HS Program of Studies

CAROL MORGAN SCHOOL

HIGH SCHOOL PROGRAM OF STUDIES

2015-16

______________________________________________________________________________________________________________

C a r o l M o r g a n S c h o o l

Ave. Sarasota esq. Nunez de Caceres Tel: (809) 947-1000 Carol Morgan School ADMISSIONS: Apartado Postal No. 1169 Fax: (809) 533-9222 CPS #2246 Ruth Sánchez, Registrar Santo Domingo, www.cms.edu.do PO Box 149020 Tel: (809) 947-1100 Dominican Republic [email protected] Coral Gables, FL 33114-9020 Fax: (809) 701-6899

CMS HS Course Descriptions 2015 – 2016

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C O N T E N T S

T O P I C P A G E _

Carol Morgan School Mission Statement ………………………………………. 3 School Philosophy and Objectives ……………………………………………..... 3 Statement of Accreditation ………..…………………………………………….. 3

School Mission...…………………………….…………………………………….. 4 Purpose of booklet ……………………………………………………………….. 5 Planning for the future ………………………………………………………….. 6

Credits….………………………………………………………………...... 6 Grade Level Placement …………………………………………………… 6 Higher Education Requirements………………………………………....... 6

Graduation Requirements………………………………………………………. 7 Course Selection ………………………………….…............................................ 8

Course Load Requirements………………………………………………... 8 Course Scheduling Process ……………………………………………….. 8 Guidance Department……………………………………………………… 8

Four Year Plan…………………………………………………………………….. 9 Cross Disciplinary Programs……………………………………………………. 10

Advanced Placement Program……………………………………………. 10 Optimal Learning Center …………………………………………………. 10 Independent Research ……...…………………………………………….. 10 Virtual High School………………………………………………………. 11

Application for an Advanced Placement Course…………………...…………. 12 English ……………………………………………………………………….…... 14 Social Studies …………………………………………………………...……….. 17 Mathematics……..……………………………………………………………….. 21 Science…………………………………………………………………………….. 24 World Languages ………………..………………………………………………. 27 Physical and Health Education…………………………………………………. 30 Fine, Performing & Tech Arts………………………………………………….. 32 Applied Technology ……………………………………………………………... 36 Optimal Learning Center ………………………………………………….….... 39



THE CAROL MORGAN SCHOOL OF SANTO DOMINGO

Mrs. Carol Morgan started to teach her daughter and five other children in an old abandoned chapel in the garden of the Episcopal Church in 1933. When Mrs. Morgan’s husband’s missionary work took his family back to the United States, the school continued. In 1949, it was officially named The Carol Morgan School in honor of her efforts. It moved locations many times. In 1964, Mr. Donald Reid, on behalf of the Dominican Republic Government, donated the present site of 15 acres to the school. Construction began immediately and the school moved to its present campus in 1968. The gymnasium was built in 1974 and other improvements to the facilities and grounds have been continuous, now directed by a long-range plan.

Mission Statement The Carol Morgan School is a private, secular, non-profit, college-preparatory school that instills a passion for learning, builds character and inspires civic and social responsibility. Incorporating a rigorous, U.S. curriculum and advanced technology, CMS empowers students to become leaders of a multicultural, global society. The Carol Morgan School will maintain its lead as a world-class, comprehensive school.

Revised May 2014

Philosophy Statement for

The Carol Morgan School of Santo Domingo Committed to continuous improvement, the Carol Morgan School provides an excellent standards-based academic program within the framework of the best research-based educational practices in which students develop character, an awareness of the natural and social environments, and essential skills preparing them to face the challenges of our rapidly changing world. The philosophy and objectives of this non-profit, community school support a U.S. curriculum in the rich cultural setting of the Dominican Republic where the varied international student body receives an immersion English language program. CMS welcomes families from all countries knowing that this association of students of different backgrounds and religions will help them develop a clear understanding and appreciation of the global world in which they live. Designed to meet a wide range of individual needs, the CMS experience stresses the worth and dignity of all students and provides them the opportunities to progress intellectually, emotionally, socially, and physically to their greatest potential. Revised May 2014

Statement of Accreditation

Carol Morgan School receives accreditation from the MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS (MSA). This Association is a non-governmental, internationally recognized, organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction. Accreditation of an institution by SACS indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer group review process. An accredited school is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation. Accreditation by SACS is not partial but applies to the institution as a whole. As such, it is not a guarantee of the quality of every course or program offered, or the competence of individual graduates. It does, however, provide reasonable assurance about the quality of opportunities available to students who attend the institution. Inquiries regarding the status of an institution’s accreditation by SACS should be directed to the administrative staff of the school. Individuals may also contact SACS: 1866 Southern Lane, Decatur, Georgia 30033-4097 Tel: 404-679-4500 Fax: 404-679-4541.



W E L C O M E

to

CAROL MORGAN HIGH SCHOOL

School Vision

“Founded in Integrity, Focused on Learning”

Approved May 2009

To this end we will:

Expect the very best from every student. Request and encourage family support and involvement.

Pledge our professional expertise and personal commitment.

Student Outcomes

Upon graduating from Carol Morgan School students will:

Be lifelong learners with global perspectives

Possess bilingual skills within the English and Spanish languages

Be aware and reflective of their varied intellectual strengths, demonstrating confidence, motivation, and self-discipline

Be inquisitive, demonstrating critical and analytical thinking

Demonstrate multicultural sensitivity and respect for differences

Be “fit for life” demonstrating physical, emotional, and social well-being

Demonstrate respect for our natural world and conservation of our global resources

Be innovative producers and informed consumers

Adapt to emerging technologies, ethically applying them to new and future settings

Demonstrate responsibility and sound judgment, making informed choices for personal balance and community improvement

Listen, lead, and work collaboratively to solve problems locally and globally

Revised June 2014



The purpose of this booklet is to provide parents and students with the tools to develop a course of study

toward high school graduation and beyond. The booklet is divided into sections that will allow you to:

Discuss and develop plans for the future, Review graduation requirements for Carol Morgan High School, Understand individual courses based upon course descriptions, Select and request courses for the next school year, Learn of specialized services and offerings.

Department information will be found in the following order:

English, p. 14 Social Studies, p. 17 Mathematics, p. 21 Science, p. 24 World Languages, p. 27 Physical and Health Education, p. 30 Fine, Performing & Tech Arts, p. 32 Applied Technology, p. 36 Optimal Learning Center, p. 39

Course descriptions are listed beginning with those required for graduation, and then those that are elective classes.



Planning for the Future

CREDITS A student receives

One (1) credit for the successful completion of each Full Year (two semester) class, One half (1/2) credit for the successful completion of each Semester class,

No credit is received for a class if a student’s final grade is below 60%. **No credit is received for Algebra 1 if a student’s final grade is below 70% In a full year course, the final grade is the average of both semesters.

GRADE LEVEL PLACEMENT Students are placed at grade level according to the following criteria:

Grade 10 Six (6) credits earned Grade 11 Twelve (12) credits earned Grade 12 Eighteen (18) credits earned If you have questions regarding your credits, contact the Counseling Office.

HIGHER EDUCATION Many students continue education beyond high school. Since admission requirements vary widely between higher education institutions, applicants must consult the bulletin or catalog of the institutions of choice. During the school year, admissions officers from many schools and colleges visit with CMS students. It is important to realize that admission to college is generally competitive and that a maximum rather than a minimum course of study is recommended. It is further recommended that students consult with their counselor frequently in making plans for the future. This will help to ensure that course selections are appropriate to personal goals. While accumulation of credits is important, students must also consider course rigor, grades, S.A.T. scores, school recommendations, leadership experiences, community service hours and involvement in co-curricular and extracurricular activities. Students should take the most challenging courses that they are capable of completing successfully. This will put them in a position to be accepted at a college or university where the academic challenge will be appropriate for their talents and preparation.

U.S. College / University Entrance Dominican University Entrance SUBJECT # Years RECOMMENDED SUBJECT # Years RECOMMENDED *

English 4 English 4 Social Studies 4 U.S History + Social Studies 4 Dominican History +

Economics + Sociology Modern Language 4 Spanish 4 Spanish 12

Math 4 Through Pre-Calculus Math 4 Pre-Calculus including Statistics

Science 4 Science 4 Biology, Chemistry, Physics Physical Education 1 Physical Education -

Fine Arts ½ Fine Arts -

EXAMINATION SAT I and SAT II

ACT & T.O.E.F.L.

EXAMINATION ** National Exams required

8th and 12th grade

* These courses are STRONGLY RECOMMENDED for ALL students to prepare for the Dominican “Pruebas Nacionales” (National Exams) even if university study in the United States is under consideration. ** ALL Dominican students, as well as students who wish to attend Dominican universities, should prepare for the “Pruebas Nacionales” (National Exams). Futhermore, ALL Dominican graduates are strongly advised to take the “Pruebas Nacionales” (National Exams) IMMEDIATELY after graduating from CMS in case these exams results are needed at a later date.



Graduation Requirements

GRADUATION REQUIREMENTS To be eligible for graduation from the Carol Morgan School, a minimum of 25.5 credits must be earned in Grades 9 – 12 in accordance with the table below. Eight semesters of successful full-time attendance in high school are required. Students must maintain an academic G.P.A. of 2.0 (70%). Each semester’s performance achievement will be reviewed to ensure all students will eventually meet graduation requirements. The following subjects must be successfully completed with passing (60% or higher) grades.

