Program of Studies - Northside College Prep High School

Northside College Preparatory High School

Program of Studies

2014-2015 SY

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Table of Contents

Vision/Mission/Beliefs 3

Curriculum Overview 4

General Academic Information 5-6

College Prep Program 7

English Department 8 - 11

Social Science Department 12 - 17

Science Department 18 - 21

Mathematics Department 22 - 26

World Languages Department 27 - 36

Computer Science Department 37 - 39

Fine Arts Department 40 - 45

Physical Education Department 46 - 48

Special Programs / Senior Projects / IVS 49 - 50

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NorthsideCollege Preparatory High School

Mission Statement

to create a community of learners striving to fulfill their individual and collective intellectual,

emotional, social, and ethical potential;

to forge partnerships for learning among parents, students, teachers, and local community

institutions;

to challenge all to assume their active roles in improving both the local and global

communities; and

to create an environment in which learners construct meaning by actively participating in the

learning process.

Belief Statements We Believe . . .

Students, parents, teachers, administrators, and community leaders are responsible for creating

and ensuring an environment in which learning is modeled and valued.

High school is not only preparation for college and life after college, but it IS life.

A meaningful education balances academic, social, and emotional needs and experiences.

Every person is a learner and a teacher.

Reflection is necessary for growth.

The world is one’s classroom.

Every person constructs meaning and understanding.

The realms of knowledge are intellectual, emotional, physical, and spiritual.

Balance among the realms of knowledge is the key to a satisfying, ethical life.

People share responsibility and credit for their work.

People must learn how to compete with themselves and collaborate with others.

Self-respect is built upon achievement and integrity.

Adults share in the responsibility of shaping the leaders of tomorrow.

Technology enriches traditional paths to knowledge.

Ethical behavior underlies each individual’s endeavors.

All must accept the challenge to share their gifts with others for the betterment of the world in

which they live.

Democratic values and practices enrich individuals and the societies in which they live.

What one knows and how one learns are both important.

People learn as much from failure as from success.

Vision Statement

We are a diverse community striving for excellence so that all may lead productive and

balanced lives in a more democratic, ethical, and humane global society.

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Interdisciplinary approaches that stress the connectedness of knowledge are powerful

instruments of learning.

Collaboration and teamwork enhance the learning process.

Each individual has special gifts and talents.

Curriculum Overview

NorthsideCollegePreparatoryHigh School seeks to offer its students challenging and

innovative courses in all subject areas. A fundamental belief of NCP is that all students

deserve an excellent program of instruction that challenges each student at the high level

required for productive citizenship and employment.

The following statements of educational philosophy shape the program of study at

NorthsideCollegePreparatoryHigh School:

Content of Courses

Learning is enhanced when content is placed in meaningful context and is connected to

other subject areas and when students are given multiple opportunities to apply what

they are studying in meaningful ways.

A complete and coherent curriculum must focus on the development of concepts, skills,

and processes that enable all students to formulate, analyze, and solve problems

proficiently.

The entire curriculum must focus on the development of communication skills.

The widespread impact of technology on nearly every aspect of our lives requires

changes in the content and nature of educational programs.

Teaching and Learning

Subjects must be taught by teachers who not only have a sound knowledge of their

content area but who also possess a strong understanding of how students learn.

Learning is maximized when teachers focus on thinking and reasoning.

Teachers guide the learning process in their classrooms and manage the classroom

environment through a variety of instructional approaches directly tied to the content

and to the students' needs.

Learning is enriched through collaborative effort.

Instructional approaches should be based on research about how students learn best.

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Students use diverse strategies and different approaches to construct meaning: teachers

recognize and take advantage of these alternative approaches to help students develop

better understanding.

The assessment of understanding in a subject area must be aligned with the content

taught and must incorporate multiple forms of assessment, including standardized tests,

quizzes, research, performance tasks, investigations, and projects.

General Academic Information

1. All courses offered at NorthsideCollegePreparatoryHigh School are college preparatory courses.

The graduation requirements are the following:

High School Graduation Requirements Recommended College Prep Program

4.0 English 4.0 English

3.0 Mathematics 4.0 Mathematics

3.0 Science 4.0 Science

3.0 Social Sciences 3.0 Social Sciences

2.0 World Language 3.0 World Language

2.0 Fine Arts 2.0 Fine Arts

4.0 Physical Education 2.0 Physical Education

3.0 College-Career Pathways*/ 5.0 College-Career Pathways*/

Electives Electives

1.0 Exploring Computer Science or CS I-

Java and Media Computation

2.0 ProgFundammentals

Student Advisory Student Advisory

24 Credits 28 Credits

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2. A program of courses is developed at a conference with the student and his advisor. Final course

selection will need the approval of department chairs and the parents.

