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Bertie 2015-2016 Course Offerings Handbook

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2015-2016 Course Offerings for Bertie High School & Bertie STEM High School
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  • 2015-2016

    Course Offerings for

    Bertie High School & Bertie STEM High School

  • 1

    Bertie County Schools

    Together we can

    Fly high and soar

    Education is the key

    That unlocks the doors

  • 2

    The important thing is not so much

    that every child should be taught, as that every child should be given the

    wish to learn.

    John Lubbock

  • 3

    Bertie County Schools

    Bertie County Board of Education Members

    Tarsha Dudley Chairperson

    Bobby Occena Vice-Chairperson

    Emma Johnson

    Jo Johnson-Davis

    Barry McGlone

    Superintendent of Bertie County Schools

    Mrs. Elaine White Superintendent

    Bertie County Schools

    www.bertie.k12.nc.us

    P.O. Box 10 Phone: 252-794-6000 Windsor, NC 27983 Fax: 252-794-1927

    http://www.bertie.k12.nc.us/

  • 4

    TABLE OF CONTENTS

    BERTIE COUNTY SCHOOLS STATEMENTS

    BERTIE HIGH SCHOOL DIRECTORY

    BERTIE STEM HIGH SCHOOL DIRECTORY

    BERTIE HIGH SCHOOL WHOM TO SEE ABOUT

    BERTIE STEM HIGH SCHOOL WHOM TO SEE ABOUT

    MESSAGE TO STUDENTS AND PARENTS

    GENERAL INFORMATION

    GRADUATION REQUIREMENTS AND EXIT DOCUMENTS

    PROMOTION AND DUAL ENROLLMENT

    END-OF-COURSE TEST POLICY

    EARLY COLLEGE ENTRANCE POLICY

    DIRECTORY INFORMATION NOTICE

    DRIVERS LICENSING LEGISLATION

    FUTURE-READY CORE REQUIREMENTS

    OCCUPATIONAL COURSE OF STUDY REQUIREMENTS

    NC ACADEMIC SCHOLARS

    PRINCIPALS LIST, HONOR ROLLS, HONOR GRADUATES

    WEIGHTED COURSES

    HONOR GRADUATE COURSES

    LANGUAGE ARTS

    SECOND LANGUAGE

    MATHEMATICS

    SCIENCE

    SOCIAL STUDIES

    HEALTH AND PHYSICAL EDUCATION

    CULTURAL ARTS

    JROTC

    BUSINESS EDUCATION

    TRADE AND INDUSTRIAL EDUCATION

    FAMILY AND CONSUMER SCIENCES

    VIRTUAL PUBLIC HIGH SCHOOL & MISCELLANEOUS

    OCCUPATIONAL COURSES

    EXTENDED PROGRAM

  • 5

    BERTIE COUNTY SCHOOLS MISSION

    STATEMENT

    BERTIE COUNTY SCHOOLS WILL STRUCTURE THE SYSTEM TO IMPROVE STUDENT LEARNING AND THE EDUCATIONAL ENVIRONMENT THROUGH PROVIDING HIGH QUALITY, CHILD-CENTERED INSTRUCTION, MANAGING BY RESULTS, AND NURTURING PARTICIPATORY LEADERSHIP.

    THE PURPOSE OF EDUCATION IN BERTIE COUNTY SCHOOLS

    THE PURPOSE OF EDUCATION IN BERTIE COUNTY SCHOOLS IS TO PROVIDE A CHALLENGING AND PRODUCTIVE ENVIRONMENT THAT WILL PREPARE EACH CHILD FOR THE WORLD OF WORK AND WILL ENABLE EACH CHILD TO THINK, REACT, AND FUNCTION SUCCESSFULLY IN SOCIETY.

    BERTIE COUNTY SCHOOLS VISION STATEMENT

    ENGAGED Students + QUALIFIED Personnel + INVOLVED PARENTS + SUPPORTIVE community = GRADUATES, college, career and life ready!

  • 6

    BERTIE HIGH SCHOOL BERTIE HIGH SCHOOL DIRECTORY OF ADMINISTRATIVE AND SUPPORT STAFF

    Mr. Rickey S. Eley Principal

    Ms. Clara H. Lee Assistant Principal

    Ms. Wanda Cofield CTE Coordinator

    Ms. Rufina A. Rasonabe School Counselor (12th)

    Ms. Daphne A. Jacobs School Counselor (11th)

    Ms. Shannon Chamblee School Counselor (9th & 10th))

    Ms. Melissa Perry Social Worker, CFST

    Ms. Penny Ratzlaff School Nurse, CFST

    Ms. Melissia Spivey Power School Data Manager

    Ms. Bonnie Burkett Instructional Media Technology Specialist

    Ms. Ava Moore-Daniels Office Manager/Bookkeeper

    Ms. Stephanie Cherry Administrative Assistant

  • 7

    BERTIE STEM HIGH SCHOOL DIRECTORY OF ADMINISTRATIVE AND SUPPORT STAFF

    Ms. Daphne Williams Principal

    Ms. Stephanie Cherry Administrative Assistant

    Ms. Ava Daniels Office Manager/Bookkeeper

    Mrs. Melissa Perry Social Worker

    Mrs. Penny Ratzlaff School Nurse

    Ms. Sharon Tann School Counselor

    Chief Randy Cherry JROTC

  • 8

    BERTIE HIGH SCHOOL

    WHOM TO SEE ABOUT

    ACADEMIC ISSUES MS. RUFINA RASONABE MS. DAPHNE JACOBS

    MS. SHANNON CHAMBLEE ATHLETICS MR. RANDY WHITAKER ATTENDANCE MS. MELISSIA SPIVEY MS. MELISSA PERRY STUDENT TRANSPORTATION MS. CLARA LEE BUS NOTES MS. STEPHANIE CHERRY CAREER AND COLLEGE PROMISE MS. RUFINA RASONABE CLASS SCHEDULES MS. RUFINA RASONABE MS. DAPHNE JACOBS MS. SHANNON CHAMBLEE MS. MELISSIA SPIVEY COLLEGE APPLICATIONS MS. RUFINA RASONABE/COLLEGE ADVISER DISCIPLINE CONCERNS MS. CLARA LEE MR. RICKEY ELEY FALCONS NEST MS. PATRICIA COOPER FEE WAIVERS MS. RUFINA RASONABE MS. DAPHNE JACOBS FINANCIAL AID/FAFSA MS. RUFINA RASONABE/COLLEGE ADVISER 504 PLAN MS. MELISSA PERRY HOMEBOUND MS. PENNY RATZLAFF JROTC CHIEF RANDY CHERRY MEDIA ISSUES MS. BONNIE BURKETT MEDICAL ISSUES MS. PENNY RATZLAFF NCVPS MS. RUFINA RASONOBE ODYSSEY WARE MS. RUFINA RASONABE

  • 9

    APEX MS. RUFINA RASONABE MS. DAPHNE JACOBS

    MS. SHANNON CHAMBLEE PARKING STICKERS MS. AVA MOORE-DANIELS PERSONAL AND SOCIAL PROBLEMS MS. RUFINA RASONABE

    MS. DAPHNE JACOBS MS. SHANNON CHAMBLEE MS. MELISSA PERRY PSAT MS. SHANNON CHAMBLEE SAT MS. DAPHNE JACOBS SCHOLARSHIPS MS. RUFINA RASONABE/COLLEGE ADVISER SIGN IN/SIGN OUT MS. STEPHANIE CHERRY TESTING MS. SEBERNIA TURNER TRANSCRIPTS MS. RUFINA RASONABE MS. DAPHNE JACOBS MS. SHANNON CHAMBLEE MS. MELISSIA SPIVEY GRADUATE RECORDS MS. DAPHNE JACOBS UNDERCLASSMEN PROGRAMS MS. DAPHNE JACOBS MS. SHANNON CHAMBLEE UPWARD BOUND MS. SHANNON CHAMBLEE WORKKEYS MRS. WANDA COFIELD

  • 10

    BERTIE STEM HIGH SCHOOL WHOM TO SEE ABOUT

    ACADEMIC ISSUES MS. SHARON TANN ACT MS. SHARON TANN ATHLETICS MR. RANDY WHITAKER

    ATTENDANCE MS. STEPHANIE CHERRY BUSES MS. CLARA LEE BUS NOTES MS. STEPHANIE CHERRY COLLEGE APPLICATIONS MS. SHARON TANN DISCIPLINE CONCERNS MS. DAPHNE WILLIAMS EDUCATIONAL TALENT SEARCH MS. SHARON TANN FINANCIAL AID/FAFSA MS. SHARON TANN FEE WAIVERS MS. SHARON TANN GRADUATE RECORDS MS. DAPHNE JACOBS HOMEBOUND MS. SHARON TANN JROTC CHIEF RANDY CHERRY MEDIA ISSUES MS. BONNIE BURKETT MEDICAL ISSUES MS. PENNY RATZLAFF PARKING STICKERS MS. AVA DANIELS (BHS) PERSONAL AND SOCIAL PROBLEMS MS. SHARON TANN MS. MELISSA PERRY PSAT MS. SHARON TANN SAT MS. SHARON TANN SCHOLARSHIPS MS. SHARON TANN

    SENIOR DUES/TRIPS MS. SHARON TANN SIGN IN/SIGN OUT MS. STEPHANIE CHERRY

  • 11

    TRANSCRIPTS MS. SHARON TANN

    UNDERCLASSMEN PROGRAMS MS. SHARON TANN UPWARD BOUND MS. SHARON TANN WORKKEYS MS. WANDA COFIELD

  • 12

    A MESSAGE TO BERTIE HIGH SCHOOL AND STEM

    STUDENTS AND PARENTS

    This registration handbook is designed to provide information that will help you make an informed decision about high school courses. Inside are graduation requirements, promotion requirements, admission requirements to institutions in the University of North Carolina System, NC Scholars requirements, Honor Graduate requirements, Distinguished Graduate requirements, course descriptions, online classes and other general information. We encourage you to read this handbook carefully and think about your future. As a student, consider your needs, interests, and abilities. Select courses that relate to your plans for the future. It is important to use the planning worksheet (provided separately) to select courses that form your course of study. We encourage you as parents and guardians to talk to your children about preparing for their future. Then, assist your children in selecting courses that best fit their needs, interests, and abilities.