SUBJECT REQUIRED COURSES Graduates of 2010+ English English 9, English 10, English 11,

English 12 (or AP Literature or AP Language)

4 credits Social Studies Global History and Geography I, Global History and Geography II

(or AP World History or AP European History), US History (or AP US History)

4 credits

Mathematics * Algebra I, Geometry, Algebra II & Trigonometry 3 credits Science **Chemistry, Biology, Physics 3 credits

World Language Three consecutive Spanish courses (Mandarin is offered as an elective language)

3 credits

Physical and Health Education

Physical and Health Education 1 & 2 (Integrated Health and PE)

2 credits

Fine Arts 2 credits Computer Technology 0.5 credits

Additional Courses ***Including the SAT Prep and Writing the College Research Paper Courses

4 credits

TOTAL CREDIT REQUIREMENTS FOR GRADUATION 25.5 CREDITS ADDITIONAL GRADUATION REQUIREMENTS

Every student must write one SAT I exam SAT-reading, writing, math Passing The Senior Extended Essay is a CMS graduation requirement SEE-paper +oral defense

15 Hours of Community Service each school year in Grades 9 – 12 Each student, must complete a minimum of 15 Community Service hours per year, a minimum of 10

hours must be completed in the Community Service Outreach and 5 hours maximum may be In-House Service hours.

60 hours

* Algebra I may be taken in 8th grade, but no HS credit will be received. Alegbra 1 must be passed with a 70%. A student taking Geometry in 9th grade must complete the three year math requirement, e.g. Algebra II/ Trigonometry, Pre-Calculus, Calculus. ** Graduating classes of 2016, 2017 must graduate with a minimum of Physical Science and Biology, but if the student took Biology

in the 9th grade, they must graduate with Biology, Chemistry and Physics or AP equivalent. Graduating classes of 2018 and beyond must graduate with credit in Chemistry, Biology and Physics or AP equivalent.

*** The SAT and Writing the College Research Paper Courses are required. Early graduation, which is defined as prior to June of a student's senior year and/or with less than four (4) full years of high school attendance, is not an accepted practice at The Carol Morgan School. Although they may take credit-granting courses, eighth grade students will not receive credits toward graduation. The graduation requirements for students registered in a High School Level 2 Resource class (OLC) will be reduced by one credit for each year s/he received OLC Level 2 assistance since no credit is granted for OLC. Core course requirements must still be met for graduation.



Course selection

COURSE LOAD REQUIREMENTS Each student must

Select, in the spring, their full program for the entire next year. Enroll in a full schedule of seven courses, each semester. Students in Grades 11 and 12 who carry two (2) or more Advanced

Placement courses may be given the option, with parent permission, to choose one study hall for a semester or year. Students must take a minimum of five core courses (social studies, English, Spanish, math and science) each semester. Students with a study hall cannot register for a teacher’s assistant or office aid position.

COURSE SCHEDULING PROCESS 1. This booklet is prepared to assist students and parents with planning, for a full, comprehensive program each year. 2. Students should review their current transcript and fill out a four year plan to ensure they are on track to meet graduation

requirements. See Four-Year Plan on page 9. 3. Students should review the Program of Studies

Consider what you want to study in college. Are you taking appropriate courses to prepare you for your next step? What courses do you need to study in the US versus the DR? The point is to challenge yourself. You may not sign up for classes you have already taken unless you did not pass that course.

4. Students complete the Course Selection Form for their grade, obtain their parents’ signatures, and submit them to their advisor by the date indicated on the course selection form.

5. Students register electronically. The electronic registration must exactly match the student’s Course Selection Form. 6. The Guidance Office reviews the course selections. The Principal, with assistance from the Guidance Counselor and Department

Heads, organizes classes to accommodate the requests in a way that minimizes the conflicts for students and teachers. 7. Draft schedules are printed and the Guidance Counselor will work with the student to resolve schedule conflicts. 8. Students new to the school will be scheduled as early as possible.

COUNSELING DEPARTMENT The Counselors in the Guidance Department help students select and schedule courses. The course selection process, however, is but one part of the department’s involvement in the total educational experience. The Guidance Department is committed to helping all students make the best possible use of their educational opportunities. For each student, this involves an ongoing examination of the self in a changing world. It means carefully selecting courses and then answering the question, "How does it all fit together for me and where do I want to go with it?” Most students need some help with self-understanding, decision making and relating to others, as well as with obtaining information about course selection, careers, and further education. This help is offered by guidance counselors through individual conferences, group discussions and informational programs. It is also an aim of the Guidance Department to work closely with parents, teachers, administrators and others in the school and community. The greater the communication, the more opportunity there is for solving problems that may interfere with the learning process and for expanding resources available to students. This, in turn, should enable young people to contribute more fully to the community.



FOUR–YEAR PLAN

Name: Class of: Grade 9 Grade 10 Grade 11 Grade 12 English 9 English 10

English 11/ AP Eng. Language English 12/ AP Literature

or AP English Language

Social Studies Global History I

Social Studies Global Hist. II/ AP World History/ AP European History

Social Studies U.S. History / AP U.S. History

Social Studies

Mathematics Algebra I/Geometry

Mathematics

Mathematics

Science Physical Science/Biology/ Chemistry

Science

Science

Spanish 9

Spanish 10

Spanish 11 (AP Span. Lang)

SAT Prep SEE

Technology (.5)

Fine Arts (1.0) Fine Arts (1.0)

PHE (1.0) PHE (1.0)

Community Service Hours (15)

Community Service Hours (15)

Community Service Hours (15) Community Service Hours (15) Total: 60 (Min)

Credits Year: Total:




CLUBS:

SPORTS:

LEADERSHIP:



Cross Disciplinary Programs ADVANCED PLACEMENT (AP) PROGRAM WE INVITE YOU TO CHALLENGE YOURSELF! CMS offers the Advanced Placement (AP) Program, a globally recognized program of college-level courses and examinations that give committed, motivated students the opportunity to:

Earn college advanced placement Improve performance in college Become eligible for a Scholar Award or International Diploma Broaden horizons Earn college credits Experience the process of a college class

2014-2015 CMS plans to offer 10-15 AP courses and examinations. While we encourage all students to challenge themselves, please remember that AP courses require extraordinary personal commitment at an accelerated academic level. The college-level content of AP courses, as well as the May examinations timetable, requires rapid coverage of material, a great deal of independent study, extraordinary work ethic, consistent attendance and a high record of achievement in previous courses. AP Courses also require a greater commitment outside of school as the level of homework is greater than regular courses. Please note, that it is a CMS Policy that all students enrolled in AP classes must take the AP exam in that course. Exam fees are the responsibility of the student’s family. AP prerequisites and appropriate grade levels are available in each of the course descriptions. If required, AP applications are available in this booklet and also from the Guidance Office.

Dominican Republic Universities recognize Advanced Placement scores. The following institutions will recognize grades of 3, 4 and 5 on up to three AP exams as students register with the universities.

Santo Domingo: San Pedro de Macoris: Santiago:APEC PUCMM UNIBE UCE PUCMM UNPHU INTEC

So, if you are planning to attend university locally, AP may give you significant advantages!!!

SEE AP APPLICATION FORM ON PAGE 12 OPTIMAL LEARNING CENTER (OLC) Resource Level 2 services are provided for students who have been identified and evaluated as having a learning difference and who require additional assistance for success. The Resource teacher develops an Individualized Education Plan with the student, teachers and parents to address the student’s needs. Accommodations to match the ways in which the student best learns are encouraged within each classroom. Within the OLC room at least three times per week, the Resource teacher ensures students are aware of their strengths as well as their weakness and helps them use their strengths to greater advantage. Students learn about their particular learning styles and practice techniques to enhance their style. Ongoing attention to study and organizational skills helps students to use their learning time more effectively. This service has an additional cost; details can be obtained from the OLC Office.

INDEPENDENT RESEARCH PROJECT Independent Research Project is designed to provide an opportunity for students to go beyond the classroom experience to pursue a particular interest if subject area course offerings have been exhausted. The administration and staff recognize the value of self-discovery and self-teaching and support the responsibility and growth which is involved in this process. To apply, a student must:

Be a Junior or Senior Have at least a B average in the subject area in which s/he wishes to study independently

Have exhausted the present curriculum Be involved in only one independent Reasearch Project per semester. Exceptions to these qualifications will be handled via your guidance counselor. The counselor will bring viable exceptions to the attention of the subject Department Chairperson’s approval. In cases of doubt, the guidance counselor will bring individual cases to the principal.



VIRTUAL HIGH SCHOOL VHS is an online education program that gives students access to high quality, innovative on-line curriculum offered from high schools around the world. In addition, students have the opportunity to interact, collaborate, and team with students of different ethnicities, cultural backgrounds and geographical locations. The VHS program offers over 130 different course selections with curriculum that is extremely diverse and a creative alternative to traditional courses.

Although VHS exists only in cyberspace, its policies, procedures and guidelines are real. Students and teachers are expected to attend their VHS NetCourse on a daily basis. Courses must undergo rigorous evaluation before they are accepted, and are regularly monitored to ensure that they comply with VHS delivery standards. A complete catalogue and description of the VHS program are available at www.thevhscollaborative.org/

Who Can Enroll in VHS? Students can enroll in VHS classes if they meet the following criteria:

1. The student must be a junior or senior. 2. Student must have a core average of 85% or above. 3. The student and his or her guardian(s) must pay an additional fee for taking a VHS course. 4. The student and his or her guardian(s) must sign a contract

VHS Course Clarifications 1. All VHS are equal to CMS elective courses. 2. VHS courses are categorized by grade (10, 11, 12) and difficulty level (standard, honors, AP, etc). Credit will be granted as an

elective course at the appropriate grade and difficulty level. 3. One VHS course can be taken in addition to six CMS campus courses. Students cannot register for seven CMS courses plus a VHS

course. 4. Students can only participate in one VHS course per semester. 5. A VHS course can be scheduled in any block throughout the day. Students will be given a study hall period to dedicate to the

course. 6. There is an additional cost associated with a VHS course. 7. CMS will provide assistance in registering students for VHS courses and entering grades in our system and a student’s transcript

once the course is complete. Note the following: a. CMS will provide students with access to a computer and internet during the block in which the VHS course is assigned. b. Students are responsible for the completion of the course, for monitoring progress, and for passing the course. c. Parents are directly responsible for monitoring their child’s progress in the course. d. Students are expected to comply with the expectations outlined in the CMS Internet Use Contract and also in the VHS

Internet use contract. e. CMS is not responsible for the academic support, supervision, or feedback on progress in VHS courses.