3. All core courses are offered at the honors or advanced placement level.

4. Each student must pass an examination on the Declaration of Independence, the flag of the United

States, the Constitution of the United States and the Constitution of the State of Illinois.

5. Each student must complete a six week unit in Consumer Education.

*The Design for High Schools allows that advanced academics may be substituted for College Career

Pathways to meet the career education requirements, e.g. additional language, science, mathematics,

English, or Fine Arts courses.

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Four-YearCollege Preparatory Program

9th

Grade 10th

Grade 11th

Grade 12th

Grade

English I: Survey of Lit & Comp

English I: Humanities& Comp

English II: American & Comp

A.P. Language &Comp

English III: British Lit & Comp

A.P. Language & Comp

A.P. Literature & Comp

Electives

English IV: World Lit & Comp

A.P. Language and Comp

A.P. Literature and Comp

Senior Projects

Electives

Physics

Chemistry and electives:

AP Physics B

Biology and electives:

A.P. Chemistry

A.P. Environmental Science

A.P. Physics B

Aquatic and Marine Science

Astronomy

A.P. Biology

A.P. Chemistry,

A.P. Environmental Science

A.P. Physics B

A.P. Physics C

Astronomy

Chinese 1

French 1

Japanese 1

Latin 1

Spanish 1

Chinese 2

French 2

Japanese 2

Latin 2

Spanish 2

Chinese 3

French 3

Japanese 3

Latin 3

Spanish 3

Chinese 4 & AP

French 4 & A.P.

Japanese 4 & AP

Latin 4 & AP

Spanish 4 & A.P.

Algebra I (Integrated Math I) Geometry (Integrated Math 2) Advanced Algebra/Trig (Integrated

Math 3)

Pre-calculus (Integrated Math 4)

Geometry (Integrated Math 2) Advanced Algebra/Trig

(Integrated Math 3)


and/or A.P. Statistics

A.P. CalculusAB or BC or

College Preparatory Math

Advanced Algebra/Trig

(Integrated Math 3)


and A.P. Statistics

A.P. CalculusAB or BC and/or

A.P. Statistics

A. P. Statistics

Multivariable Calc (after Calculus)

World Studies (H)

U.S. History (H)

U.S. History (A.P.)

Urban Studies (H)

Anthropology (H)

Sociology (H)

European History (AP)

Microeconomics(AP)

Psychology (AP)

U.S. Government (A.P.)

Human Geography (A.P.)

Urban Studies (H)

Anthropology (H)

Sociology (H)

European History (AP)

Microeconomics(AP)

Psychology (AP)



Senior Project

Physical Education I & Health Physical Education II

& Driver Education (classroom)

Advanced Weight Training I

Junior Leaders

Lifetime Activities

Adv. Weight Training I or II

Senior Leaders

Lifetime Activities

Art I

Beginning Band

Beginning Orchestra

Beginning Chorus

Art I

Drawing & Painting (I-III)

Ceramics (I-III)

Digital Imaging (I & II)

Sculpture (I-III)

AP Art History

Band (Beg, Inter, & Adv)

Jazz Band

Orchestra (Beg, Inter, &Adv)

Chorus (Beg, Inter, &Adv)

AP Music Theory

Art I


Ceramics (I-III)

Digital Imaging (I & II)

Sculpture (I-III)

AP Art History


Jazz Band



AP Music Theory

Art I


Ceramics (I-III)

Digital Imaging I & II)

Sculpture (I-III)

AP Art History


Jazz Band



AP Music Theory

Exploring Comp. Sci.

CS I

Software App./Web Design

CS I

CS II

CS I

CS II


Databases Design

AP Computer Science

CS I

CS II


Databases Design

APComputer Science

Advisory Advisory Advisory Advisory

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English Department Curriculum Guide

English Department Vision Statement

Exceptional teaching in the language arts has the power to transform one's life and the world; the

English Department at NorthsideCollegePrepHigh School commits itself toward this ideal.

English Department Mission Statement

With a commitment to the needs of the individual student, the English Department at

NorthsideCollegePrepHigh School aims to be on the forefront of innovative, meaningful English

education. As such, the English Department incorporates literature from a variety of authors and

cultural traditions, emphasizes writing as an instrument of scholarly investigation, stresses the

importance of effective oral and written expression, utilizes an ever expanding range of teaching and

assessment techniques, and forges educational relationships with local arts and humanities

organizations.