    Since high school students schedules and teacher assignments are based on courses selected by students, you must commit to taking the courses you have selected. We will do everything possible to offer the courses that you have requested. However, we are not always able to offer courses that you have requested, or your schedule may not allow you to take courses that you may want. Therefore, you must make alternate course selections. If you do not make course selections or do not have enough alternate course selections, courses will be assigned by your guidance counselor. The Bertie High and STEM High School staff is committed to helping you achieve your goals. If you have any questions about the information contained in this handbook, feel free to contact any member of the Bertie High or STEM High School staff.

  • 13

    BERTIE COUNTY BOARD OF EDUCATION______________________________

    Please note the following policy regarding credit for

    courses with a state end-of-course test.

    Policy Manual

    Policy Identification: Policy 3600

    Curriculum and Instruction

    Student Promotion and Accountability

    High School Exit Standards

    Effective beginning with the 2012-2013 school year, students on the high school level who are enrolled in

    Math I, English II, And Biology must

    meet local attendance standards and

    maintain passing grades in the course work, and

    score a Level III or above on the states end-of-course test

    BEFORE CREDIT WILL BE AWARDED FOR THE COURSE.

  • 14

    NORTH CAROLINA STATE BOARD OF EDUCATION______________________________

    Policy Manual Policy Identification: Priority: High Student Performance Category: Miscellaneous Graduation Policies Policy ID Number: HSP-L-006 Policy Title: Policy for Adequately Informing Ninth Grade Students About Accelerated Preparation for College Entry

    Current Policy Date: 11/03/2005

    Other Historical Information:

    Statutory Reference:

    Administrative Procedures Act (APA) Reference Number and Category: All students will graduate from a rigorous, relevant academic program that equips them with the knowledge, skills, and dispositions necessary to succeed in both post-secondary education and 21st Century careers and to be participating, engaged citizens. Academic rigor and relevance are based on established expectations that ensure that all students develop the capacity to master content that is complex and challenging.

    In this environment, school guidance counselors and other guiding adults in the middle and high school settings

    shall provide guidance and information to students about course selections and requirements prior to ninth grade;

    shall know and understand the number and nature of credits required for college entrance;

    shall encourage ninth grade students to complete these requirements in less than four years where feasible and appropriate;

    shall help students to set up schedules that promote their early completion (within three years)* of requirements for college entry, to the extent appropriate for the individual student, as they assist and advise ninth grade students in annual/semester course selection and in career planning activities;

    shall inform students about opportunities to accelerate completion of graduation requirements and early college entrance opportunities;

    shall provide information in such settings as orientation sessions, class and grade-level meetings, small group settings, and/or one-to-one sessions; and

    shall distribute and explain this information to school staff and parents.

  • 15

    DIRECTORY INFORMATION NOTICE______

    The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Bertie County Schools, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child's education records. However, Bertie County Schools may disclose appropriately designated "directory information" without written consent, unless you have advised the District to the contrary in accordance with District procedures. The primary purpose of directory information is to allow Bertie County Schools to include this type of information from your child's education records in certain school publications. Examples include:

    A playbill, showing your student's role in a drama production; The annual yearbook; Honor roll or other recognition lists; Graduation programs; and Sports activity sheets, such as for wrestling, showing weight and height of team members.

    Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent's prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with three directory information categories - names, addresses and telephone listings - unless parents have advised the LEA that they do not want their student's information disclosed without their prior written consent.(1)

    If you do not want Bertie County Schools to disclose directory information from your child's education records without your prior written consent, you must notify the District in writing within the first 30 days of the school year. Bertie County Schools has designated the following information as directory information:

    Student's name Participation in officially recognized activities and sports Address Telephone listing Weight and height of members of athletic teams Electronic mail address Photograph Degrees, honors, and awards received Date and place of birth Major field of study Dates of attendance Grade level The most recent educational agency or institution attended

    Footnotes:

    1.These laws are: Section 9528 of the ESEA (20 U.S.C. 7908), as amended by the No Child Left Behind Act of 2001 (P.L. 107-110), the education bill, and 10 U.S.C. 503, as amended by section 544, the National Defense Authorization Act for Fiscal Year 2002 (P.L. 107-107), the legislation that provides funding for the Nation's armed forces.

    http://www.ed.gov/print/policy/gen/guid/fpco/ferpa/mndirectoryinfo.html#notes#notes

  • 16

    North Carolina Dropout and Drivers Licensing Legislation_________________________________

    Students Who Are Affected

    The legislation is directed to all North Carolina students under the age of 18 who are eligible for a driving permit or license. This includes public school, federal school, home school, private school, and community college students. Note: A student who: 1) does not meet academic progress standards or 2) drops out of school will either not be granted the Driving Eligibility Certificate or will lose his/her permit/license.

    Dropouts

    *An eligible student who drops out of school will either not receive his/her Driving Eligibility Certificate or will lose his or her drivers permit or license.

    Transfers

    *A student who is making adequate progress in school can transfer to a community college or a non-public school without any consequences. A student who is not making adequate progress (or drops out of school) and enrolls in a community college or a non-public school cannot be granted a Driving Eligibility Certificate for a period of six months.

    Academic Progress

    *A student must earn 3 credits out of the 4 possible credits during each semester of school in order to receive and/or maintain drivers license eligibility.

    *An exceptional child must be determined by his/her school based IEP team to be making adequate progress toward obtaining a high school diploma. This is not intended to apply to exceptional students who do not have the ability to obtain a high school diploma.

  • 17

    GENERAL INFORMATION

    NO STUDENT WILL BE DENIED THE OPPORTUNITY TO ENROLL IN ANY COURSE (ACADEMIC, CULTURAL, OR VOCATIONAL) OFFERED AT BERTIE HIGH SCHOOL BECAUSE OF RACE, COLOR, NATIONAL ORIGIN, SEX, OR HANDICAPPING CONDITIONS.

    All students in grades 9-12 should register for eight courses and two alternates.

    Every effort will be made to schedule students into two core curriculum courses and two elective courses each semester. The computer will schedule students for both semesters following registration; therefore, schedule changes will not be possible at the end of the semester. ONE EXCEPTION: Students (especially seniors) who fail a required class may repeat the class during the second semester on a space available basis. Any student who registers for a course that has a prerequisite must have already passed the prerequisite course. EXAMPLE: In order to register for Spanish II, a student must have successfully completed Spanish I. Some of the courses listed will be offered only if a sufficient number of students register for the course. A school counselor will assign courses to any student who does not register.

    http://images.google.com/imgres?imgurl=http://www.madlantern.com/clipart/clips/school/Books1.gif&imgrefurl=http://www.madlantern.com/clipart/back2school.htm&h=188&w=204&sz=17&hl=en&start=26&tbnid=HAPz8o7OdKUWmM:&tbnh=97&tbnw=105&prev=/images%3Fq%3Dschool%2Bclip%2Bart%26start%3D18%26ndsp%3D18%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DN

  • 18

    GRADUATION REQUIREMENTS

    EXIT STANDARDS EFFECTIVE FOR ALL STUDENTS ENTERING 9TH GRADE in 2011-12 and after

    **For all students receiving a diploma** (Please refer to the Future-Ready Core Graduation Requirements on pages ______)

    Diploma: Future-Ready Core Graduation Requirements 28 Units Minimum (Transfer students are handled on an individual basis)

    Successfully complete a graduation project

    Level III or above on 3 EOC Tests (Biology/ English II, and Math I) Graduation Certificate: Awarded to seniors who have completed the units of credit based on their ability, not the Standard Course of Study. These students are exempt from all state testing.

    Future-Ready Core Graduation Requirements

    From the time students enter kindergarten, they are preparing for high school graduation. To make sure students stay on track for a high school diploma, please remember that every high school student must meet state course and credit requirements in addition to any local requirements. Please see the tables on the succeeding pages and look for the section when a student entered Ninth Grade for the first time.