8. VHS seats are limited. Students interested in taking a VHS class are encouraged to contact their Counselor as soon as possible. 9. Course registration is not guaranteed until payment is received.

For additional information regarding the selection process and for the necessary forms, students and parents may contact the VHS Site Coordinator through the high school office.



Application for an ADVANCED PLACEMENT COURSE Complete an application for each course you are applying for

Completed high school course work is the best indicator of whether a student is “prepared and willing to accept the challenge of a rigorous academic curriculum.” Students who demonstrate that preparation and willingness typically have:

90% or higher average in preparatory courses in that department; 85% average or higher in core courses (English, Spanish, math, science, social studies)

Please note the following: Students with a core academic average lower than 85% are welcome to apply for an AP course, but a maximum

of two AP courses is recommended. Students with a core academic average lower than 80% must complete and attach a “Request for an

exception to the AP acceptance criteria” to this form. If accepted, only one AP course is recommended. Students with a core academic average equal to or lower than 75% or who are on Academic Probation will not

be considered for AP course enrollment. If you truly desire to take an AP course, please demonstrate that you are prepared and willing to do rigorous work by raising your core GPA above 75%.

--------------------------------------------------------------------------------------------------------------------------------------------------- Name _____________________________ Current grade level ______ Core GPA (=>85%) _______________

Circle the ONE ADVANCED PLACEMENT COURSE you are applying for on this form. Shaded AP courses: Not offered in 2015-16 but will be offered in 2016-17. You cannot apply for these courses this year. Courses with Asterisk: Rotating courses- offered in 2015-16 (next year) but will not be offered in 2016-17. English Spanish Math Science Social Studies Fine Arts VHS English Lang & Composition (11)

Spanish Literature (12)

Calculus AB Biology European History Studio Art Computer Science

English Lit & Composition (12)

Statistics Chemistry *Macroeconomics Calculus BC

*Environmental Science

Microeconomics

Physics 1 Psychology Physics 2 U.S. History World History

Past AP Courses from 2014 Exam Score Past AP Courses from 2014 Exam Score Other AP courses you are applying for: ___________________________________________________ Current Subject Teacher signature-“I am in agreement this student is a good match for this AP course.” Signature: _______________________________________________________ Date______________________________________ Teacher Comments:_________________________________________________________________________________________ ______________________________________________________________________________________________________________

Submit this completed form to the Guidance Center by 12:45 p.m. Friday, February6th. Meeting deadlines is an AP expectation; therefore, late applications will NOT be accepted. Decisions will be posted by Feb. 13th at 12:00 p.m.



AP Course Agreement “All students who are prepared and willing to accept the challenge of a rigorous academic curriculum should be considered for

admission to AP courses.” – The College Board

Advanced Placement (AP) courses are rigorous, fast‐paced classes designed for those students who show high levels of aptitude for, interest in, and a commitment to specific course topics. AP courses at CMS are aligned with College Board recommendations and are college‐level courses taught with high school‐level support. As students carefully consider taking an Advanced Placement course, they must also contemplate their academic, extra‐curricular, volunteer, and employment commitments. Because of the rigor associated with an AP course, out‐of‐class time, preparation, and serious study is required for success. A very or most demanding course load can be appropriate for one’s academic abilities. At the same time, a student who is sleep‐deprived and stretched thin across many commitments will find it difficult to experience success not only in the classroom but also in activities and athletics. By choosing an AP course, a student is making a commitment to an increased academic course load, and thus will have to make some compromises in the level of participation in extracurricular activities. We are convinced that helping students challenge themselves appropriately in the classroom, while encouraging a reasonable amount of activities outside the classroom, better enables students to be prepared for college and life. Moreover, this approach ensures students develop a meaningful understanding of commitment and balance. College Board AP Exam Participation: All students enrolled in an AP course are required to pay for, and take, the College Board AP exam in May. Students must be enrolled in, and successfully complete their AP course to earn CMS credit for graduation. Grading Grading for AP courses follow the College Board scoring for AP Exams using a percentage system to correlate to the 1‐5 scale, but carry weighted credit for calculating grade points and transcripts Student Commitment: I should expect an average of 4‐8 hours of homework weekly in any AP course. Coursework may seem challenging at first and initial grades may not reflect later grades in course. Homework will be assigned over weekends and vacations. Prior to the start of the course, the teacher will assign summer reading and/or assignments for which I am

responsible. These are typically due the first day of class. Committed, regular attendance is crucial to achievement due to quick pace of course content. I may be responsible for purchasing some additional course materials. If difficulties are encountered with the course content, I will conference with my teacher about my

progress and attend recommended enrichment You have until the end of the third cycle to drop an AP course. Course changes will be contingent on

space availability, extenuating circumstances, teacher’s appraisal of my potential for success, and timing of request.

If, after the end of the third cycle, I decide that the course load is too heavy, I will not be able to drop these classes.

I understand that participation in an AP course prepares me well for college. I have read the above statement and understand the increased rigor, effort, and time needed to be successful in an Advanced Placement Course. I am committed to meeting this challenge. X______________________________ _______ X_________________________ _______ Student Signature Date Parent Signature Date



ENGLISH



ENGLISH

English offerings by grade:

Grade 9 Grade 10 Grade 11 Grade 12 English 9 English 10 English 11 English 12

AP Language and Composition AP Literature and Composition

Writing the College Research Paper

AP Language and Composition

SAT Prep

ENGLISH 9 Grade 9 Full Year 1 Credit (Required) Prerequisite: English 8 Textbooks: Elements of Literature 3, Holt, Rinehart, Winston This course focuses on the study of fundamental concepts of literature from readings written by authors around the world, developing creative and critical thinking skills, and on improving students’ writing. Students will understand and analyze various genres of literature – poetry, short story, drama, epic, and the novel. Students will also develop critical reading and analytical skills, build their vocabularies, and enhance their understanding of grammar through methodologies including individual study, class discussions, literature circles, Socratic seminars, written and oral expression, and visual media. Writing assignments that evolve from the reading selections will incorporate the Six Traits of Writing. This course carries a heavy emphasis on grammar usage in order to improve students’ understanding of the English language and improve their writing ability. ENGLISH 10 Grade 10 Full Year 1 Credit (Required) Prerequisite: English 9 Textbooks: Elements of Literature 4, Holt, Rinehart, Winston This course will focus on analyzing classical world literature and supplemental texts. Class assignments will require students to read, write, speak, and think critically and creatively, and will include group discussions, Socratic seminars, independent and collaborative participation in the writing process, student presentations, and visual media. Students will engage in various modes of writing, with a particular emphasis on expository prose, and the development of a clearly organized, well supported essay. The course will include a year-long study of common root words, in order to help students expand their vocabularies, as well as a final, full length research project. ENGLISH 11/ American Literature Grade 11 Full Year 1 Credit (Required) Prerequisite: English 10 Textbooks: Elements of Literature 5, Holt, Rinehart, Winston The course focuses on the thematic study of American Literature and Rhetoric. Through the various genres of literature and multi-media, students will understand the major themes and ideas embodied in the literature of the United States. Students will al examine the many cultural influences contributing to the American identity and dream. Students will also engage in non-fiction text, reading a variety of articles, essays, and other text. Improving critical reading, writing, thinking, speaking, listening and researching skills though independent study, cooperative activities, project-based learning, and the use of technology in the classroom is the overall goal of the course. ENGLISH 12 / English Literature Grade 12 Full Year 1 Credit (Required) Prerequisite: English 11 Textbooks: 1984, Anthem, MacBeth, A Room of One’s Own, Tipping Point

The Senior English classroom is a place where language, literature and ideas are analyzed and discussed in student pairs, as well as small and large group, in oral and written formats. The student will be instructed and encouraged to recognize the power of words to encourage or discourage, to lift or degrade, to entertain, build or destroy, inspire or not, and ultimately to enrich communication. Words are tools to desensitize or nurture our humanity. The close reading of rich literary and student-created texts will, hopefully, result in increased self-awareness, empathy and enhanced inference and communication skills. Texts studied include novels from British, European, and American literature.



SAT-COLLEGE PREPARATION COURSE: Grade 11 Semester ½ Credit (Required) This course is required for ALL JUNIORS in order to prepare them for the SAT Test. The course will be one semester long with students splitting their time between the math portion of the test and the English portion of the test. The course will be taught collaboratively by two teachers, one from English and one from Math. Students receive instruction in the areas of: test format, strategies to attack each type of question, tips on pacing and guessing, practice with real SAT questions and whole test sections plus guidance on the college selection/application process. In the English section they will focus on vocabulary building, critical reading, thinking strategies and writing. In the math section the focus will be on algebra, geometry and statistics.