Freshmen Sophomore Junior Senior

O P T I O N S

Honors English I: Survey of Literature -or- Honors English I: Humanities

AP English Language & Composition

Honors English III: British Literature

Honors English IV: World Literature

AP English Literature & Composition



AP-level English: Senior Project

Honors English II: American Literature

Honors English III: British Literature


AP English Language& Composition

AP English Language & Composition



Accelerated Program: Incoming Freshmen with English I: Survey of Literature credit enroll in Honors

English I: Humanities

Elective Courses: In addition to required courses, English electives are offered to any interested sophomore,

junior, or senior.Important Note: At the start of the year, seniors will pay a considerable amount of attention

to writing essays for college admission and for scholarships in all English elective courses.

Senior Project: Under faculty guidance, students who complete AP English Literature and Composition by

the end of junior year may propose to undertake a year-long independent inquiry into literature, writing, or

performance. Towards this end, students should partner with an external professional or organization.

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English Course Descriptions

Core Courses

Important Note: Only core courses fulfill English graduation requirements. All other courses fulfill

elective graduation requirements.

Honors English I: Survey of Literature& Composition (1.0 Credit)

Honors English I: Survey of Literature contains several identifiable content strands: genres within literature, writing,

language, research, and oral communication. This course utilizes world literature to introduce students to various genres

and terms of literature; emphasizes writing in a variety of forms and for a variety of purposes; stresses both mastery of the

fundamentals of grammar and usage and the study of vocabulary and spelling within the context of the student's own

reading and writing; introduces research techniques and citation methods; and explores several modes of oral

communication. In preparation, all incoming students will read two selected works of literature, over the summer; a test on

the content of the two works will be part of the first quarter grade.

Honors English I: Humanities& Composition (1.0 Credit)

Honors English I: Humanities involves stretching and expanding one’s capacity for thought, sensitivity, and creativity.

Although the focus for this course is literature, the interdisciplinary method of approaching the humanities stresses their

relationships but at the same time makes clear the limits and boundaries of each discipline.This course also emphasizes

writing in a variety of forms and for a variety of purposes; stresses both mastery of the fundamentals of grammar and usage

and the study of vocabulary and spelling within the context of the student's own reading and writing; introduces research

techniques and citation methods; and explores several modes of oral communication. In preparation, all incoming students

will read two selected works of literature, over the summer; a test on the content of the two works will be part of the first

quarter grade.

Honors English II: American Literature& Composition (1.0 Credit; Requirement=English I)

Honors English II: American Literature focuses on the philosophical movements, major writers, and themes of American

literature while developing the processes of effective aesthetic reading. This continues to emphasize writing in a variety of

forms and for a variety of purposes; stresses both mastery of the fundamentals of grammar and usage and the study of

vocabulary and spelling within the context of the student's own reading and writing; introduces research techniques and

citation methods; and explores several modes of oral communication. In preparation for this course, students will read

twoselectedworksof literature over the summer; anactivityrelated to this content will be part of the first quarter grade.

Honors English III: British Literature& Composition (1.0 Credit; Requirement=English II or AP English Language and Composition)

Honors English III: British Literature is a survey course in English literature with an emphasis on drama, poetry, and the

novel. The readings are taken from all periods of English literature, from the Anglo-Saxon period to the present. The

process of effective aesthetic reading continues and heightens through analytic, expository, and creative writing. In

preparation for this course, students will read two works of school selected literature over the summer; an activity related to

this content will be part of the first quarter grade.

Honors English IV: World Literature& Composition (1.0 Credit; Requirement=English III, AP English Language and Composition, or A.P English Literature and Composition)

Honors English IV: World Literature is balanced survey of literary genre in a global context. Focusing upon philosophical

movements, major writers, and themes of World literature, students will perform the processes of effective aesthetic

reading. Writing, research, and oral communication skills are polished through a variety of critical and creative

experiences in preparation for the expectations of higher education. In preparation for this course, students will read two

works of school selected literature over the summer; an activity related to this content will be part of the first quarter grade.

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Advanced Placement: English Language & Composition (1.0 Credit; Requirement = sophomore/junior standing andan application process)

Advanced Placement: Language and Composition examines prose (e.g., biographies and autobiographies, fiction, essays,

journalism, social and political writing, science and nature writing) across a wide range of periods and rhetorical contexts.

Students become skilled at writing for a variety of purposes, audiences, and rhetorical contexts. This course prepares the

student for the Advanced Placement test in Language and Composition. Students are expected to take this test.