  • 19

    For 9th Graders Entering in 2012-13 and Later Two Courses of Study Leading to One Diploma

    CONTENT AREA

    FUTURE - READY CORE Course of Study Requirements

    FUTURE- READY OCCUPATIONAL Course of Study Requirements

    English

    4 credits: I, II, III, IV or a designated combination of 4 courses

    4 credits: OCS English I, II, III, IV

    Mathematics

    4 credits: (Algebra I, Geometry, Algebra II) OR (Math I, II, III) 4th Math Course can be aligned with the students post high school plans

    3 credits: OCS Introduction to Mathematics OCS Algebra I OCS Financial Management

    Science

    3 credits: Earth Science, Biology, Physical Science

    2 credits: OCS Applied Science OCS Biology

    Social Studies

    4 credits: Civics & Economics, World History, American History I: Founding Principle & American History II OR AP US History

    2 credits: OCS American History I (Government/US History) OCS American History II (Self-Advocacy/Problem Solving)

    Health & PE

    1 credit: Health/Physical Education

    1 credit: Health/Physical Education

    World Languages

    Not required for high school graduation. A two-credit minimum is required for admission to a university in the UCS system

    Not required

    Electives or other

    requirements

    6 credits required: 2 elective credits of any combination from either:

    Career and Technical Education (CTE) Arts Education World languages 4 elective credits strongly recommended (4 courses concentration) from one of the following:

    Career and Technical Education (CTE) JROTC Arts Education World languages

    6 credits Occupational Preparation: OCS Prep I, II, III, IV Elective credits / completion of IEP objectives/Career Portfolio required

    Career/Technical

    4 credits: Career/Technical Education electives

    Arts Education (Dance, Music, Theatre, Visual

    Arts

    Recommended: At least one credit in an arts discipline and / or requirements by local decision

    TOTAL

    22 Credits plus any local requirements

    22 Credits plus any local requirements

  • 20

    Future-Ready Core

    Sample High School Plan

    English I English II Algebra I / Math I Geometry / Math II Earth/Environmental Science Biology World History Civics and Economics Health & PE CTE Elective CTE Elective CTE Elective Elective Elective Elective Elective

    English III English IV Algebra II / Math III A 4th math Physical Science American History II/ AP US History America History I Second Language (recommended) CTE Elective CTE Elective CTE Elective CTE Elective Elective Elective

    Elective Elective

    SENIOR PROJECT additional local requirement for graduation.

    Future-Ready Occupational

    Sample High School Plan

    OCS English I OCS English II OCS Intro Math Algebra I/Math I OCS Applied Science I OCS Biology OCC Prep I OCC Prep II-A OCS American History I OCC Prep II-B Health & PE Social Studies II Elective CTE Elective Elective CTE Elective

    OCS English III OCS English IV OCS Financial Management OCS American History II OCC Prep III-A OCC Prep IV OCC Prep III-B CTE Elective CTE Elective CTE Elective CTE Elective Elective Elective Elective Elective Elective

    Required Training and Paid Employment Hours: 900 hours

    School Based Training (SBT): 300 hours Community Based Training (CBT): 240 hours Paid Employment: 360 hours

  • 21

    For 9th Graders Entering in 2010 & 2011-12 Two Courses of Study Leading to One Diploma

    CONTENT AREA

    FUTURE - READY CORE Course of Study Requirements

    FUTURE- READY OCCUPATIONAL Course of Study Requirements

    English

    4 credits: I, II, III, IV or a designated combination of 4 courses

    4 credits: OCS English I, II, III, IV

    Mathematics

    4 credits: (Algebra I, Geometry, Algebra II) OR (Math I, II, III) 4th Math Course can be aligned with the students post high school plans

    3 credits: OCS Introduction to Mathematics OCS Algebra I OCS Financial Management

    Science

    3 credits: Earth Science, Biology, Physical Science

    2 credits: OCS Applied Science OCS Biology

    Social Studies

    4 credits: Civics & Economics, World History, US History

    2 credits: OCS American History I (Government/US History) OCS American History II (Self-Advocacy/Problem Solving)

    Health & PE

    1 credit: Health/Physical Education

    1 credit: Health/Physical Education

    World Languages

    Not required for high school graduation. A two-credit minimum is required for admission to a university in the UCS system

    Not required

    Electives or other

    requirements

    6 credits required: 2 elective credits of any combination from either:

    Career and Technical Education (CTE) Arts Education World languages 4 elective credits strongly recommended (4 courses concentration) from one of the following:

    Career and Technical Education (CTE) JROTC Arts Education World languages

    6 credits Occupational Preparation: OCS Prep I, II, III, IV Elective credits / completion of IEP objectives/Career Portfolio required

    Career/Technical

    4 credits: Career/Technical Education electives

    Arts Education (Dance, Music, Theatre, Visual

    Arts

    Recommended: At least one credit in an arts discipline and / or requirements by local decision

    TOTAL

    21 Credits plus any local requirements

    22 Credits plus any local requirements

  • 22

    Future-Ready Core

    Sample High School Plan

    English I English II Algebra I / Math I Geometry / Math II Earth/Environmental Science Biology World History Civics and Economics Health & PE CTE Elective CTE Elective CTE Elective Elective Elective Elective Elective

    English III English IV Algebra II / Math III A 4th math Physical Science American History II/ AP US History America History I Second Language (recommended) CTE Elective CTE Elective CTE Elective CTE Elective Elective Elective

    Elective Elective

    SENIOR PROJECT additional local requirement for graduation.

    Future-Ready Occupational

    Sample High School Plan

    OCS English I OCS English II OCS Math OCS Algebra I OCS Applied Science I OCS Biology OCC Prep I OCC Prep II-A OCS American History I OCC Prep II-B Health & PE Social Studies II Elective CTE Elective Elective CTE Elective

    OCS English III OCS English IV OCS Financial Management OCC American History II OCC Prep III-A OCC Prep IV OCC Prep III-B CTE Elective CTE Elective CTE Elective CTE Elective Elective Elective Elective Elective Elective

    Required Training and Paid Employment Hours: 900 hours

    School Based Training (SBT): 300 hours Community Based Training (CBT): 240 hours Paid Employment: 360 hours

  • 23

    DISTANCE LEARNING PROGRAM

    North Carolina Career & College Promise Session Law 2011-145, The Appropriation Act of 2011, authorizes the State Board of Education and the State

    Board of Community Colleges to establish the Career and College Promise, effective Jan. 1, 2011.

    Career & College Promise provides seamless dual enrolment educational opportunities to eligible North Carolina high school students in order to accelerate completion of college certificates, diplomas, and associate degrees that lead to college transfer to provide entry-level job skills. North Carolina community colleges may offer the Career and College Promise pathways aligned with the k-12 curriculum and career and college promise ready standards adopted by the State Board of Education.

    A Core 44 College Transfer Pathway leading to a minimum of 30 hours college transfer credit;

    A Career and Technical Education Pathway leading to a certificate, diploma or degree

    A Cooperative Innovative High School Pathway approved under Part 9 of Article 16

    Chapter 115C of the General Statutes

    North Carolina Virtual Public Schools (NCVPS) NCVPS provides students with expanded academic options by offering online courses (AP, Honors, World Languages, etc.), online services such as test preparation, career planning services, credit recovery, and Occupational Course of Study (OCS) courses to North Carolina students. By virtue of the online course delivery, students from all areas of the state will now have access to courses and highly qualified teachers in subjects that they may not have available at their local school. Students who are interested in distance learning programs or online classes may see their counselor for academic/career planning or advising.

    http://rds.yahoo.com/_ylt=A9iby6KzRK5F_6UAzvGJzbkF;_ylu=X3oDMTBwbHAzZHNsBHBvcwM3BHNlYwNzcgR2dGlkA0k5OTlfNzM-/SIG=1f6ch44bp/EXP=1169135155/**http%3A/images.search.yahoo.com/search/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dschool%252Bclip%252Bart%2526ei%253DUTF-8%2526fr%253Dyfp-t-501%2526x%253Dwrt%26w=175%26h=156%26imgurl=www.k955.com%252Fschools%252Fsupplypic.gif%26rurl=http%253A%252F%252Fwww.k955.com%252Fschools%252Fschoolinfo.htm%26size=9.5kB%26name=supplypic.gif%26p=school%2Bclip%2Bart%26type=gif%26no=7%26tt=7,011%26oid=211421a5a3b63362%26ei=UTF-8

  • 24

    North Carolina Academic Scholars Program

    HISTORY In March 1983, the State Board of Education approved the North Carolina Scholars

    Program to begin with the 1983-84 school year. In March, 1990, the State Board of

    Education revised the program and re-designated it the North Carolina Academic Scholars Program. Again, the State Board of Education revised program

    requirements in August 2002 to make it more consistent with graduation requirements and promote rigorous academic study. The current plan will remain

    in effect for students who entered the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an academically challenging

    high school program will be named North Carolina Academic Scholars and receive special recognition.