WRITING THE COLLEGE RESEARCH PAPER Grade 12 Semester ½ Credit (Required) This one semester course is required for ALL SENIORS in order to prepare their Senior Extended Essay and Oral Defense. Students will choose and research a narrow topic in considerable detail, generate an original thesis, and compose a succinct 2500-3000 word essay that they must defend in an oral presentation at the conclusion of the course. The purpose of the course is to ensure that every CMS student experiences the process of envisioning, creating, revising, submitting and defending a major research paper. Specifically, students will apply the Big 6 research cycle at the college level, locate and evaluate reliable sources in the library, web, or databases; cull, organize, and synthesize task-appropriate information, responsibly track and cite sources, and use 21st century web tools to effectively manage web-based information as well as applying effective presentation skills and technological fluency. OPTIONAL COURSES AP LANGUAGE AND COMPOSITION Grades 11, 12 Full Year 1 Credit Prerequisite: AP Application Process AP Language and Composition is structured as a first year college composition course and involves close reading and analysis. The effect of writing on the intended audience, the rhetorical devices used to achieve that effect, and judgments about the writer’s attitude and motivation are the concerns of this course. Students examine a range of writing models, learn to write detailed analyses and practice certain techniques in their own writing. Besides the largely nonfiction works provided as composition examples, AP Language includes a mixed genre selection of notable pieces from world literature. Students will be required to participate in cooperative group learning and class discussions, to take notes during class presentations, to read a great deal of assigned literature outside of class, to produce oral and written work on a daily basis, and to take quizzes, tests and exams. Advanced Placement Language and Composition is offered to students in grades 11 and 12 who sufficiently demonstrate their abilities, motivation and interest through the quality of past work, grades, PSAT scores, teacher recommendation, and a sample AP essay and objective passage. AP LITERATURE AND COMPOSITION Grade 12 Full Year 1 Credit Prerequisite: AP Application Process The AP Literature and Composition student reads analytically to recognize and describe both orally and in writing, how language and form contribute to the meaning of a work. This includes literal and figurative meaning, recognition of themes, and stylistic techniques and devices. Students use writing as a means of discovery and clarification in personal writing and literary analysis. Class discussions are student-directed; students orally demonstrate text based position statements with effective supporting evidence. Students exhibit responsive, active listening. Students will be required to participate in cooperative group learning and class discussions, to take notes during class presentations, to read a great deal of assigned literature outside of class, to produce oral and written work on a daily basis, and to take quizzes, tests and exams. Advanced Placement Literature and Composition is offered to students in grade 12 who sufficiently demonstrate their abilities, motivation and interest through the quality of past work, grades, PSAT scores, teacher recommendation, sample AP essay and objective passage.



SOCIAL STUDIES



SOCIAL STUDIES ________________________________________________________________________________________________________

Social Studies offerings by grade:

Grade 9 Grade 10 Grade 11 Grade 12 Global History and

Geography 1

Global History and Geography 2

or AP World History

Psychology Economics

United States History or

AP United States History. AP World History

AP Psychology AP Microeconomics AP Macroeconomics

Economics Psychology

Current Events: DR & the World International Relations

United States History or

AP United States History AP World History

AP Psychology AP Microeconomics AP Macroeconomics

Economics Psychology

Dominican History/Geography Current Events: DR & the World

International Relations

GLOBAL HISTORY AND GEOGRAPHY 9 Grade 9 Full Year 1 Credit (Required) Textbook: World History: Connections to Today, Prentice Hall. This course gives students a holistic view of World History by focusing on the development and changes of the SPRITE+1 (Social, Political, Religious, Intellectual, Technological, Economic, and Geography) themes across every major region of the world. Special focus will be given to the role of geography in “setting the stage” for history and the result of interaction between different regions and cultures. Writing will be a focus as well, as students will learn to use primary and secondary source documents to critically assess historical events. Course starts from “Pre-History” and concludes with the Age of Exploration. GLOBAL HISTORY AND GEOGRAPHY 10 Grade 10 Full Year 1 Credit (Required) Prerequisite: Global History and Geography 9 Textbook: World History: Connections to Today, Prentice Hall. This course gives students a holistic view of World History by focusing on the development and changes of the SPRITE+1 (Social, Political, Religious, Intellectual, Technological, Economic, and Geography) themes across every major region of the world. Special focus will be given to the role of geography in “setting the stage” for history and the result of interaction between different regions and cultures. Writing will be a focus as well, as students will learn to use primary and secondary source documents to critically assess historical events. Course starts from the Scientific Revolution and continues until present day. US HISTORY Grade 11 Full Year 1 Credit (Required) Prerequisite: Global History and Geography 10 Textbook: American History: The Modern Era Since 1865, Glencoe Company. A foundation is laid through a review of American History from Jamestown and the Slave Trade to the American Revolution and the Constitution. Our studies then move to the Civil War Era and Reconstruction, its after-effects, and population focusing on issues of race and class conflict as well as the expansion of industry, the American media, imperialism and Manifest Destiny, the rise of the United States as a world power, and the impact of the various wars on society both home and abroad. There is a strong focus on developing student skills and how to be a historian such as research, collating data, and how to effectively write argumentative essays. IT projects and oral/visual presentations are used to enhance student learning and to make the course a rich and rewarding experience. DOMINICAN HISTORY AND GEOGRAPHY Grade 12 Full Year 1 Credit (Required for Dominican Universities) Prerequisite: None Textbook: La República Dominicana, Dos Siglos de Historia, Geografia y Sociedad, Curso 1ro., 2do. Ciclo, Santillana. The purpose of this course is to encourage our students to understand the impact and relevance of historical occurrences. This course is intended to assist students in gaining a perspective of their cultural and social environment. The goals of the course are directed to ensure that the students acquire the basic knowledge and attitudes they need to face a changing world. The students will develop the skills,



strategies and habits of mind required for effective inquiry and communication, as well as understanding the basic concepts of our history. Essential course for students intending to study at any Dominican University. AP WORLD HISTORY Grades 10, 11, 12 Full Year 1 Credit Prerequisite: Global History and Geography I, AP Application Process Textbook: Traditions and Encounters, 3rd Edition McGraw Hill AP World History is designed to develop a greater understanding of global processes and contacts, in interaction with different types of human societies. This course offers balanced global coverage with Africa, the Americas, Asia and Europe. This course will cover the time frame of 8000 B.C.E. up until the present day. All of the information will be brought together using 6 central themes of study: change and continuity, patterns and effects of interaction among societies, the effects of technology and economics on their environment, systems of social structures and gender structures, cultural, intellectual and religious developments, and changes in the structure of states’ political identification over time. This course fulfills the requirement for Global History & Geography 2. AP MACROECONOMICS Prerequisite: AP Application Process Grades 11, 12 Full Year 1 Credit

Textbook: Principles of Economics by Gregory Mankiw, Cenage Learning 6th edition In AP Macroeconomics students investigate fundamental economic concepts as applied to aggregate economic behavior (national and international economies). Students will explore and critique measurements of national economic performance, including GDP, CPI, and the unemployment rate; national income and its components; models of aggregate economic activity, especially the AD/AS model; unemployment and inflation, and their causes and effects; money, banking, and the banking sector's role in the creation of money; stabilization policies, both fiscal and monetary; conflicting macroeconomic ideas, including those of classical economists, Keynesians, monetarists, and supply-siders; economic growth and development; and international economics, including trade, exchange rates, and current/capital accounts. There will be an emphasis not only on understanding economic theory, but also on using that theory as a way to understand current news and events. AP MICROECONOMICS Prerequisite: AP Application Process Grades 11, 12 Full Year 1 Credit

Textbook: Principles of Economics by Gregory Mankiw, Cenage Learning 7th edition In AP Microeconomics students investigate fundamental economic concepts as applied to individual decision-makers, especially consumers and businesses, within an economy. The main areas of concentration include basic economic concepts, especially supply and demand; the nature and function of product markets, including the behavior of firms in different types of market; consumer behavior and decision making; factor markets, including the markets for labor, land, and capital; and the roles of government in the economy, especially in correcting market failure and promoting efficiency and equity through taxing and spending. There will be an emphasis not only on understanding economic theory, but also on using that theory as a way to understand current news and events. AP UNITED STATES HISTORY Grades 11, 12 Full Year 1 Credit Prerequisite: AP Application Process Textbook: The American Pageant 13th ed., Houghton-Mifflin

‘A People’s History of the United States’ by Howard Zinn, HaperPerennial ‘Voices of a People’s History’ by Howard Zinn and Anthony Arnove, Seven Stories Press

Advanced Placement United States History covers Colonial America to the Present. Students develop the factual knowledge and analytical skills necessary to deal with the issues and problems of United States History. They do in-depth analysis of major developments, use primary sources, assess historical materials, and write several research papers. The course is equal to a full-year college survey course. Completion of the course fulfills the requirement for United States History. AP PSYCHOLOGY Grades 11, 12 Full Year 1 Credit Prerequisite: AP Application Process Textbook: Psychology (7th Edition) Worth Publishers Advanced Placement Psychology is an introductory course in psychology intending to provide the student with a learning experience equivalent to that offered in most college introductory psychology courses. Students will be introduced to the study of human and animal behavior as a natural science. A broad spectrum of information about the field of psychology will be presented and students will be exposed to the psychology principles associated with the many branches of psychology. Finally, students will be exposed to the methods psychologists use in their scientific endeavors. Major topics of study include: methods and approaches, history of psychology, biological bases of behavior, sensation and perception, consciousness, learning and memory, cognition, motivation and emotion, developmental psychology and individual differences, abnormal psychology and treatment of psychological disorders, social psychology as well as applied psychology. Attention will be devoted to preparation for the Advanced Placement Examination.



