Arts.

JOURNALISM


Prerequisites: None


This course introduces students to a variety of writing and editorial skills involved in creating and

publishing a newspaper. These skills will be used in the production of the school newspaper. Students

will study communication strategies, aesthetics in the art of mass communication, and various media.

Students will develop an awareness of journalistic integrity and the balance between the rights and

responsibilities of media in a free society. In addition, they will explore careers related to

journalism.

ELECTIVES

41

CLASSES OFFERED FOR ENGLISH LANGUAGE LEARNERS

ELL SHELTERED TRANSITIONAL MAINSTREAM (TM)

ELD 1 World History English I, II, III, IV Geometry

ELD 2 US History World History Biology

ELD 2A Government US History Chemistry

ELD 3 Economics Government Earth Science II

ELD 4 English I Economics

Intro to Algebra Algebra I, II

ELD ACADEMIC LANGUAGE


Prerequisites: Placement by ELD Assessment


This course is designed to accelerate the learning of academic English which students need to succeed in their

core content classes. The course focuses on strategies that enable English Learners to comprehend the

language of textbooks, lectures, and discussions. In addition, students learn the language required to interact

collaboratively with English speaking students in academic settings. The course provides EL students with

opportunities to develop their thinking skills and encourages them to read and write with competency.

Instruction is developmental and delivered in ways appropriate to the English proficiency level of the students.

ENGLISH LANGUAGE DEVELOPMENT




English Language Development (ELD) is a one to two year course for English Language Learner students in the

early stages of English acquisition. The course is aligned with the district and California State Board of Education

ELD standards that lead to the district and state adopted English Language Arts standards. ELL students

completing this course will move through Beginning and Early intermediate stages of language acquisition in

listening, speaking, reading and writing into the Intermediate level of the ELD standards.

English Language Learner (ELL) students are placed in classes by an

assessment process; the CELDT exam and teacher recommendations

STRUCTURED ENGLISH IMMERSION – This program is specially designed for beginner students

during their first two years of English.

TRANSITIONAL MAINSTREAM – Students are considered to be moderately fluent or at an

intermediate level of oral English Proficiency. The Limited English Proficient (LEP) students in their

third and fourth year of English are transitioned into core classes with general education students.

The core areas are English, Science, Math and Social Studies.

ADVANCED MAINSTREAM – This program is designated as Level 5 and to increase English language

fluency. This course is for students who have been here five or more years but have not been

reclassified as Fluent English Proficient (FEP). These students are served in general education classes

with CLAD - certificated Teachers.

ENGLISH LANGUAGE DEVELOPMENT

42

SPANISH LANGUAGE LITERACY




Spanish Language Literacy is intended for recently-arrived Spanish-speaking immigrant students who are

assessed to need development of basic literacy in their first language. The course will provide students with

instruction that is designed to accelerate reading and writing of Spanish. The goals of the course are threefold:

To enable students to meet grade level reading and writing standards in Spanish. To give students the

foundation in Spanish literacy that they will need in order to successfully develop English Literacy. To support

students in the development of academic language strategies they will need to participate in the district's

curriculum. (The content of the course will include a wide variety of reading and writing in Spanish-language

literature and expository text.) (Instruction will be based on the Estándares de Lecto-Escritura en Español, an

adaptation of the California English Language Arts Content Standards, by the San Diego County Office of

Education)

SPANISH FOR SPANISH SPEAKERS 1


Prerequisites: Oral Proficiency


Spanish for Spanish Speakers is a communication-based course in which students improve their language skills in

listening and speaking, and concentrate on developing reading and writing proficiency. Students expand these

skills while exploring a variety of themes and topics. They begin to recognize similarities and differences

between cultures and to appreciate the cultural contributions of Spanish speaking peoples. The course prepares

students for at least Spanish II or a higher level course. The instructional strategies, emphasis and time spent on

specific performance objectives differ from Spanish I because of greater emphasis on reading and writing skills.

Much of the content for cultural understanding is based on the student’s own experience and questions.

ENGLISH LANGUAGE DEVELOPMENT (cont.)

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