    Recognition

    The students who qualify for this special recognition

    will be designated by the State Board of Education as North Carolina

    Academic Scholars.

    will receive a seal of recognition attached to their diplomas.

    may receive special recognition at graduation exercises and other community

    events.

    may be considered for scholarships from the local and state business/industrial community.

    may use this special recognition in applying to post-secondary institutions. (Candidates are identified by the end of grade 11 and their candidacy can be

    included in application forms and/or transcripts sent to these institutions.)

  • 25

    North Carolina Academic Scholars

    Program Plan (Suggested Revision)

    The following revised plan is effective for students who enter the ninth grade for the first time in or after 2012-13

    Students must:

    begin planning for the program before entering grade 9 to ensure they obtain the most flexibility in their courses.

    complete all the requirements of this North Carolina Academic Scholars Program. have an overall four-year unweighted grade point average of 3.50 complete all requirements for a North Carolina high school diploma.

    Credits The following designated number of credits per subject area listed below must be taken in grades 9-12.

    4 English I,II,III,IV

    4 Mathematics (Algebra I, Algebra II, Geometry, and a higher level math course with Algebra II as prerequisite OR Integrated Mathematics I, II, III, and a higher level mathematics course with Integrated Mathematics III as prerequisite)

    3 Science (a Physics or Chemistry course, Biology, and an Earth/Environmental Science course)

    4 Social Studies (World History, Civics/Economics, American History I & II)

    1 Healthful Living

    6 Two (2) elective credits in a second language required for the UNC system Four (4) elective credits constituting a concentration from one of the ff: CTE, JROTC, Arts Education, Second Languages, any other subject area.

    3 Higher level courses taken during junior and / or senior years which carry 5 or 6 quality points such as: AP, IB, dual or college equivalent course, advanced CTE credentialing

    courses, online courses, other honors or above designated courses. OR

    2 Higher level courses taken during junior and / or senior years which carry 5 or 6 quality points such as: AP, IB, dual or college equivalent course, advanced CTE credentialing courses, online courses, other honors or above designated courses AND Completion of The North Carolina Graduation Project.

    NOTE: Verification from DPI is necessary to make this in effect.

  • 26

    UNDERCLASSMEN PROMOTION REQUIREMENTS

    PROMOTION TO 10TH GRADE: 7 minimum units, including English; this applies to all students entering 9th grade in 2009-2010 or beyond. PROMOTION TO 11TH GRADE: 12 minimum units including English I and II, two units of math, a science, and social studies PROMOTION TO 12TH GRADE: 20 minimum units including English I, II, and III, and three units of math. In addition to the English and unit requirements, students must be in a position to be enrolled in the required courses for graduation.

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    PRINCIPALS LIST AND HONOR ROLLS Honor rolls for each nine weeks shall be posted in all schools for grades four through twelve. Principals List: shall include all students who have earned 93-100 in all subjects. A Honor Roll: shall include students who have a 93 or above average when all courses

    are averaged, with no grade lower than an 85. B Honor Roll: shall include students who have at least an 85 average when all courses are averaged, with no grade lower than an 85. Students receiving an incomplete for a nine weeks grade for failure to complete all assignments shall not be eligible for Honor Roll or Principals List.

    HONOR GRADUATES

    Students who have a cumulative unweighted grade point average (GPA) of 3.10 or above on a 4.0 scale by the end of the final semester of their senior year, and a minimum of twelve (12) advanced level courses, will be named Honor Graduates. See the chart on page 24 for a listing of courses that students can choose to take if they elect to be an honor graduate. In addition to the Honor Graduate Policy, any student who has met the requirements of the University of North Carolina University System may also be recognized as Distinguished Graduates in the following categories: WITH PRAISE (CUM LAUDE) 3.00 THROUGH 3.49 WITH HIGH PRAISE (MAGNA CUM LAUDE) 3.50 THROUGH 3.74 WITH HIGHEST PRAISE (SUMMA CUM LAUDE) 3.75 THROUGH 4.00 The Valedictorian and Salutatorian must have been students of Bertie High School for a minimum of four (4) complete semesters, (two years), and they must have met all of the other Honors requirements at Bertie High School. (This began with the senior class of 2004-05).

    http://images.google.com/imgres?imgurl=http://cdn-cf.aol.com/se/clip_art/occ/grad/clips/grad3-clip1&imgrefurl=http://stores.ebay.com/EYEZBUYS&h=210&w=210&sz=6&hl=en&start=322&tbnid=PYO2KXV4LZHQQM:&tbnh=106&tbnw=106&prev=/images%3Fq%3Dschool%2Bclip%2Bart%26start%3D306%26ndsp%3D18%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DN

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    BERTIE HIGH AND BERTIE STEM SCHOOL WEIGHTED COURSES

    LANGUAGE ARTS ENGLISH I HONORS ENGLISH II HONORS ENGLISH III HONORS ENGLISH IV HONORS DEBATE ADVANCED PLACEMENT LANGUAGE AND COMPOSITION (AP)* ADVANCED PLACEMENT LITERATURE AND COMPOSITION (AP)* SECOND LANGUAGE SPANISH III SPANISH IV SOCIAL STUDIES WORLD HISTORY HONORS CIVICS AND ECONOMICS HONORS AMERICAN HISTORY I HONORS AMERICAN HISTORY II HONORS AP U.S. HISTORY* MATHEMATICS MATH II HONORS MATH III HONORS PRE-CALCULUS CALCULUS AP CALCULUS* PROBABILITY AND STATISTICS AP STATISTICS DISCRETE MATH (STEM ONLY) SCIENCE EARTH/ENVIRONMENTAL SCIENCE HONORS BIOLOGY HONORS CHEMISTRY HONORS BIOTECHNOLOGY ANATOMY AND PHYSIOLOGY PHYSICS HONORS SPECIAL INTEREST SCIENCE - FORENSICS ADVANCED BIOLOGY HONORS AP BIOLOGY* AP ENVIRONMENTAL SCIENCE ALL COLLEGE COURSES *STARRED COURSES ARE ON A 6.0 SCALE. ALL OTHER COURSES ARE ON A 5.0 SCALE.

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    BERTIE HIGH AND BERTIE STEM SCHOOL HONOR GRADUATE COURSES

    UNWEIGHTED* AND WEIGHTED

    LANGUAGE ARTS ENGLISH I HONORS ENGLISH II HONORS ENGLISH III HONORS ENGLISH IV HONORS DEBATE ADVANCED PLACEMENT LITERATURE AND COMPOSITION (AP)

    SECOND LANGUAGE SPANISH I* SPANISH II* SPANISH III SPANISH IV

    SOCIAL STUDIES WORLD HISTORY HONORS CIVICS AND ECONOMICS HONORS AMERICAN HISTORY I AMERICAN HISTORY II AP U.S. HISTORY

    MATHEMATICS MATH I* MATH II HONORS MATH III HONORS MATH IV* ADVANCED FUNCTIONS AND MODELING* PRE-CALCULUS CALCULUS AP CALCULUS PROBABILITY AND STATISTICS AP STATISTICS DISCRETE MATH (STEM ONLY)

    SCIENCE EARTH/ENVIRONMENTAL SCIENCE HONORS BIOLOGY HONORS CHEMISTRY* CHEMISTRY HONORS ANATOMY AND PHYSIOLOGY BIOTECHNOLOGY PHYSICS HONORS SPECIAL INTEREST SCIENCE - FORENSICS ADVANCED BIOLOGY HONORS AP BIOLOGY AP ENVIRONMENTAL SCIENCE

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    Bertie High School and STEM High School

    LANGUAGE ARTS__________________________

    COURSE: ENGLISH I 10212X0C GRADE: 9 PREREQUISITE: NONE CREDIT: 1 Students in English I explore the ways that audience, purpose, and context shape oral communication, written communication, and media and technology. While emphasis is placed on communicating for purpose of personal expression, students also engage in meaningful communication for expressive, expository, argumentative, and literary purpose. In English I, students will:

    Express reflections and reactions to literature and to personal experience.

    Explain meaning, describe processes, and answer research questions.

    Evaluate communication and critique texts.

    Make and support an informed opinion.

    Participate in conversations about written analysis of literary genres, elements, and traditions.

    Use knowledge of language and standards of grammatical conventions. COURSE: FOUNDATIONS OF ENGLISH II/LANGUAGE ARTS I 10292X0C2 GRADE: 10 PREREQUISITE: ENGLISH I CREDIT: 1(Elective Credit) Foundations of English II is an elective designed to ease the transition from English I to English II. The decision to take English throughout the entire school year is one that will allow students to focus on the fundamentals of grammar and writing, vocabulary acquisition, and reading comprehension. We will work to build the analytical skills necessary to succeed in the upcoming English II semester and on the EOC by reading poetry, historical documents, short stories, drama, and a novella. We will also view print and non-print media as a type of literature in which we may use many of the same skills as traditional literature. To connect our reading and writing, we will focus on writing sentences, paragraphs, and short essays on literature-based questions. Homework in the first semester of Foundations will be minimal; this will change when we transition to Standard English II in the spring.