ECONOMICS Grades 10, 11, 12 Semester ½ Credit

Textbook: Economics Principals in Action, Practices, Prentice Hall A good understanding of economics is crucial for making sense of the world we all live in. In this introductory course, we will investigate how humans organize themselves for the production and distribution of goods and services. We’ll take an introductory look at different topics, including demand and supply, business organizations and labor markets, government involvement in the economy, inflation and unemployment, personal investing, and international trade. An important feature of the course will be looking at current events from an economic perspective and discussing/debating controversial topics in economics. PSYCHOLOGY Grades 10, 11, 12 Semester ½ Credit

Textbook: Understanding Psychology, Glencoe This course deals with the development, expression, and nature of human behavior. Animal and human behavior is examined to gain understanding of learning theories, personality development and interpersonal relationships. Students will learn basic psychological terminology, study theories and become acquainted with some of the ways knowledge of psychology is used in our world. Students should leave this course with a greater awareness of how personal behavior arises and how it relates to the behavior of others. CURRENT EVENTS: DOMINICAN REPUBLIC AND THE WORLD. Grades: 9, 10, 11, 12. Semester ½ Credit Taught in Spanish. This course will focus on Chronological thinking, historical comprehension and historical analysis and interpretation. Economics, social and political issues of the Dominican Republic past and present, with a vision of the future will be addressed by the course content, e.g. current events involving the Dominican Republic, political and economic issues, civic engagement and moral skills. Students will become aware of the reality of the Dominican Republic by examining domestic issues and the country’s relations with the rest of the world. INTERNATIONAL RELATIONS Grades 11, 12 Semester ½ Credit

The goal of the class is to engage students in critical thinking and problem solving while examining foreign policy in the twentieth and twenty-first centuries. The course materials are from the Choices Program - a non-profit organization based at Brown University that develops curricula on current and historical international issues. The course places a special emphasis on the importance of students’ participatory roles as citizens. Possible units of study: Human Rights, Genocide, International Trade, Terrorism, Middle East, and China.



MATHEMATICS



MATHEMATICS ________________________________________________________________________________________________________

Mathematics offerings by grade:

Grade 9 Grade 10 Grade 11 Grade 12 Algebra I Geometry Algebra II and Trigonometry Pre-calculus

Geometry Algebra II & Trigonometry

Pre-calculus Calculus

Algebra II & Trigonometry

Pre-calculus Calculus AP Calculus AB

AP Calculus AB AP Statistics

AP Statistics

ALGEBRA I (Required) Grades 9, 10 Full Year 1 Credit Prerequisite: Pre- Algebra (Grade “C” or better) 01/18/07 Textbook: Algebra, Common Core, Pearson 2012 Algebra 1 is a beginning high school math course which covers the traditional topics of algebra including: operations with real numbers, variable terms, polynomials, and radical expressions; solving equations; factoring; graphing linear systems; solving systems of equations in two variables; and, solving quadratic equations. Upon completion of Algebra I, the student should have a solid background in algebra and be ready to move on to higher math. Special Requirements: TI-83 or TI-84 Graphing Calculator (Texas Instruments) GEOMETRY (Required) Grades 9, 10, 11 Full Year 1 Credit Prerequisite: Algebra I (70% or better) Textbook: Geometry, Common Core, Pearson 2012 Geometry is a basic course, which begins with a review of Algebra I followed by an introduction to symmetry and constructions. The course emphasizes structure, reasoning and deductive proof, the logic of which is revealed through postulates, definitions and theorems. Methods of justification include two-column proofs. A gradual development of formal proofs is encouraged throughout the course. The students will learn to use reasoning skills to analyze and explain properties of triangles, congruent triangles, similarity, polygons, three dimensional solids, circles and coordinate geometry. Right triangles and an introduction to trigonometry are also covered in this course. Special Requirements: Only need a scientific calculator, but we want them to have one of these early TI-83 or TI-84 Graphing Calculator (Texas Instruments), protractor, compass. ALGEBRA II and TRIGONOMETRY (Required) Grades 9, 10, 11, 12 Full Year 1 Credit Prerequisite: Algebra 1 and Geometry Textbook: Algebra 2 Common Core, Pearson 2012 This second level course builds on skills and concepts developed in both Algebra I and Geometry and move on to an introduction to trigonometry. Linear and quadratic equations and inequalities are reviewed and expanded. New topics such as functions, conic sections, complex numbers, and exponential and logarithmic equations are introduced and practiced. Trigonometry is then introduced and practiced during the last quarter of the course. As a new component of the CCSS, a unit on probability and statistics will be covered as well. Algebra II and Trigonometry provides the foundation for students to continue studies in the Pre-Calculus and Calculus course. Special Requirements: TI-83 or TI-84 Graphing Calculator (Texas Instruments). PRECALCULUS Grades 11, 12 Full Year 1 Credit Prerequisite: Algebra II and Trigonometry Textbook: Larson PreCalculus 9e, Cengage 2014 Precalculus is an advanced course which begins with a review of real numbers, exponents, radicals, polynomials, linear and quadratic equations, inequalities, functions systems and graphs. Exponential and logarithmic function are reviewed and expanded upon. Trigonometric functions, their inverses and triangular trigonometry are studied in depth. Other topics included in the course are complex numbers, sequences, summation notation, matrices, linear programming and an introduction to statistics. Upon completion of this course, the student should have the mathematical background for the study of Calculus or AP Calculus (by teacher recommendation). Special requirements: TI-83 or TI-84 Graphing Calculator (Texas Instruments).



CALCULUS Grades 11, 12 Full Year 1 Credit Prerequisite: Pre-calculus or summer equivalent Textbook: Textbook: Calculus, 10th edition. Larson, Cengage Calculus is an advanced course which begins with a review of polynomials and trigonometric functions, functions and graphs. Topics included in the course are: limits, continuity, and differentiation of algebraic, trigonometric, and logarithmic functions. Velocity, acceleration, related rates, application of derivative, integration and its application is studied in depth. The purpose of the course is to prepare the student for college calculus. (i.e. student will major in business, engineering, science, etc. ). Special Requirements: TI-83 or TI-84 Graphing Calculator (Texas Instruments). AP CALCULUS (AB) Grades 11, 12 Full Year 1 Credit Prerequisite: Pre-calculus, Recommendation of Instructor and AP Application Process Textbook: Calculus, 10th edition, Cengage The AP-Calculus (AB curriculum) course offered is a full-year course in elementary functions and introductory calculus. The course is intended for students who have already studied college-preparatory mathematics: algebra, geometry, trigonometry, and pre-calculus. The philosophy of the course is one that emphasizes the developing of students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. Major topics of study include: Limits and Continuity, Derivatives, Applications of Derivatives, Transcendental Functions, Integration, Applications of Integration. Special Requirements: TI-84 Graphing Calculator and an IPad. AP STATISTICS Grades 11, 12 Full Year 1 Credit Prerequisite: Algebra II and Trigonometry, Recommendation of Instructor and AP Application Process Textbook: Statistics: Learning from Data, Roxy Peck and Chris Olsen. The AP statistics course is a full year course to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The course is intended for students who already have a firm grasp on algebraic concepts. Students may take this course after or in conjunction with a pre-calculus course. For the strong math student this course may be taken alongside the AP Calculus course. Students are exposed to four broad conceptual themes: Exploring Data: Observing patterns and departures from patterns; Planning a Study: Deciding what and how to measure; Anticipating Patterns: Producing models using probability and simulation; and Statistical Inference: Confirming models. Special Requirements: TI-83 or TI-84 Graphing calculators (Texas Instruments) COLLEGE PREPARATORY MATHEMATICS Grade 12 Full Year 1 Credit Prerequisite: Algebra I, Geometry and Algebra II/Trigonometry, Recommendation of Instructor Textbook: College Algebra by Larson, Hostetler and Hodgkins The College Prep course mainly focuses on developing students’ conceptual understanding of algebra while offering opportunities for improving problem solving skills. It is intended for seniors who are not ready for Pre-Calculus. The course will cover basic algebra skills, inequalities, graphing, and functions: polynomial, rational, exponential and logarithmic. Students exiting this course will be ready for first year mathematics at any competent college or university. They will have overcome misconceptions and feel confident about their algebra and critical thinking skills.



SCIENCE



SCIENCE ________________________________________________________________________________________________

Science course offerings by grade

Grade 9 Grade 10 Grade 11 Grade 12

Chemistry Biology Chemistry Chemistry

Chemistry Physics Physics

Physics AP Chemistry AP Chemistry

AP Chemistry AP Physics 1 AP Physics 1

AP Physics 1 AP Physics 2 AP Physics 2

Earth & Space Science AP Environmental Science AP Environmental Science

Marine Biology Earth& Space Science Earth & Space Science

Marine Biology Marine Biology CHEMISTRY Grades 9, 10, 11, 12 Full Year 1 Credit Prerequisite: Physical Science or equivalent Textbook: Chemistry, Wilbraham, Staley, Matta, and Waterman This course of study is presented using the most current theoretical viewpoints of Chemistry in correlation with proper scientific method and techniques. The first semester reviews basic atomic structures and introduces concepts involved in bringing about chemical changes. The study of analytical fundamental, atomic and molecular structure, periodic trends, and quantitative chemistry are investigated while students reinforce scientific methodologies. The second semester builds on these concepts while introducing chemical bonding and structure, the kinetics of phases of matter, colligative properties of solution, electrolytes, oxidation-reduction, and relationships. Mathematics is involved in most of the topics covered and laboratories account for many hands-on opportunities to reinforce discussed classroom materials. Qualitative and quantitative analysis will be an essential part of the course’s design. The final sections of this curriculum described as Journal Work will be used throughout the year to promote critical thinking based on scientific process. BIOLOGY Grade 10 Full Year 1 Credit Prerequisite: Chemistry Textbook: Biology, Miller and Levine Biology, the study of life, is an introductory high school course designed to develop a student’s respect, understanding and appreciation of the living world. Unit topics follow a traditional sequence: cells, biochemistry, genetics, evolution, and ecology. Laboratories and other practical activities will be used to develop and give meaning to concepts via the scientific method and laboratory skills; qualitative and quantitative skills will be emphasized. PHYSICS Grades 11 and 12 Full Year 1 Credit Prerequisite: Chemistry & Biology Textbook: Physics, Principles and Problems, Zitzewitz, Haase, Harper. This course introduces students to the major topics in Physics with an emphasis on critical thinking, laboratory techniques, scientific inquiry, and engineering practices. Topics covered include: kinematics, dynamics, momentum and impulse, energy, sound, light, optics, and electricity. The course requires a familiarity with laboratory techniques and basic numerical analysis. AP CHEMISTRY Grades 10, 11, 12 Full Year 1 Credit Prerequisites: Chemistry and Algebra I required, or permission of instructor and AP Application Process Textbook: Chemistry, Brown Advanced Placement Chemistry is the equivalent of a college freshman chemistry course. The course offers many of the topics in more depth than Chemistry and adds new topics: Atomic theory and structure; chemical bonding; nuclear chemistry; states of matter; reactions; stoichiometry; equilibrium; kinetics; thermodynamics. Laboratory experiments require the use of more complicated apparatus and more skill. Mathematics is used extensively throughout the course. AP ENVIRONMENTAL SCIENCE Grades 11, 12 Full Year 1 Credit Prerequisite: Biology required and AP Application Process Textbook: Environmental Science: Earth as a Living Planet, Botkin and Keller