Advanced Placement: English Literature & Composition (1.0 Credit; Requirement = junior/senior standing andan application process)

Advanced Placement: Literature and Composition offers an intensive study of world literature, including those from

various genres and periods. Students become proficient in the skills necessary to accomplish analytical reading and

writing. This course prepares the student for the Advanced Placement test in Literature and Composition. Students are

expected to take this test.

Elective Courses: Journalism Program

Honors Journalism I - III (1.0 Credit)

Journalism I produces the school’s print and web-based newspapers. Students will learn about the history of journalism

and how to write news, feature, and editorial articles. In addition, students will learn photographic skills. Besides word

processing programs, students will learn how to use Adobe’s Pagemaker, Adobe’s Illustrator, and Adobe’s Photoshop in

order to lay out the school’s newspaper and Internet paper.

Journalism II provides editors for the print and web-based newspapers, as well as mentors to the students in Journalism I.

Journalism II students lead the design process for the publications, building upon the technical skills acquired the previous

year. Students enter competitions in journalism and attend seminars related journalism.

Journalism III provides additional editors for the print and web-based newspapers, as well as mentors to the students in

Journalism II. Journalism III students also lead the design process for the publications, building upon the technical skills

acquired the previous year. Students enter competitions in journalism and attend seminars related journalism.

Elective Courses: Literature Emphasis

Honors Topics in Literature: Experimental Literature (1.0 Credit)

This course will examine a wide variety of new and evolving literary forms, genres, and sub-genres to expose our students

to the most current developments in literature and composition. While our students already encounter a broad survey of

genre in Survey Literature, American Literature and Advanced Placement offerings, we will examine emerging and

nonstandard literary forms. Ultimately, students will have the opportunity to truly stretch their literary legs, so to speak, in

exploration and analysis of cutting-edge literature and criticism.Important Note: At the start of the year, seniors will pay a

considerable amount of attention to writing essays for college admission and for scholarships.

Honors Film Study (1.0 Credit)

Honors Film Studies: The Rhetoric of Cinemais a course that engages students in becoming skilled readers of films as

texts. Readings and coursework will enable students to analyze the rhetoric of cinema and look critically at the various

ways films construct meaning creating both major and minor ideological positions. Building upon skills from other English

classes, this rigorous class will teach students to critically discuss and write about films from various genres and time

movements. They will do several presentations, write film analysis and research papers and write and produce their own

narrative and documentary films.Important Note: At the start of the year, seniors will pay a considerable amount of

attention to writing essays for college admission and for scholarships.

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Elective Courses: Writing Emphasis

Honors Reading and Writing across Disciplines and Media (Not offered) (1.0 Credit)

In this skills based course, students gain the practice and experience necessary in tackling college-level reading and

writing. Considering the disciplinary differences between science, social science, and the humanities, students will read,

analyze, and write for a variety of academic purposes. Students will also examine the ways in which information is

represented across a variety of media. Using the insights gained, students will have the opportunity to explore a variety of

forms of digital expression. Important Note: At the start of the year, seniors will pay a considerable amount of attention to

writing essays for college admission and for scholarships.

Honors Creative Writing I (1.0 Credit)

In this course, studentswill explore writing as an art form. Students will closely study the art of writing and trace the

evolution of the writer through the study of literature. As students read ground breaking texts, they will attempt to find their

own voices by writing poetry, fiction, non-fiction and drama. Important Note: At the start of the year, seniors will pay a

considerable amount of attention to writing essays for college admission and for scholarships.

Honors Creative Writing II (Not offered) (1.0 Credit; Requirement = Creative Writing I)

Revising Tradition is an advanced creative writing class that gives motivated students an opportunity to explore and test the

boundaries of the traditional narrative. As they study texts that have changed the course of literature, students will explore

the ways in which past writers have expanded and broken traditional genres in literature. Prerequisite: Creative Writing I

Elective Courses: Performance Emphasis

Honors Drama (1.0 Credit)

In this introductory course students learn and develop skills pertaining to several different aspects of theatre: analyzing

text as a play script, oral interpretation, acting, directing, and set design. Students will also explore the history of theatre

and dramatic literature. Students will be required to view and critique live performances.Important Note: At the start of

the year, seniors will pay a considerable amount of attention to writing essays for college admission and for scholarships.

Honors Argument& Debate I(Not offered) (1.0 Credit)

In Argument and Debate, students will build and practice skills related to policy debate. Participating with the Northside

College Prep Debate Team, students will sharpen their ability to research and analyze information, think and listen

critically, and express their thoughts clearly and fluently. Students will also study effective speeches and learn to recognize

the defining characteristics of different kinds of speeches. Ultimately, students will utilize techniques for effectively

developing and delivering speeches for competitive and expository speaking. Note: Many colleges and universities

consider forensics a valuable experience when applying for college.Important Note: At the start of the year, seniors will

pay a considerable amount of attention to writing essays for college admission and for scholarships.