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    COURSE: ENGLISH II 10222X0C GRADE: 10 PREREQUISITE: ENGLISH I CREDIT: 1 Students in English II will read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, informational, argumentative and literary purposes, although emphasis will be placed on informational contexts. In addition to literature studies, students will:

    Examine non-literary texts related to cultural studies.

    Research materials to use primarily in clarifying their own explanatory responses to situations in literary-based issues.

    Critically interpret and evaluate experiences, literature, language, and ideas.

    Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work.

    COURSE: ENGLISH III 10232X0C GRADE: 11 PREREQUISITE: ENGLISH II CREDIT: 1 Students in English III analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using media. In addition, the students will:

    Relate the experiences of others to their own.

    Research the diversity of American experience.

    Examine relationships between past and present.

    Build increasing sophistication in defining issues and using argument effectively.

    Create products and presentations which maintain standard conventions of written and oral language.

    COURSE: ENGLISH IV 10242X0C GRADE: 12 PREREQUISITE: ENGLISH III CREDIT: 1 Students in English IV will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be life-long learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British literature. The emphasis in English IV is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media. Students will:

    Express reflection and reactions to texts.

    Explain principles inspired by the curriculum.

    Interpret and qualify texts.

    Research and address issues of public or personal concern.

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    Create products and presentations which maintain standard conventions of the written and spoken language.

    Course Name: Theatre Arts I (Beginning) 53152X0C Grades: 9-12 Prerequisite: None Course Description: Theatre Arts I promotes learning the essential vocabulary and processes of theatre as well as reading, writing, and researching theatre literature, acting and technical theatre. In addition, students learn about and reflect on aspects of theatre through history and in different cultures, as well as the various forms of theatre and theatre-related media. Students have opportunities for practical application of knowledge and informal productions. This course develops creativity and spontaneity in those students wanting to explore theatre, as well as those who wish to commit to a theatre program. Course Name: Theatre Arts (Intermediate) 53162X0 Grades: 9-12 Prerequisite: Theatre Arts I Course Description: Theatre Arts II follows Theatre Arts I and is for students who wish to continue their exploration of theatre arts. It is a more detailed study of theatre vocabulary, reading and writing of theatre literature, acting, and technical theatre. The acting experience in Theatre Arts II furthers the exploration of the concepts of self, body and voice work, improvisations, acting techniques and reading and writing. In addition, students analyze and critique work developed by themselves or other students, as well as that generated throughout history and in various cultures. This course develops students knowledge base, expands their understanding of theatre, and begins the application of learning in forms of theatre and theatre-related media through informal and formal productions.

    ENGLISH HONORS COURSES

    Students may elect to take the following English courses in lieu of the regular courses described. The content and pace of these courses are more advanced than the regular English courses. These courses will meet graduation and admission requirements. Students taking these courses will be expected to meet the following criteria:

    1. High level of self-motivation; 2. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply

    concepts, as well as facts); 3. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and 4. Exemplary scholastic record.

    The following are recommended in order for a student to enter English Honors I.

    1. Teacher recommendation 2. Completion of summer reading assignments (novels or nonfiction)

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    * In addition students and their parent/guardian will be required to meet with the English Honors teacher to review high expectations for student performance.

    The following are recommended in order for a student to enter English Honors II

    1. Successful completion of English I 2. Teacher recommendation 3. Completion of summer reading assignments (novels or nonfiction) * In addition students and their parent/guardian will be required to meet with the English Honors teacher to review high expectations for student performance.

    The following are recommended in order for a student to enter English Honors III

    1. Successful completion of English II 2. Teacher recommendation 3. Completion of summer reading assignments (novels or nonfiction) 4. Effective completion of a critical analysis (essay) of one of the summer readings * In addition students and their parent/guardian will be required to meet with the English Honors teacher to review high expectations for student performance.

    The following are recommended in order for a student to enter English Honors IV

    1. An unweighted B average in English Honors III 2. Teacher recommendation 3. Completion of summer reading assignments (novels or nonfiction) 4. Showcase portfolio showing writing growth from the beginning of 11th grade year until the end expansion of pieces in

    journal or essays written during the year * In addition students and their parent/guardian will be required to meet with the English Honors teacher to review high expectations for student performance.

    The following are recommended in order for a student to enroll in Advanced Placement Language and Composition/Advanced Placement Literature and Composition

    1. An unweighted B average in English Honors III or an unweighted A in academic English III 2. Teacher recommendation 3. Showcase portfolio showing writing growth from beginning of 11th grade year until the end expansion of pieces in

    journal or essays written during the year 4. Score 5 out of 9 on a writing prompt graded by the English Department teachers

    COURSE: ENGLISH I HONORS 10215X0C GRADE: 9 PREREQUISITE: LISTED ABOVE CREDIT: 1 Students in English I Honors will explore literature more widely and deeply, including more challenging and/or complete print and non-print texts. English I Honors fosters intellectual curiosity by encouraging students to generate thought-provoking questions and topics and to research diverse sources. English I Honors will require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology. Emphasis will be placed on personal expression.

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    COURSE: ENGLISH II HONORS 10225X0S GRADE: 10 PREREQUISITE: LISTED ABOVE CREDIT: 1 Students in English II Honors will examine pieces of classical and contemporary world literature to develop an appreciation for the cultural significance, diversity, and complexity of world issues, and to connect global ideas to their own experiences. However, emphasis will be placed upon preparation for the North Carolina Tenth Grade Writing Assessment, which evaluates students ability to offer a satisfactory essay response to an informational writing prompt that requires students to write a definition, cause-effect, or problem-solution essay. COURSE: ENGLISH III HONORS 10235X0C GRADE: 11 PREREQUISITE: LISTED ABOVE CREDIT: 1 English III Honors analyzes and explores United States literature more widely and deeply. It includes more challenging and/or complete print and non/print texts. This course fosters intellectual curiosity through thought-provoking questions and topics, requiring students to research diverse sources. Higher level thinking skills are emphasized. Students analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III Honors is critical analysis of text through reading, writing, speaking, listening, and using media. COURSE: ENGLISH IV HONORS 10245X0C GRADE: 12 PREREQUISITE: LISTED ABOVE CREDIT: 1 Students in English IV Honors will explore British literature more widely and deeply, including more challenging and/or complete print and non-print texts. English IV Honors fosters intellectual curiosity by encouraging students to generate thought-provoking questions and topics and to research diverse sources. English IV Honors will require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology. COURSE: ADVANCED PLACEMENT LITERATURE AND COMPOSITION (AP) 10367X0C GRADE: 12 PREREQUISITE: ENGLISH IV HONORS CREDIT: 1 This course will engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students will deepen their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As they read, students should consider a works structure, style, and themes as well as such smaller scale elements as the use of figurative language, imagery, symbolism, and tone.

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    COURSE: DEBATE HONORS 10185X0C GRADES: 11-12 PREREQUISITE: NONE CREDIT: 1 This course is designed to strengthen the students skills as a persuasive speaker. Students will learn the process that is needed to construct a strong argument and how to break down and refute opposing arguments. Students will be introduced to a variety of informal and formal debate formats. In addition, students will compose persuasive, argumentative, and point-of-view essays. Writing, vocabulary, research, and speaking skills will also be developed. Upon completion of the course, students will be able to form and use rational arguments both for and against controversial issues, support an argument with documented evidence and present ideas clearly and concisely.

    Bertie High School and STEM High School SECOND LANGUAGE_____________________ Students who plan to take two years of a second language are encouraged to begin as juniors. Students who desire three years of a second language are encouraged to begin as sophomores. Students who intend to take four years of a second language are advised to begin as freshmen.

    COURSE: SPANISH I 11412X0C GRADES: 9-11 PREREQUISITE: NONE CREDIT: 1 Spanish is a college preparatory course that prepares students for college placement exams. The first level is an introduction to the language and culture of Hispanic America and Spain. The outline includes basic grammar (including simple parts of speech and verb conjugation), approximately 800 vocabulary words, and projects.

    COURSE: SPANISH II 11422X0 GRADES: 10-12 PREREQUISITE: SPANISH I CREDIT: 1 Spanish II is a college-prep course that increases emphasis on preparation for college placement exams. The outline includes intermediate grammar (including more difficult parts of speech and conjugation of different tenses), approximately 550 vocabulary words, mandatory speaking/listening opportunities, and extensive projects on Spain and Latin America.

    COURSE: SPANISH III 11435X0 GRADES: 11-12 PREREQUISITE: SPANISH II CREDIT: 1 Spanish III continues the emphasis on preparation for college placement exams. The outline includes advanced grammar study (including the compound and complex tenses as well as subjunctive), extensive culture study (including geography, culture, literature, and history), and advanced vocabulary.