The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. AP PHYSICS 1 Grades 10, 11, 12 Full Year 1 Credit Prerequisites: Physics (recommended), completion of Geometry and concurrently taking Algebra II & Trig, permission of instructor and AP Application Process Textbook: Physics, Cutnell and Johnson Algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills. Approximately 25% of the course is dedicated to investigating curricular content in a laboratory setting. AP PHYSICS 2 Grades 11, 12 Full Year 1 Credit Prerequisites: AP Physics 1, completion of or concurrently taking Pre-calculus and concurrently, permission of instructor and AP Application Process Textbook: Physics, Cutnell and Johnson Algebra-based, this course is equivalent to a second-semester college course in algebra-based physics. The course covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics. EARTH & SPACE SCIENCE Grades: 10, 11, 12 Semester ½ Credit

Textbook: Astronomy 3rd. Ed., Wiley

Earth and Space Science is a course focusing on the study of the Earth’s lithosphere, atmosphere, hydrosphere, and its celestial environment. Students enrolled in this course analyze and describe Earth’s interconnected systems and how they are changing due to natural processes and human influence. Topics covered include rocks, minerals, natural resource management, sculpturing of Earth’s surface, plate tectonics, earthquakes, volcanoes, geologic history, the atmosphere, weather, climate, history of astronomy, the solar system, stars, and galaxies. MARINE BIOLOGY Grades 10, 11, 12 Semester ½ Credit This course is for students who are interested in developing an understanding of the basic concepts of Marine Biology. It is intended for students at all levels who are motivated to learn more about the oceans of the world and organisms that live in them. The course is designed to include the study of the ocean environment, marine ecosystems around the world and various depths, and marine organisms of our own coastal area. Field trips and laboratory activities will be an integral part of the course. The major areas of study will include the following topics: ocean environment, chemical and physical factors, marine ecology, marine plants, and studying the various organisms that exist at marine biomes from the intertidal zone to the deep sea.



WORLD LANGUAGES



WORLD LANGUAGES

World Languages offerings by level:

Grade 9 Grade 10 Grade 11 Grade 12 SSL I, II, II, IV, V SSL I, II, II, IV, V SSL I, II, II, IV, V SSL I, II, II, IV, V

Spanish 9 Spanish 10 AP Spanish Language & Culture

Spanish 12 (Latin American Literature)

AP Spanish Literature

Mandarin I Mandarin I, II Mandarin I, II Mandarin I, II SPANISH 9 9, 10, 11, 12 Full Year 1 Credit Prerequisite: Spanish 8 or SSL 5 Textbooks: A: NUEVAS VISTAS, Curso 2, HOLTRINEHART/WINSTON B; Leo y Comprendo, Rosa María Durán Gili, Mc Graw Hill C.: El Placer de la Escritura, Alicia Correa Pérez, Pearson Prentice Hall D Taller de Redacción I- María Asunción del Río – Mc Graw Hill This is a basic course which expands the fundamental skills acquired in Middle School and continues to build strength in the areas of grammar, vocabulary, reading, comprehension and writing. It introduces discussion of literacy forms and the use of figurative language. SPANISH 10 Grades 10, 11, 12 Full Year 1 Credit Prerequisite: Spanish 9 Textbooks: A: NUEVAS VISTAS, Curso 2, HOLTRINEHART/WINSTON B; Leo y Comprendo, Rosa María Durán Gili, Mc Graw Hill C.: El Placer de la Escritura, Alicia Correa Pérez, Pearson Prentice Hall This course has been designed in a way that the student may reach an adequate mastery of oral and written language in order to establish an effective relation with the community and have access to cultural values, in particular those literary ones. The topics selected in this course aids the students in research, organizing their thoughts and expressing themselves effectively, in oral as well as in written form. It is an intermediate course, which shifts from the fundamental emphasis placed on grammar, reading comprehension, spelling rules and usage to the introduction of literature awareness. Upon the completion of the course, the student should have a solid foundation for more advanced studies of Spanish. SPANISH 11 (AP SPANISH LANGUAGE)) Grades 11 Full Year 1 Credit Prerequisite: Spanish 10 Textbook:A; Literaturas Españolas, Carmen Rodríguez de Mora y Jorge A. Santana B; Panoramas Literarios – España/ Teresa Méndez C-Temas–AP Spanish L/ Dragget. ,Conlin Publishing by Vista Higher AP Spanish Language and Culture is a special combined course designed to provide advanced high school students with a rich opportunity to study the language and culture of the Spanish speaking world, while incurring in rigorous literary text analysis. It emphasizes the comprehension, interpretation, and discussion of major pieces of Spanish literature from a selected anthology, covering major literary movements, from the 12th century and beyond. At the end of this course, students may take the AP Spanish Test, a standardized assessment elaborated by College Board that may grant college credits as any other AP course.

SPANISH 12 (LATIN AMERICAN LITERATURE) Recommended for Dominican Universities Prerequisite: Spanish 11 Grade 12 Full Year 1 Credit Textbook: Introducción a la literature Hispano-Americana: de la Conquista al siglo XX – National Textbook Company. An advanced course in Spanish American literature covering a survey of the main literary movements from the pre-Columbian period to the present. It requires ability to comprehend, interpret and analyze the writing of many Latin-American authors in both oral and written presentation. Upon completion of the course the student should be able to meet the requirement of Dominican and other Latin-American universities.

SPANISH as a SECOND LANGUAGE I Grades 9-12 Full Year 1 Credit Prerequiste: Level exam Textbook: Avancemos I, McDougall, Littell

This is a beginning course for those who are at the comprehension stage of learning. Listening skills are emphasized. Speaking, reading and writing skills are developed according to the correct grammar usage.



SPANISH as A SECOND LANGUAGE II Grades 9-12 Full Year 1Credit Prerequisite: SSL I or level exam Textbook: Avancemos II, McDougall, Littell This is an advanced beginner’s course for those who are at the speech-emergence stage, and already understand basic everyday practical language. The emphasis will be on speaking and following the correct rules of grammar. Listening, reading and writing skills will continue to be developed. SPANISH as a SECOND LANGUAGE III Grades 9 – 12 Full Year 1 Credit Prerequisite: SSL II or level exam Textbook: Avancemos III, McDougall, Littell This is an intermediate course, which has been designed for students who have a basic understanding of the Spanish language and are able to speak in a grammatically correct fashion. The course focuses on the development of flexibility in the oral use of the language through vocabulary building and monologues. The development of reading and writing skills are emphasized. The students are also exposed to Spanish and Latin American culture as reflected in a real life situational context. SPANISH as a SECOND LANGUAGE IV Grades 9-12 Full Year 1 Credit Prerequiste: SSL III or Level Exam Textbook: Avancemos IV SSL IV is an advanced course for those who are able to carry on everyday life conversations with native speakers, but who need to develop their reading and writing skills. Grammar and orthography skills are stressed, but equal emphasis is given to conversation. This level has an extensive cultural component. SPANISH AS A SECOND LANGUAGE V Grades 9-12 Full Year 1 Credit Prerequisite: SSL IV or Level Exam Textbook: Conversaciones Creadoras, Joan L. Borwn, And Carmen Martin Gaite

Houghton Mifflin Company Is designed for students to develop and stress fluency in oral and writing skills, through action learning. This level touches areas of communication such as interpersonal, presentational, and interpretative, using cultural information, making connections to today’s world and establishing comparisons with communities. MANDARIN I (Chinese) Grades 9, 10, 11 -12 Full Year 1 Credit Textbook: Go Chinese 100; Workbook: go Chinese 100

In this course students will be introduced to Chinese language and culture. The objectives are for students to acquire basic proficiency in the skills of speaking and listening comprehension in the context of contemporary Chinese culture. Chinese characters will be introduced systematically as they relate to the oral/aural skills being acquired during the course. The course will be proficiency-based, and evaluation will include traditional testing methods as well as performance assessments that allow the student to demonstrate basic communicative proficiency. They will learn how to typing Chinese character, use of Chinese typing as an instructional strategy to improve listening pronunciation and word recognition. Topics will include greetings, descriptions of people, family members, colors, numbers, and time calendar, tell someone what you want to buy, conduct basic telephone conversations.