Honors Argument & Debate II (Not offered) (1.0 Credit; Requirement = Argument& Debate I)

In Argument and Debate II, students will strengthen and practice skills related to policy debate. Participating with the

Northside College Prep Debate Team in a leadership role, students will sharpen their ability to research and analyze

information, think and listen critically, and express their thoughts clearly and fluently. Students will also study effective

speeches and learn to recognize the defining characteristics of different kinds of speeches. Ultimately, students will utilize

techniques for effectively developing and delivering speeches for competitive and expository speaking. Note: Many

colleges and universities consider forensics a valuable experience when applying for college.

Prerequisite: Argument & Debate I

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Social Sciences Curriculum Guide

Our Vision The Social Sciences Department is committed to helping students become inquisitive and complex thinkers by engaging them in the analysis of the political, geographic, economic, and social dimensions of our contemporary and historical world.

Our Mission To have students garner an understanding of the processes indigenous to solving complex

problems, and to engage students in the regular practice of these problem-solving skills.

To have students analyze fundamental political, economic, and social relationships among

people, as well as between people and their natural environment.

To help students see the world from different perspectives-those of the historian, the

geographer, the economist, the political scientist, the psychologist, and other social scientists-

and employing their different tools and techniques of analysis.

To nurture the student’s personal commitment to leading active and productive roles in the

global village

Our Methodology To enhance student’s analytical thinking and problem-solving abilities, they will regularly be

employed in simulations, debates, problem-based learning, Socratic seminars, service learning,

metacognitive practice, and experiential learning. Emphasis will be placed on helping students

communicate ideas in different domains (i.e. textually, verbally, technologically) and to

different audiences (i.e. peer groups, professional and community organizations, and political

leaders).

Social Sciences Course Sequence and Course Descriptions The College Preparatory curriculum recommends (4) years of Social Sciences. Students must earn

a credit in both World Studies and U.S. History. The remaining courses are electives.

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Academic Year Course

Freshman World Studies (Honors)

Sophomore

U.S. History (Honors or A.P.)

Junior and Senior

Urban Studies (Honors)

Anthropology (Honors)

Sociology (Honors)

European History (A.P.)


Microeconomics (A.P.)

Psychology (A.P.)


Senior Project

All A.P. courses require:

(1) the consent of your current Social Sciences teacher, and;

(2) a significant time commitment by students, as each A.P. course includes intensive reading

and writing components.

(3) students to take the A.P. Exam.

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REQUIRED COURSES

Note: students enroll in World Studies during their freshman year and one of the U.S. History

courses during their sophomore year. Students who have obtained World Studies and/or U.S.

History credit in elementary school are eligible to take other Honors-level Social Science courses.

Students in this situation are encouraged to discuss the matter with the Social Sciences Department

Chair before they register for courses.

World Studies (Honors)

This course helps students know the world and understand how it arrived at its present condition.

Importantly, we learn to view the world in various disciplines--as geographers, historians, political

scientists, economists, anthropologists and sociologists. The course analyzes four regions of the

world—Africa, Asia, Europe and Latin America—and assesses their development from 1500 CE.

As an introductory freshman course, students gain base skills in analytical thinking, writing, public

speaking, group and individual work, research and problem solving.

United States History (Honors)

This is a survey course that provides students with an investigation of important political, economic,

and social developments in American history from the pre-colonial time period to the present day.

Students will be engaged in activities that call upon their skills as historians (i.e. recognizing cause

and effect relationships, various forms of research, expository and persuasive writing, reading of

primary and secondary sources, comparing and contrasting important ideas and events, using

technology, and verbal presentation).

United States History (A.P.)

This course provides a challenging and unique study of United States History at the college level.

As a result of this course, students will be prepared to pass the A.P. Examination in May. Students

in this course should expect to spend a significant amount of time on homework and independent

study. A typical week might include 40-60 pages (1-2 chapters) of textbook reading in addition to

other primary and secondary readings. Throughout the year, students will see improvement in their

reading, writing, critical thinking, and analytical skills.