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    COURSE: SPANISH IV 11445X0C GRADE: 12 PREREQUISITE: SPANISH III CREDIT: 1 A major focus of Spanish IV is to enable students to communicate in writing and in extended conversations on a variety of topics. Students begin to narrate, discuss, and support fairly complex ideas and concepts using concrete facts and topics in a variety of time. Another emphasis of Spanish IV is on culture and literature. Short stories, poetry, excerpts from various periods of literature, current events, and authentic materials are included. Emphasis is placed on independent reading. Finer points of grammar are studied to aid oral and written communication. There is more in depth study of the target culture(s) and their influence throughout the world. Students are able to connect the target language to other disciplines and can compare it to their own. Finally, students are able to use the language inside and outside of the classroom setting.

    Bertie High School Only

    MATHEMATICS___________________________

    COURSE: ADVANCED FUNCTIONS AND MODELING 24002X0C GRADES: 11-12 PREREQUISITE: ALGEBRA II CREDIT: 1 Advanced functions and modeling provides students an in-depth study of modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few of the areas from which applications should originate. Appropriate technology, from manipulatives and calculators should be used regularly for instruction and assessment.

    Bertie High School and STEM High School COURSE: MATHEMATICS I 21032X0 GRADES: 9 PREREQUISITE: Introductory Math recommended CREDIT: 1

    This course provides students the opportunity to study traditional topics from algebra, geometry,

    probability, and statistics in a problem-centered, connected approach. Students will be expected to

    describe and translate among graphic, algebraic, numeric, tabular, and verbal presentations of

    relationships and use those representations to solve problems. Appropriate technology, from

    manipulatives to calculators and applicable software, should be used regularly for instruction and

    assessment.

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    COURSE: MATHEMATICS II 22012X0 GRADES: 10 PREREQUISITE: Math I CREDIT: 1

    This course continues students study of topics from algebra, geometry, and statistics in a problem-

    centered connected approach. Functions, matrix operation, and algebraic representations of geometric

    concepts are the principle topics of study. Students will be expected to translate among graphic, algebraic,

    numeric, tabular, and verbal presentations of relationships and use those representations to solve

    problems. Appropriate technology, from manipulatives to calculators and applicable software, should be

    used regularly for instruction and assessment.

    COURSE: MATHEMATICS III 23012X0 GRADES: 11 PREREQUISITE: MATH II CREDIT: 1

    This course continues students study of topics from algebra, geometry, and statistics in a problem-

    centered connected approach. Functions and deductive methods of proof with geometric concepts are the

    principle topics of study. Students will be expected to describe and translate among graphic, algebraic,

    numeric, tabular and verbal presentations of relationships and use those representations to solve problems.

    Appropriate technology, from manipulatives to calculators and applicable software, should be used

    regularly for instruction and assessment.

    COURSE: MATHEMATICS IV

    GRADES: 12

    PREREQUISITE: MATH III

    CREDIT: 1

    This course focuses on standards throughout high school and earlier, including Algebra I, statistics,

    geometry and the Algebra II standards agreed to as essential college and career-readiness standards for

    non-STEM math courses. This class is designed to be taught in a new engaging way, based heavily on

    conceptual teaching and learning. Appropriate technology, from manipulatives to calculators and

    applicable software, will be used regularly for instruction and assessment. This course will meet the UNC

    System fourth math credit

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    MATHEMATICS HONORS COURSES Students may elect to take the following math courses in lieu of the Geometry and Algebra II courses described earlier. The content and pace of these courses are more advanced than the regular Geometry and Algebra II courses. These courses will meet graduation and college admissions requirements. Students taking these courses will be expected to meet the following criteria:

    1. Mastery level of math computation skills and basic concepts; 2. High level of self-motivation; 3. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply concepts, as

    well as facts); 4. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and 5. Exemplary scholastic record.

    COURSE: PRE-CALCULUS 24035X0C GRADES: 10-12 PREREQUISITE: 85 AVERAGE IN ALGEBRA II OR ADVANCED FUNCTIONS AND MODELING CREDIT: 1 REQUIRED: TI-83 GRAPHING CALCULATOR The main thrust of this course is the study of functions including polynomial functions, inverse functions, exponential and logarithmic functions, and trigonometric functions. Other topics studied include circular trigonometry, conic sections, system of second-degree equations, matrices and sequences and series. A thorough knowledge of advanced algebra, graph paper, and access to a scientific calculator are needed.

    Bertie High School and STEM High School

    COURSE: CALCULUS Honors 25005X0SVC GRADE: 11-12 PREREQUISITE: PRE-CALCULUS CREDIT: 1 REQUIRED: TI-83 GRAPHING CALCULATOR This course is designed for those students who anticipate taking calculus as their first mathematics course in college. Topics include polynomial functions, limits, derivatives, monotonicity and concavity, differentials and related rates, antiderivatives, and their applications, and definite integrals and their applications. This course will be offered only if a minimum of 10 students is enrolled.

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    COURSE: AP CALCULUS AB 25017X0C GRADE: 12 PREREQUISITE: CALCULUS CREDIT: 1 REQUIRED: TI-83 GRAPHING CALCULATOR AP Calculus is a course in introductory calculus with elementary functions. Topics are covered in more depth than in calculus. Topics covered are inverse functions, periodic functions, odd and even functions, one-sided limits, limits at infinity, infinite limits, derivatives, optimization problems, rate-of-change problems, antiderivatives, and definite integrals.

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    SCIENCE__________________________________

    Bertie High School and STEM High School

    COURSE: EARTH/ENVIRONMENTAL SCIENCE 35012X0C GRADES: 9 PREREQUISITE: NONE CREDIT: 1 Earth/environmental science is a course that is required for graduation beginning with the class of 2004. This course studies the earths deposits and formations. It also covers geology, meteorology, (atmospheric phenomena and weather forecasting), oceanography (ocean phenomena), astronomy, space exploration, and the earths resources and environment.

    COURSE: PHYSICAL SCIENCE 34102X0 GRADES: 10 PREREQUISITE: ALGEBRA I CREDIT: 1 Physical science is a study of the forces of nature that affect and control matter. In the chemistry aspect students learn about the structure and behaviors of matter; in the physics aspect students learn about motion, forces, and energy. Hands-on activities and technology are incorporated in the teaching of the goals and objectives. COURSE: BIOLOGY 33202X0C GRADES: 11-12 PREREQUISITE: EARTH/ENVIRONMENTAL SCIENCE AND PHYSICAL SCIENCE CREDIT: 1 This course will cover concepts such as matter, cells, DNA, heredity, genetic engineering, evolution, major phyla of organisms from bacteria to plants to animals, and ecology. The concepts will include labs and some research projects. This course is required for graduation.

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    SCIENCE HONORS COURSES

    Students enrolled in Honors Science courses will be held to higher academic standards and rigor as

    mandated by the North Carolina Department of Public Instruction. It is imperative that honors students

    read ahead of class, study their notes daily, prepare accurate lab reports, do proper research, and

    complete all of their homework as assigned. Activities, projects, research and assignments that go

    beyond the standard course of study for non-honors classes will be an integral part of the honors course

    work. Honors students will be held to high academic standards, honesty, and scholarship. They will be

    expected to excel in their studies through self-motivation, time-management, and acceptance of their

    personal responsibility to put forth their best effort.

    COURSE: EARTH/ENVIRONMENTAL SCIENCE HONORS 35015X0C GRADE: 9 PREREQUISITE: NONE CREDIT: 1 Honors earth/environmental science is a fast-paced introductory course that concentrates on the composition of the earth, environmental issues, astronomy, weather, and the evolutionary process of the planet. Students enrolled in this class will participate in numerous hands-on activities and projects as well as the usual classroom assignments. Earth/environmental science is required for graduation.

    COURSE: BIOLOGY HONORS 33205X0CHN GRADES: 10-12 PREREQUISITE: 85 AVERAGE IN EARTH/ENVIRONMENTAL (PREFERABLY HONORS) OR TEACHER RECOMMENDATION CREDIT: 1 This course will cover concepts such as matter, cells, DNA, heredity, genetic engineering, evolution, major phyla of organisms from bacteria to plants to animals, and ecology. The concepts will be in-depth and at a faster pace, with labs that require written reports and major research projects. This course meets the biology requirement for graduation.