MANDARIN II (Chinese) Grades 9, 10, 11 -12 Full Year 1 Credit Prerequisite: Mandarin I Textbook: Go Chinese 200; Workbook: go Chinese 200

In This course students will deepen the conversation of level one. The objectives are for students to acquire basic proficiency in the skills of speaking and listening comprehension in the context of contemporary Chinese culture. The course will be proficiency-based, and evaluation will include traditional testing methods as well as performance assessments that allow the student to demonstrate basic communicative proficiency. Topics will include clothing, colors, school, leisure activities, weather, places and transportation, shopping, and food.

AP SPANISH LITERATURE Grade 12 Full Year 1 Credit Prerequisite: Spanish 11, AP Application Process Texbook: Abriendo Puertas–Ampliando Perspectivas. Bowen y

Bowen - Mc. Dougal Littell. Reflexione sR Rodriguez. Pearson. Study classic and contemporary Spanish and Latin American authors and poets, learn characteristics of literature, and compare cultures of age and country, at a first year college level. This is a course in Hispanic Literature covering the major literary movements from the 12th century to the 20th century. It requires comprehension, interpretation and analysis skills to evaluate major pieces of Hispanic literature in both oral and written presentations. It emphasizes the historical development of the Spanish language, the interpretation and discussion of literary works and their mechanical and critical analysis. At the end of this course, students will take the AP Spanish Test, a standardized assessment elaborated by College Board that may grant college credits as any other AP course.



PHYSICAL

AND HEALTH

EDUCATION



PHYSICAL and HEALTH EDUCATION ________________________________________________________________________________________________________

Health and Physical Education offerings by grade:

Grade 9 Grade 10 Grade 11 Grade 12 PHE I PHE II Team Sports/Lifetime Fitness Team Sports/Lifetime Fitness

Team Sports/Lifetime Fitness Weight Training Weight Training

Weight Training

PHYSICAL and HEALTH EDUCATION I & II Grades 9, 10 Full Year 1 Credit per year (2 years required) The Physical Education component of this course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention –The physical goal is to improve coordination, strength, and flexibility. By the end of the course, students will:

Demonstrate personal competence in applying movement skills and principles Demonstrate improvement in their skills Demonstrate understanding of specific rules and guidelines for participation in recreation and sports including team, group, dual,

and individual activities and relating these rules to the laws of society. The Health program component is integrated into the schedule for each year so that students will explore a topic for periods of time between units of physical education. Topics include: mental health, social health, nutritional health and hygiene, and understanding human development.A wellness portfolio will be maintained for each student and will include health screening, fitness test results, body mass index, activity log, and nutrition reflection sheet. TEAM SPORTS/LIFETIME FITNESS Grades 10, 11, 12 Semester ½ Credit

A semester long course in which students will learn and practice the skills needed to play team sports as well as learn and practice skills for life fitness. Students will explore units involving sport and fitness leadership such as: training, coaching/psychology, injuries and officiating. Possible class units include, but are not limited to volleyball, basketball, soccer, ultimate frisbee, softball, doubles badminton, yoga, aerobics, weight training, swimming, dance and tennis. This course is open to students grades 10-12. Written work will also be part of the course requirement. WEIGHT TRAINING/CONDITIONING Grades 10, 11, 12 Semester ½ Credit

This course will expose the student to different strategies in weight training. They will gain knowledge of different training techniques and understanding of basic fitness principles. In addition to physical activity there will be a written component to the course. Each day the student will actively participate in a combination of weight training, plyometrics, and cardiovascular training, and flexability excersises. By the end of the course, students will: Demonstrate competence in weight training, improvement in overall fitness, demonstrate and understanding of specific techniques for the use of weight training equipment, review articles related to their fitness goal, and complete a personal journal of their activity and improvement.



FINE ARTS

Visual Arts Music Theater Tech Arts



VISUAL ARTS

Grade 9 Grade 10 Grade 11 Grade 12 Art I, II Art I, II, III, IV Art I, II, III, IV Art I, II, III, IV

Ceramics I, II Ceramics I, II Ceramics I, II Ceramics I, II

Sculpture I, II Sculpture I, II Sculpture I, II Sculpture I, II

AP Studio Art AP Studio Art

ART I Grades 9, 10, 11, 12 Semester ½ Credit Art 1 is an introductory class designed to help students become familiar with, and to apply, the language of the visual arts for self- expression and aesthetic awareness. This will include basic principles of design, composition and color theory, drawing and painting skills. Art and design history are incorporated into course activities through research of visual artists and by applying art history movements into their personal artwork. ART II Grades 9, 10, 11, 12 Semester ½ Credit Prerequisite: Art I Students will develop their skills in drawing, painting, sculpture, printmaking and applied design, while exploring a variety of art materials and techniques. Students will learn to self-evaluate and critique artwork and will be able to assess and increase their own artistic development. By the end of this course, students will have a better understanding of aesthetics and of the visual arts. ART III Grades 10, 11, 12 Full Year 1 Credit Prerequisite: Art II Art III is a course in which more individual study and project initiation is encouraged, with supervision. This course is not AP Art, although there are similarities. Students are encouraged to find areas of interest, research and plan projects, and evaluate their own progress and success. Sketchbooks are required as a means to record ideas and as a self-evaluation tool to keep track of projects and growth. ART IV Grades 10, 11, 12 Full Year 1 Credit Prerequisite: Art III Art 4 is designed for those students who, after completing Art 3, want to continue exploring their art with deeper content, refining their technical and conceptual skills, creating more meaninful art with a focus on portfolio design. AP STUDIO ART Grades 11, 12 Full Year 1 Credit Prerequisite: Art II and permission of the instructor; AP Application Process This College Board program provides the only USA standard for performance in the visual arts that allows students to earn college credit and/or advanced placement while still in high school. Each student is required to submit a portfolio (including his/her goals for each project and self-reflection upon completion) for evaluation at the end of the year. The portfolio is divided into three areas: Quality, Concentration, and Breadth. The students are expected to submit a minimum of 24 pieces to complete the requirements. Upon acceptance to this program students can choose between building either a Drawing or a 2D Design Portfolio. CERAMICS I Grades 9, 10, 11, 12 Semester ½ Credit Ceramics I is an introductory course. Students develop drawing, painting, and building skills as they make functional ceramic pieces. Sketchbooks are required and used daily as students continue learning how to draw. This leads to their development of images and symbols to communicate with their audience. Painting/glazing skills are practiced on bisque ware to ensure quality is maintained throughout the creative process. Building techniques include slab construction, hand construction techniques, coils, the potter’s wheel, and mold making. Student pieces are displayed throughout the school and during the Fine Art Talent Showcases. CERAMICS II Grades 9, 10, 11, 12 Semester ½ Credit Prerequisite: Ceramics I Ceramics II is a continuation of Ceramics I. There is an increased emphasis of wheel throwing and original ideas from the students.



SCULPTURE I Grades 9, 10, 11, 12 Semester ½ Credit Sculpture I is an introductory course. Students develop sculpting and finishing skills as they make sculptures. Students become exposed to sculptors, past and present, as they investigate art. Sketchbooks are required and used daily as students practice developing skills throughout the creative process. The painting/glazing of the ceramic sculptures is the primary finishing technique and students will learn glaze application for pieces. Sculpting techniques include hand manipulation, tools, and mold making. Student pieces are displayed throughout the school and during the Fine Arts Talent Showcases. SCULPTURE II Grades 9, 10, 11, 12 Semester ½ Credit Prerequisite: Sculpture I Sculpture II is a continuation of Sculpture I. There is an increased emphasis on original ideas and artist investigation.

PERFORMING ARTS

MUSIC

Grade 9 Grade 10 Grade 11 Grade 12 Concert Band Concert Band Concert Band Concert Band

Symphonic Band Symphonic Band Symphonic Band Symphonic Band

Mixed Choir Mixed Choir Mixed Choir Mixed Choir

Advanced Mixed Choir Advanced Mixed Choir Advanced Mixed Choir Advanced Mixed Choir

CONCERT BAND Grades 9, 10, 11, 12 Full Year 1 Credit Prerequisite: Two years of experience in a band setting (MS Beginning and MS Advanced Band); Concert band is an intermediate music course designed to develop musical skills through the playing of a woodwind, brass, or percussion instruments in a band setting. Music is performed at a Grade III level of difficulty. On-going study of proper technique, theory, and maintenance will be emphasized. Attendance and participation at all rehearsals, performances, and activities is expected. Instruments must be provided by the student, with the exception of percussion and large or specialty instruments. SYMPHONIC BAND Grades 9, 10, 11, 12 Full Year 1 Credit Prerequisite: Three years of experience in a band setting (MS Beginning, MS Advanced, and Concert Band). Audition required

Symphonic Band is a higher-level, advanced, performance-based course demonstrating accomplished musical skills in a band setting. Music is performed at a Grade III to V level of difficulty, and will meet the needs of advanced and exceptionally advanced students. On-going advanced study of proper technique, theory, and maintenance will continue as needed. Students will have the opportunity to serve as section leaders and officers. Attendance and participation at all rehearsals, performances and activities is expected. Instruments must be provided by the student, with the exception of percussion and large or specialty instruments. MIXED CHOIR Grades 9, 10, 11, 12 Full Year 1 Credit This course is available to all high school students and requires no audition. All students are eligible for Mixed Choir, as long as they have a keen interest in singing. In this class students will gain the skills to be able to audition successfully for the advanced choir. Students will learn proper singing and performing techniques, as well as theory and music reading skills. There are two concerts a year, which all choral students are required to attend.

ADVANCED MIXED CHOIR Grades 9, 10, 11, 12 Full Year 1 Credit Prerequisite: Audition Required Students who wish to enter the Advanced Mixed Choir must audition with the choral director during the spring semester prior to the year they wish to enter the class. Priority will be given to those who have had previous choir experience. This ensemble builds on previous singing knowledge and theory. This choir has many performances a year, including school assemblies, community service events, festivals, concerts, and competitions. They perform 4 and 5 part music of diverse styles and at a high level of difficulty.