ELECTIVE COURSES

Urban Studies (Honors) Half the world’s population lives in cities today, and experts believe that percentage will balloon to 70% by

2050. That will probably include you. So what will we drink? Where will we send our waste? How will we

manage all the traffic and congestion? How and where will we live? This course looks at cities from a wide

angle, exploring the origins and evolutions of American cities, analyzing life in the 21st century metropolis,

and anticipating our future prospects. In the first semester, though the course often starts with Chicago as a

case study, we use many other cities to examine issues such as gentrification, deindustrialization, urban

planning, green architecture, food deserts, urban agriculture and long-term sustainability. In the second

semester we take a thematic approach, exploring the history and role of neighborhoods, ethnic diversity,

urban politics, and the intertwined histories of African-American migration and urban growth. Throughout

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the year, the curriculum is enhanced by speakers, site visits, at least one field trip, and an ongoing, yearlong

project intended to make our own metropolis more livable.

Anthropology (Honors) Pre-requisites: Students must have completed a full year of World Studies and U.S. History

This introductory course will launch students to the multifaceted field of Anthropology and ask them to

investigate topics from prehistoric archaeology to modern cultural anthropology. For archaeology, students

will explore unknowns, predictions and hypotheses on early human civilizations as well as examine

contemporary applications of forensic anthropology for incidents of modern crime, war and conflict. The

emphasis on cultural anthropology will also enable and empower student to “make sense” of human behavior

and cultures of people unlike themselves while simultaneously gaining insight into their own behavior,

community and society.

Sociology (Honors)

This is an integrated course that covers the main topics of both Psychology and Sociology. It will

focus on the psychological study of human behavior and its relationship to sociological topics.

Students will explore how the main topics of Psychology such as personality, perception,

development, and psychological disorders are exhibited within the five main sociological

institutions of education, religion, government, economics, and family through culture, social

norms, status, stereotypes, and social behavior.

European History (A.P.)

This course introduces students to the modern history of the Western world. It is designed to help

students develop their writing, reading, and analytical skills. Students are expected to show

knowledge of a basic chronology from the Late Middle Ages to the very recent past. The areas of

concentration include historical, political, and economic history coupled with an intense study of

cultural and intellectual institutions and their development. Students will complete a summer

assignment and will be required to take the Advanced Placement test. During the year, AP

European History students should anticipate 1-3 hours of textbook reading per week; in addition,

students will also be expected to read primary and secondary source documents throughout the year

in preparation for the DBQ portion of the AP Exam.

Microeconomics (A.P.)

Why doesn’t Tiger Woods mow his own lawn? Do seatbelts increase automobile accidents? Does

it make sense to design computer components in the United States but assemble computers in Asia?

Is gasoline too inexpensive, even at $4.00 per gallon? Can a minimum wage cause more harm than

good? If the price of Coca-Cola increases, why would you purchase more Coke? What’s the

fundamental flaw of U.S. drug interdiction policy? Advanced Placement Microeconomics, like all

social science courses, examines human behavior. The course, in answering these and many other

questions, will underscore that in the face of scarcity – resulting from limited resources coupled

with, often, limitless demand on those resources – choices must occur. Students will examine how

individual decision-makers—consumers, producers, organizations—behave when confronting

scarcity. Using concepts of demand, supply, opportunity cost, efficiency, equity, comparative

advantage, incentives, transaction costs, and property rights, students will explore methods by

which economic decisions occur, and resources are allocated, in a world of scarcity. The course

will place heavy emphasis on application of economic theory to practice through project-based and

experiential learning.

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Psychology (A.P.)

This course introduces students to the systematic and scientific study of the behavior and mental

processes of human beings and other animals. Major topics include the various perspectives from

which psychologists view behavior and mental processes. They range from a study of the brain

and child development to personality and psychological disorders. Students will be required to

complete a summer reading assignment, a service-learning project related to a specific

psychological perspective, and a year-long problem-based learning project concerning an abnormal

psychological disorder. After the A.P. Exam, the course will focus on sociological concepts.

U.S. Government and Politics (A.P.) In May of 1787, the fifty-five delegates attending the Constitutional Convention in Philadelphia

debated the form and function of government. The debates did not end when the ink dried on their

Constitution. To this day the notion of government and politics conjures varied, often impassioned,

thoughts from the American populace. Some find the government too liberal. Some find it too

conservative. Some consider government to be a necessary evil, lest anarchy reign. Some find

government to be the great arbiter of civil debate in our country. Some feel the government unites.

Some feel the government divides. Some find it to be an overgrown behemoth. Some think Gore

won. Some think Bush won. This ongoing debate begs the question: has America become the ‘City

on a Hill’ that John Winthrop envisioned in 1630, or are we still a struggling, fledgling neophyte

society? Our government does have the distinction of being the longest sustained constitutional

government in history. It has proven to be adaptable and has endured civil and foreign wars, and

tremendous social, economic, and technological revolutions. The American system of government

provides more power to the majority, but the minority is guaranteed a seat at the table. Each

American has a legitimate claim to our government, and they have the power to voice their favor or

disfavor-occasionally by putting their lives at risk-with the issues of the day. Whatever one’s

perception, it is impossible to ignore this government.