    COURSE: CHEMISTRY HONORS 34205X0C GRADES: 10-12 PREREQUISITE: 85 AVERAGE IN PHYSICAL SCIENCE HONORS), 85 OR ABOVE

    IN MATHEMATICS HONORS COURSES, AND/OR TEACHER RECOMMENDATION

    CREDIT: 1 Honors chemistry is an honors course designed to give students a more conceptual and in-depth understanding of the structure of matter. Other concepts include chemical reactions, the conservation of energy in these reactions, transformation, composition, structure, and properties of substances. The course integrates inquiry and technology to explore the world of chemistry. Students are expected to work independently on a variety of assignments and accept greater responsibility for their learning than in the normal chemistry course. They are also expected to design and complete at least one in-depth independent study of selected chemistry-directed questions. Learning is enhanced by laboratory experiences and

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    technology. Students are expected to read up-to-date published journals or other research pertaining to chemistry. This course will prepare students who are willing to work hard to be successful in college and pursue a career in the physical sciences, technologies, and/or in the medical fields. COURSE: FORENSICS 30205X0CF GRADES: 11-12 PREREQUISITES: 85 OR HIGHER IN BIOLOGY CREDIT: 1 This is an introductory course in Forensic Science. Students will learn the basics of how to process a crime scene and how to interpret the evidence gathered at a crime scene. Topics include: blood typing, fingerprinting, DNA profiling, drugs, ballistics, arson and explosive devices, bioterrorism, document and voice examination, trace materials, soil analysis, and personal identification. Supplemental readings will be required. COURSE: ANATOMY & PHYSIOLOGY 33305X0C GRADES: 10-12 PREREQUISITE: 85 IN BIOLOGY (PREFERABLY HONORS) AND/OR TEACHER RECOMMENDATION CREDIT: 1 Anatomy and physiology is an honors level elective course that covers all of the systems in the human body in great detail. Students will learn the names of all the body parts using bones, models, diagrams, and microscope tissue specimens. Physiological studies will probe the molecular and chemical details of how the cells, tissues, organs, and organ systems work independently and coordinately in the body to maintain homeostasis. Students will also probe disease process and diagnosis, medical terminology and the educational, research and career opportunities that relate to this course of study. Students will be given oral quizzes daily to check their growing knowledge. Multiple choice unit tests will close the study of each body system, and a week long pig dissection will act as a comprehensive final exam. The course is a prerequisite for Health Occupations II, AP Biology, and a must for anyone interested in a medical/human health related career. COURSE: PHYSICS HONORS 34305X0C GRADES: 11-12 PREREQUISITE: PRE-CALCULUS OR CALCULUS CREDIT: 1 This course is designed to provide the student with a working knowledge of the fundamental principles that describe all physical phenomena, how they evolved, and their scope. Emphasis is placed on the broad principles of kinematics, vector algebra, two dimensional motion, waves, electricity, and magnetism. These contents will provide an opportunity to present science as the basis for engineering, electronics, computer science, astronomy, and technical trades. Inquiry process is the essence of this course that would lead the students to design solutions to problems that interest them.

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    COURSE: BIOLOGY II HONORS 33215X0C GRADE: 12 PREREQUISITES: 85 IN BIOLOGY (PREFERABLY HONORS), CHEMISTRY, ANATOMY AND PHYSIOLOGY, BIOTECHNOLOGY, AND/OR TEACHER RECOMMENDATION. CREDIT: 1 Advanced biology is a prerequisite for AP Biology, which continues in the spring semester. Students will find the course extremely challenging, but also rewarding. The course moves quickly through units on molecules and cells, heredity and evolution. Many detailed labs are carried out during the course as well as research and current biological events. Students will be expected to read and take notes ahead of class, write detailed lab reports and carry out independent research. Tests are formatted following the AP exam (college level) and include critical thinking; multiple-choice and essay questions. This course is strongly recommended for students interested in scientific or medical careers.

    COURSE: AP BIOLOGY 31007X0C GRADE: 12 PREREQUISITES: SUCCESSFUL COMPLETION OF BIOLOGY II HONORS CREDIT: 1 Advanced Placement biology is a continuation of Advanced Biology Honors taught in the fall semester. Students will explore the unity and diversity of living things, their anatomy and physiology, populations and ecological interrelationships including human impact. The format of this class is the same as Advanced Biology Honors including laboratory experiences, fieldwork, and tests. The course will culminate with all students taking the Advanced Placement Biology exam, which may give them an opportunity to receive college credit. Students will also complete a research-based scientific project, which may be used to augment their graduation project.

    STEM High School Only

    Course: ROBOTICS ENGINEERING

    Grade: 10-12

    Prerequisites: Math I and Earth Science

    Credit: 1

    Robotics Engineering is designed to teach students the fundamentals of robotics and the engineering

    design process with emphasis placed on mechatronics. Students will learn key STEM principles, robotics

    concepts, and utilize the engineering design process to methodically solve problems. Computer-aided

    design (CAD) software and robotics kits are implemented to assist students with hands-on experience in

    constructing a mobile robot.

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    SOCIAL STUDIES__________________________

    Bertie High School and STEM High School COURSE: WORLD HISTORY 43032X0C GRADE: 9 PREREQUISITE: NONE CREDIT: 1 World History is a look into the past, a study of what life was like to most people in a given era, ranging from pre-historic man to the present. It is a balanced presentation of the history of our world, including a look at cultures, geography, and everyday life as well as the political and economic influences that have affected our past and will guide our future.

    COURSE: AFRICAN AMERICAN STUDIES 46012X0C GRADES: 9-10 PREREQUISITE: NONE CREDIT: 1 African Americans have made significant contributions to the economic, political, social, and cultural development of the United States. Through this course, students discover how African Americans have always been an integral part of the American experience. However, African Americans have also been a viable force unto themselves with their own experiences, culture, and aspirations. African American history cannot be understood except in the broader context of the United States history. COURSE: CIVICS AND ECONOMICS 42092X02 GRADE: 10 PREREQUISITE: WORLD HISTORY CREDIT: 1 Through the study of civics and economics, students will acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will need a practical understanding of these systems of civics and economics that affect their lives as consumers and citizens. Furthermore, this course serves as a foundation for the study of United States history. COURSE: American History I: The Founding Principles 43042X0C GRADE: 11 PREREQUISITE: CIVICS AND ECONOMICS CREDIT: 1 In this course students will examine the historical and intellectual origins of the US from the European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution, as well as the consequences of the Revolution, including the writing and key ideas of the US Constitution. This course will guide students as they study the establishment of political parties, Americas westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction

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    COURSE: American History II 43052X0C GRADE: 11 PREREQUISITE: American History I CREDIT: 1 In this course students will examine the political, economic, social, and cultural development of the US from the end of the Reconstruction era to the present times. Students will explore the change in the ethnic composition of American society, the movement toward equal rights for racial minorities and women, and the role of the US as a major world power. An emphasis will be placed on the expanding role of the federal government and the federal courts, as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause and effect relationship between past and present events, recognize patterns of the interactions, and understand the impact of events on the US in an interconnected world.

    *************************

    SOCIAL STUDIES HONORS COURSES

    Students may elect to take the following history courses in lieu of the regular courses described. The content and pace of these courses are more advanced than the regular history courses. These courses will meet graduation and admission requirements. Students taking these courses will be expected to meet the following criteria:

    1. High level of self-motivation; 2. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply

    concepts, as well as facts); 3. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and 4. Exemplary scholastic record.

    COURSE: WORLD HISTORY HONORS 43035X0C GRADE: 9 PREREQUISITE: LEVEL III OR IV ON BOTH PARTS OF THE 8TH GRADE EOG OR AIG IDENTIFIED CREDIT: 1 World history honors is a survey course that gives students the opportunity to explore recurring themes of human experience common to civilization around the globe from ancient to contemporary times. An historical approach will be at the center of the course. The application of themes of geography and an analysis of the cultural traits of civilization will help students understand how people shape their world and how they shape them. Students will broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by issues such as war and peace, internal stability and strife, and the development of civilizations that have shaped the development of the United States. Honors world history provides the opportunity for advanced work, rigorous study, and a systematic study of major ideas and concepts found in the study of global history. The course is challenging and requires students to take greater responsibility for their learning by participating in problem-solving, scholarly and creative processes, critical analysis and applications, and reflective thinking.

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    COURSE: CIVICS AND ECONOMICS HONORS 42095X0C GRADE: 10 PREREQUISITE: 85 OR ABOVE AVERAGE IN WORLD HISTORY OR LEVEL III OR IV ON THE ENGLISH I EOC CREDIT: 1 Through the study of civics and economics, students will acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will need a practical understanding of these systems of civics and economics that affect their lives as consumers and citizens. Furthermore, this course serves as a foundation for the study of United States history. This honors level course will cover the material in greater complexity, novelty, and acceleration, through research-based assignments. Students will learn to express and defend their ideas. Students should be reflective thinkers who are interested in exploring their areas of interests within the designated course of study.

    COURSE: American History I Honors: The Founding Principles 43045X0C GRADE: 11 PREREQUISITE: CREDIT: 1 This honors course is designed to challenge students. In this course students will examine the historical and intellectual origins of the US from the European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution, as well as the consequences of the Revolution, including the writing and key ideas of the US Constitution. This course will guide students as they study the establishment of political parties, Americas westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction.

    COURSE: American History II Honors 43055X0C GRADE: 11 PREREQUISITE: American History I Honors CREDIT: 1 This honors course is designed to challenge students. In this course students will examine the political, economic, social, and cultural development of the US from the end of the Reconstruction era to the present times. Students will explore the change in the ethnic composition of American society, the movement toward equal rights for racial minorities and women, and the role of the US as a major world power. An emphasis will be placed on the expanding role of the federal government and the federal courts, as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause and effect relationship between past and present events, recognize patterns of the interactions, and understand the impact of events on the US in an interconnected world.