THEATRE

Grade 9 Grade 10 Grade 11 Grade 12 Theater Arts I Theater Arts I, II Theater Arts I, II Theater Arts I, II

THEATER ARTS I Grades 9, 10, 11, 12 Full Year 1 Credit Theatre Arts I is open to both brand new theatre students along with veterans from middle school. Theatre Arts I focuses on developing the student as an actor and performer with a special emphasis on performing published scripts. Students will also participate in playwriting, designing, and directing in a collaborative and fun atmosphere. Theatre Arts I focuses on plays and genres from around the world, culminating in a world theatre performance. THEATER ARTS II Grades 10, 11, 12 Full Year 1 Credit Prerequisite: Theater Arts I Theatre Arts II is the most advanced drama and theatre course at CMS, and as such it is a model of the professional and collegiate theatre environments. The course not only moves very quickly, but it also changes each year to best fit the needs and desires of the students within it. Units are highly specialized, and there is a major focus on leadership. Students will direct, produce, design, and build for each other along with performing. Students will also develop, design, and build their own website portfolio complete with photos, videos, and professional acting materials.

TECH ARTS

*These courses can count as Fine Arts OR as Technology

Grade 9 Grade 10 Grade 11 Grade 12 Digital Imaging and Design Digital Imaging and Design Digital Imaging and Design Digital Imaging and Design

Yearbook Yearbook Yearbook Yearbook

Film I, II Film I, II Film I, II Film I, II

DIGITAL IMAGING AND DESIGN Grades 9, 10, 11, 12 Semester ½ Credit This course consists of two components: Digital Imaging and Layout Design. Students will learn digital camera and software use, as well as image processing and restoration using Adobe Photoshop. They will learn to integrate text and images in a publishable format, with Adobe Illustrator and some introduction to Adobe InDesign. Students will apply the elements and principles of design to digital images and design layouts as well. Projects like corporate image, logo design, brochures, and posters are part of the program, as well as basic photography. YEARBOOK Grades 9, 10, 11, 12 Full Year 1 Credit Prerequisite: Teacher recommendation/Digital Imaging and Design preferred In this course students produce and design the school yearbook in conjunction with a publishing company. Responsibilities include photography of school events, journalism, photo editing, and page designing. Students develop organizational and technology skills such as, shared folders, photo sharing, google docs, and Moodle. INTRODUCTION TO FILM I Grades 9, 10, 11, 12 Semester ½ Credit Students will develop an understanding and appreciation for video production and storytelling as a means of communication. Stories told with film have a tremendous influence on our attitudes and perception of the world around us. Film is one of the most powerful tools in modern culture for shaping values and conveying information. By viewing, discussing, and writing about film, students will demonstrate skills in storytelling, technical editing, cultural awareness, media literacy, critical thinking, and problem solving; skills that can be applied in the real world. Students will have opportunities to showcase their work in the Fine Arts and Technology showcase as well as Student Voice. INTRODUCTION TO FILM II Grades 9, 10, 11, 12 Semester ½ Credit Prerequisite: Film 1 This course is designed for students who wish to further their creative development in storytelling, script/storyboard writing, and video production. Students will research topics, write, film, direct, produce, and edit their short films and documentaries. Students will work individually or collaborate in a group. Student work will be shown at the Fine Arts and Technology showcase as well as Student Voic



APPLIED TECHNOLOGY



APPLIED TECHNOLOGY

Applied Technology offerings by grade:

Grade 9 Grade 10 Grade 11 Grade 12 Web Design Web Design Web Design Web Design

Robotics I, II Robotics I, II Robotics I, II Robotics I, II

1st Robotics: M,H,S Options 1st Robotics: M,H,S Options 1st Robotics: M,H,S Options

Mobile App & Game Development



Pre-Engineering Pre-Engineering Pre-Engineering

AP Computer Science A AP Computer Science A

AP COMPUTER SCIENCE A Grades 11, 12 Full Year 1 Credit Prerequisite: AP application; Strong knowledge of Algebra/Geometry Students will take the AP Computer Science A exam in the spring The AP Computer Science A course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object-oriented and imperative problem solving and design. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. FIRST ROBOTICS: MARKETING, HARDWARE & SOFTWARE OPTIONS

Grades 10, 11, 12 Semester ½ Credit Prerequisite: 1 year of team membership and teacher recommendation The FIRST (For Inspiration and Recognition of Science and Technology) Robotics course is intended for students who have at least one year experience on the school’s FRC (FIRST Robotics Competition) after school team. As part of the FRC team, students raise funds, design a team "brand," hone teamwork skills, and build and program robots to perform prescribed tasks against a field of competitors. Student work with professional mentors to learn specialized skills and actively participate on the marketing, hardware or software teams. Students enrolled in the FIRST Robotics course will lead the FRC team and will work on team administrative tasks, identify areas of growth, and will work to strengthen their leadership skills. This course will not meet during regularly scheduled class time. Students will have required meetings after school and on weekends for events and other team commitments throughout the year. There will be an agreed upon hour requirement that meets both club and school requirements. MOBILE APP AND GAME DEVELOPMENT Grades 10, 11, 12 Semester ½ Credit This course is designed to give students with no programming experience the opportunity to dive into the world of mobile app and game development. Students will explore and dissect the characteristics and parts of successful mobile apps like Flappy Birds. Students will learn the fundamentals of computer programming using Java and will explore other programming languages that make mobile apps and 3D gaming possible. The course will cover the basic mobile app and game development process, from the design stage to the functional apps and playable games. PRE-ENGINEERING Grades 10, 11, 12 Semester ½ Credit Pre-engineering is designed to stimulate interest in STEM; applied sciences, technology, engineering principles, and math. This class has a strong emphasis of hands-on, project-based learning activities while exploring the engineering design process and different fields of engineering. Through the many projects during the semester, students will experience firsthand how technology and engineering can benefit society. Projects are showcased each semester during the Fine Arts and Technology Showcase.



ROBOTICS 1 & 2 Grades 9, 10, 11, 12 Semester ½ Credit In the Robotics 1 & 2 semester long courses, students will be able to apply their learning from the areas of electronics, programming, and mechanical engineering. Students will learn new skills and apply critical thinking to solve concrete modern day problems. The most important learning goals of these courses are innovation, perseverance, teamwork, and communication. These courses will use projects such as the Green City Challenge and FIRST (For Inspiration and Recognition of Science and Technology) Tech Challenges to engage students in real world problem solving. Student will develop innovative solutions using progressively sophisticated robotics tools, sensors, and programming skills that are taught in the class. WEB DESIGN Grades 9, 10, 11, 12 Semester ½ Credit Web Design class is a project-based introduction to the design, creation, and maintenance of web pages and websites. Students learn how to critically evaluate website quality; learn how to create and maintain quality web pages; learn about web design standards and why they are important; and learn to create and manipulate images. Students will also learn two programming languages ~ HTML and CSS. The course progresses from introductory work on web design to a culminating project in which students design and develop a website.

High School Carol Morgan School Course Offerings 2015-16

39 of 40 2/5/2015

Optimal Learning

Center

OPTIMAL LEARNING CENTER

Optimal Learning Center offerings by grade:

Grade 9 Grade 10 Grade 11 Grade 12 OLC Level I OLC Level I OLC Level I OLC Level I

High School Carol Morgan School Course Offerings 2015-16

40 of 40 2/5/2015

OLC Level II OLC Level II OLC Level II OLC Level II

Writing Skills

OLC LEVEL II Grades 9—12 Full Year 0 Credit (Referral Process Required) This course focuses on the fundamental skills necessary for success in high school and postsecondary studies by providing identified students a full class period with the High School OLC teacher. By meeting regularly as a small group in a classroom setting, OLC Level II students and the OLC teacher collaborate in creating strategies that improve the student’s organization, creative and critical thinking skills, writing skills, mathematical reasoning, and study habits. Class time is filled with un-graded activities designed to strengthen a student’s greatest academic needs, guided opportunities for reflection and goal-setting, and one-on-one tutoring sessions. Moreover, if the OLC Level II student needs accommodations in her/his curricular subjects, the OLC teacher collaborates with the subject-area teachers in providing those.

OLC LEVEL I Grades 9—12 Full Year 0 Credit (Referral Process Required) OLC Level I is not a course in a conventional sense. It is a support system that occurs without replacing or disrupting any of a student’s curricular classes. OLC Level I focuses on the fundamental skills necessary for success in high school and postsecondary studies by providing identified students with regular access to the a high school OLC teacher who serves as a mentor and guide throughout a semester or school year. By taking advantage of enrichment time and other opportunities, the OLC Level I student and the OLC teacher collaborate in creating strategies that improve the student’s organization, creative and critical thinking skills, writing skills, mathematical reasoning, and study habits. Moreover, if the OLC Level I student needs accommodations in her/his curricular subjects, the OLC teacher collaborates with the subject-area teachers in providing those.

WRITING SKILLS Grade 10 Semester ½ Elective Credit (Referral Process Required) Students enrolled in Writing Skills are placed via teacher recommendation. This course focuses on a holistic strengthening of students’ skills in the Six Traits of Writing. Students will also develop critical thinking and analytical skills through focused study of units such as cohesion, tone & voice, ample evidence, literary analysis, research methodology, and resource synthesis. Simultaneously, this course places a premium on conventional writing skills such as subject-verb agreement, appropriate verb tenses, active/passive voice conflict, and appropriate syntactic structures.

Writing Skills is not available to students currently enrolled in OLC Level II Class Writing Skills is not available to any students who have voluntarily discontinued OLC support within the last four semesters

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