Therefore, in this course students will be focused on the philosophical and institutional foundations

of the American political system. Particularly, students will investigate the various roles that the

Constitution, public opinion, political parties, campaigns and elections, interest groups, the media,

and the various institutions of the federal government—the President, Congress, Judiciary, and the

Bureaucracy—play in the development of federal public policy. Students will assess the validity of

various political theories by considering a range of historical and contemporary political events.

Students will participate in the American Constitutional Law Program, in which they will

investigate the numerous constitutional questions posed by a current U.S. Supreme Court case.

Students will write a persuasive appellate brief and defend their legal arguments in front of a panel

of justices. Throughout the program, attorneys will assist students with their legal analysis, writing,

and oral arguments.


(1.0 credit; Prerequisite: World Studies and departmental permission) Why does Chicago have a professional football team, but not Springfield, Illinois? Can outsourcing

of jobs be a good thing? Why are malls placed near highways? Why do fewer people vacation in the

Caribbean between June and September? Why are there Korean store signs along Bryn Mawr and

Kedzie? So many decisions that humans make depend upon geography, which is about places, not

17

just place names. In this course, students will look at how spatial patterns and processes reflect and

shape human activity locally and globally. In essence, we will be asking three questions about the

world: what is where, why is it there, and why should we care?

Senior Project

These courses require a student to design a particular course of study in social sciences specifically,

or integrating the study of social sciences with another academic discipline. Students interested in

pursuing Senior Project must: (1) obtain a Social Science faculty sponsor for their course of study,

and; (2) discuss their plans with the Social Sciences Department Chair in early-Fall of their senior

year.

18

Science Department Curriculum Guide Philosophy and Mission Statement

The Science Department will provide an academically challenging educational program that

prepares students for college while also addressing the scientific issues and challenges of the 21st

century. The courses offered are inquiry-based laboratory classes that incorporate critical thinking

skills, technological applications, cooperative learning, interdisciplinary themes, and problem-

solving techniques.

In order to be scientifically literate in the 21st Century and complete an adequate and competitive

college prep curriculum, all students are expected to graduate with 4 years of science. Biology is a

graduation requirement for all CPS students. In our program, the student takes physics as a

freshman, chemistry as a sophomore, biology as a junior, and an elective as a senior. Electives

(both A.P. and Honors level) are available for sophomores, juniors, and seniors.

Physics First Course Sequence:

Note: Beginning in the 10

th grade students may also register for a variety of science elective courses

10th

Chemistry

11th

Biology

12th

Student Choice of any

Science Elective Course

9th

Physics

19

Core Sequence

Physics (1.0 credit)

Prerequisites: None

Course Description: This course is concerned with the fundamental principles of nature. The

historical and cultural perspective of physics will be integrated along with the implications of

physics in our expanding technological universe. Topics covered will include motion, force, energy,

momentum, concepts in astronomy, the dynamics of sound and light, electricity, and magnetism.

Laboratories will incorporate the use of vectors, spreadsheets, computer interfaces and simulators.

Chemistry (1.0 credit)

Prerequisite: Physics

Course Description: Studies the physical and chemical property of matter, chemical reactions,

changes in matter and energy, elements and compounds (structure, bonding, and reactivity) and

chemical issues and problems. Hands-on laboratory activities are provided to strengthen

understanding of concepts in chemistry.

Biology (1.0 credit) Prerequisites: Physics and Chemistry

Course Description: This course will enable students to understand and appreciate the importance

of biology by examining the diverse systems of life. Emphasis will be placed on the molecular basis

of life and include investigations in bioethics, evolution, genetics and the changing environment.

20

Elective Courses

Astronomy (1.0 credit)

Prerequisites: Honors Physics and Honors Chemistry. Course Description: Astronomy is the story of our universe and the principles that govern its structure

and evolution. Topics include the sky and celestial motions; the Copernican revolution; telescopes; gravity

andorbits; the solar system and its formation; asteroids, meteors and comets; life cycles of stars;

supernovae and creation of elements; the Milky Way and galaxies; distances of planets, stars and galaxies;

expansion of the universe; big bang cosmology.

Each student will understand basic ideas concerning the origin, evolution, composition, structure, and

nature of the universe and the earth's place in it, past, present and future.

We will investigate astronomy using hands-on laboratories, textbook resources, direct instruction,

discussion, and supplemental readings.