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    COURSE: AP UNITED STATES HISTORY 43077X00SA GRADES: 11-12 PREREQUISITE: AMERICAN HISTORY I HONORS,

    CREDIT: 1 Advanced Placement United States history is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States history. Students will analyze historical material, synthesize their own ideas, and evaluate those of others. The AP United States history course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. Students who take this course should have excellent writing skills due to the large number of written essays that will be assigned. Students will be required to take the AP exam given by the College Board.

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    HEALTH AND PHYSICAL EDUCATION_____

    COURSE: HEALTH & PHYSICAL EDUCATION 63022X0C GRADE: 9 PREREQUISITE: NONE CREDIT: 1 This course consists of one quarter of health and one quarter of physical education. An organized study of rules and skills related to various indoor and outdoor activities is taught. Daily participation is required. Proper attire must be worn during gym class. COURSE: PHYSICAL EDUCATION I 62022X0C1 GRADE: 10 PREREQUISITE: HEALTH & PHYSICAL EDUCATION CREDIT: 1 Physical Education I provides an organized, sequential, and systematic means for students to develop knowledge, skills, and attitudes about various sports. It teaches sportsmanship and the fundamentals of team and individual sports. These activities improve posture and promote good physical development. Participation in all daily activities is required. Appropriate attire is required. COURSE: PHYSICAL EDUCATION II 62022X0C2 GRADE: 11 PREREQUISITE: PHYSICAL EDUCATION I CREDIT: 1 Physical Education II enriches students knowledge and appreciation of lifetime sports and games that they will participate in throughout life. Daily participation is required. Appropriate attire is required. COURSE: BEGINNING STRENGTH & CONDITIONING (MALES) 62022X0CC GRADES: 11-12 PREREQUISITES: HEALTH & PHYSICAL EDUCATION CREDIT: 1 This course is designed for all students interested in weight and physical conditioning. Basic fundamentals of strength and conditioning will be introduced to students; however, students in this class will be expected to meet the rigorous standards of athletes. Proper attire is required. COURSE: STRENGTH & CONDITIONING I (MALES) 62022X0CB GRADES: 11-12 PREREQUISITES: BEGINNING STRENGTH & CONDITIONING (MALES) CREDIT: 1 Strength and Conditioning 1 is a physical education class designed to improve individual strength, power, agility, and endurance through a balanced and prescribed routine of weight lifting, running, and stretching exercises. This course provides students with the opportunity to increase their physical capacity and reduces the risk of injury during participation in physical activities whether athletic or recreational. Proper attire is required.

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    CULTURAL ARTS__________________________

    Bertie High School and STEM High School

    COURSE: VISUAL ARTS (Beginning) 54152X0 GRADES: 9-10 PREREQUISITE: NONE CREDIT: 1 This is an introductory course in five art disciplines and art history/appreciation (pre-history to the 15th century). The areas of study include drawing, painting, sculpturing, printmaking, and fine crafts. Students will learn methods in sculpturing and the four basic printing processes with exposure to the relief method. Commercial art careers will be explored as well as the role perspective has in the art process. Students wishing to improve skills or learn basic art processes will benefit from this course. COURSE: VISUAL ARTS (Intermediate) 54162X0 GRADES: 11-12 PREREQUISITE: VISUAL ARTS I CREDIT: 1 This is an intermediate level course, which will include the same disciplines as offered in Visual Art I but in much more depth. Students will be expected to use the skills developed in Visual Art I. Several new techniques will be introduced at this level as well. The students independence from the teacher in creating art will be an expectation for Visual Art II. Students will begin to seek their own creative identity, style, and approach to defining art. Art history and appreciation from the 16th century to the present will be studied. COURSE: VISUAL ARTS (Proficient) 54175X0 GRADE: 11-12 PREREQUISITE: VISUAL ARTS II CREDIT: 1 This is an advanced level course in all art disciplines as outlined and learned in Visual Art I and II. Visual Art III students will complete a major studio project. Students will also complete one or more paintings on canvas, a pen and ink composition, a composition-exploring mood, a multi-colored silkscreen print, and other individual and group works as designated by the teacher. Students will also have a time to personally explore their artistic strengths and weaknesses through individually designed projects. Art history and appreciation will be explored from an art period chosen by the student. COURSE: VISUAL ARTS (Advanced) 54185X0 GRADE: 12 PREREQUISITE: VISUAL ARTS III CREDIT: 1 Visual Art IV students will develop a personalized art curriculum with teacher guidance and assistance. Total creative independence will be expected of this level, and the highest level of performance and standards should be exhibited through Visual Art IV work. All Visual Art IV students will assemble a personal portfolio of artworks during the semester and produce bi-weekly sketchbook entries.

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    COURSE: BAND (Beginning) 52552X0CB GRADES: 9-10 PREREQUISITE: 8TH GRADE BAND, AUDITION, OR DIRECTOR RECOMMENDATION, SUCCESSFUL COMPLETION OF BAND IN THE PREVIOUS YEAR, ATTENDANCE AT AN ON-SITE SUMMER BAND CAMP CREDIT: 1 This class emphasizes the study of instrumental music. Marching band techniques, concert band techniques, individual instrumental techniques, concepts of music history, and music theory are studied in this class. This class also emphasizes movement and use of equipment for performances. A reasonable level of fitness is required. Performance grades, written tests, and classwork are used to assess student progress. Band obligations include required rehearsals, football games, parades, concerts, competitions and other special band events.

    COURSE: BAND (Intermediate) 52562X0C GRADES: 10-12 PREREQUISITE: BAND I, AUDITION, AND/OR DIRECTOR RECOMMENDATION CREDIT: 1 This class emphasizes the study of instrumental stage music. All instrumental techniques are studied. Advanced concepts in music theory are included in this class. Performance grades, written tests, and classwork are used to assess student progress. Outside events may be required. Home practice is a must for success.

    COURSE: BAND (Proficient) 52575X0 GRADES: 11-12 PREREQUISITE: BAND II, AUDITION, AND/OR DIRECTOR RECOMMENDATION CREDIT: 1 This class emphasizes the study of instrumental stage music. All instrumental techniques are studied. Advanced concepts in music theory are included in this class. Performance grades, written tests, and classwork are used to assess student progress. Outside events may be required. Home practice is a must for success. COURSE: BAND (Advanced) 52585X0CS GRADE: 11-12 PREREQUISITE: BAND III, AUDITION, AND/OR DIRECTOR RECOMMENDATION CREDIT: 1 This class emphasizes the study of instrumental stage music. All instrumental techniques are studied. Concepts in music theory are included in this class. Performance grades, written tests, and classwork are used to assess student progress. Outside events may be required. Home practice is a must for success.

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    COURSE: MUSIC SPECIALIZATION (Beginning): Music Appreciation 52162X0 GRADES: 9-12 PREREQUISITE: NONE CREDIT: 1 This course focuses on the development of knowledge and the appreciation of music. Students do not need to know how to read music but should have a desire to learn and to develop an appreciation of all types of music. Subjects covered include basic music theory, music history, film music, musical theater, and other musical concepts. COURSE: MUSIC TECHNOLOGY GRADES: 10-12 PREREQUSITE: MUSIC APPRECIATION OR BAND CREDIT: 1 This course is designed to broaden the arts education opportunities of students, to offer musical experiences beyond those of the traditional performing ensembles and to provide students with real-world applications of technologies currently in use in the music industry. The course has a strong emphasis on the materials and methods of technical production.

    JUNIOR RESERVE OFFICERS TRAINING CORPS

    (JROTC) ___________________________

    LET (LEADERSHIP-EDUCATION-TRAINING) 1 CREDIT GIVEN FOR EACH LEVEL SUCCESSFULLY COMPLETED. LET I LET III LET V LET VII LET II LET IV LET VI LET VIII COURSE LEVEL COURSE NUMBER PREREQUISITES JROTC LET I 95012X0C NONE JROTC LET II 95022X0C LET I JROTC LET III 95032X0C LET II JROTC LET IV 95042X0C LET III JROTC LET V 95052X0C LET IV JROTC LET VI 95062X0C LET V JROTC LET VII 95062X0C7 LET VI JROTC LET VIII 95062X0C8 LET VII 1. ENROLLMENT: Must be a full-time student above the eighth grade. Must not have a record of conviction by a civil court, for other than a minor traffic violation. 2. ELEGIBILITY: Must be willing to wear the military uniform once a week, and adhere to the grooming standards of wearing of the uniform. (i.e. haircut/style and shave) Must be physically able to march and to participate in the various activities of the JROTC program as required by the curriculum.

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    3. COURSE DESCRIPTION: The Junior ROTC program is set up on a building block curriculum. Basic principles and skills are taught the first year, and each course is broadened and given greater detail each successive year. A brief description of each course is as follows:

    1. The Spirit of American Citizenship.

    Covers the basic national rights of an American citizen, and the

    Constitutional basis for the U.S. Army.

    2. Military History.

    Concentrates on the U.S. Military involvement from the Spanish

    American War thru present conflicts. Students will be able to

    understand why this country became involved in such conflicts as

    Korea and Vietnam.

    3. Map Reading.

    Provides instruction to help students determine direction, location, and

    distance. It includes practical exercises that allow students to apply

    new


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