Earth/Space Science(Not offered) (1.0 credit)

Prerequisites: Honors Physics and Honors Chemistry.

Course Description: The objective of this course is to introduce students to the dynamic interior

processes that govern earth behavior and to the ideas and concepts that explain the area of space,

both close and far. These processes include: the Earth and our perspective, the moon, measuring

distances / great debate, history of astronomy and an intro to solar systems. These ideas will be

discovered and investigated using inquiry based, hands-on laboratories, textbook resources, direct

instruction and supplemental readings.

A.P. Biology (1.0 credit)

Prerequisites: 11th

grade, A in Biology, A or B in Chemistry, and recommendation from current

science instructor.

Course Description: An introductory college level biology course designed to acquaint students

with an in-depth understanding of the foundations of life. Laboratory investigations will follow the

requirements set by the College Board. The topics included will cover molecular and biochemical

pathways, cellular processes, heredity, diversity of life, and population studies. An integrated

approach to problem solving is incorporated to support the basic skills needed to grasp the dynamics

of an advanced placement course.

A.P. Environmental Science (1.0 credit)

Prerequisites: 10th

grade, Biology (concurrent enrollment is accepted), and recommendation from

current science instructor.

Course Description: A college course revolving around the interdependence of various systems on

Earth, both nonrenewable and renewable resources, consequences of pollutants, social and political

issues, conservation, and concerns for the future. Laboratory and field studies will follow the

recommendations set by the College Board. Students will be expected to collect data outdoors on a

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regular basis. This is an activity based course that will challenge students to evaluate the issues

concerning the impact of science on the environment.

A.P. Chemistry (Double Block) (1.0 credit A.P. Chemistry and 1.0 credit A.P. Chemistry Extended)

Prerequisites: 10th

grade, Chemistry and recommendation from current science instructor.

Course Description: A college level chemistry course focusing on topics such as:

thermodynamics, thermohemistry, physical behavior of gases, states and structure of matter,

chemical equilibrium and kinetics, and various chemical reactions. Laboratories will be based on

the recommendations of the College Board. Emphasis will be given in order to develop an increased

competency in solving chemical calculations and problems.

A.P. Physics B (1.0 credit)

Prerequisites: 10th

grade, Physics, IMP 3 (concurrent enrollment accepted) and recommendation

from current science instructor

Course Description: This course provides a survey of the main principles of physics focusing on

conceptual understanding and problem-solving ability using algebra and trigonometry. This course

provides a foundation in physics for students in the life sciences, premedicine, and some applied

sciences, as well as other fields not directly related to science, but is not the usual preparation for

more advanced physics and engineering courses. The course expands upon the topics covered in

the first year course and new topics: fluid dynamics, thermodynamics, waves and optics, and atomic

and nuclear physics.

A.P. Physics C (Mechanics) (1.0 credit)

Prerequisites: 11th

grade, Physics, AP Calculus (concurrent enrollment accepted), and

recommendation from current science instructor.

Course Description: A college level course that offers a more analytical approach to Newtonian

Mechanics. A student in an A.P. Physics C course should be able to analyze a problem or

phenomenon verbally, mathematically, and graphically. Laboratories will be based on the

recommendations given by the College Board. Topics covered include motion, forces, energy,

momentum, and rotational dynamics

22

Math Department Curriculum Guide

Math Department Vision Statement

A high quality mathematics education enables all students to increase their mathematical literacy—

understanding mathematical principles, cultivating mathematical ways of thinking, and developing

fluency with number, symbolic representation, geometry, and data—which is essential for success

in the information and technological environment of the 21st century.

Math Department Mission Statement

The math department of Northside College Prep dedicates itself toward developing in students a

deep and meaningful mathematics that promotes conceptual understanding as well as the ability to

communicate and reason mathematically.

The math department seeks to achieve this goal by: (1) making use of curriculum and methods of

instruction that are rooted in current research on how students learn mathematics; and (2) engaging

students in actively doing mathematics—by solving problems and investigating mathematical ideas.

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Math Department Course Sequencing

Notes:

1. Incoming freshmen may enter the core sequence at the Geometry or level based upon earning high school credit in Algebra

while in middle school or based upon passing the CPS Algebra Exit/proficiency exam.

2. Incoming freshmen may enter the core sequence at the Advanced Algebra/Trig level based upon earning high school credit in

Algebra and Geometry while in middle school or passing the algebra and geometry proficiency exams.

3. Courses marked with asterisk (*) indicate departmental permission needed to enroll.

4. Students may choose to take more than one advanced course at the same time in certain situations, assuming that prerequisites

have been met.

5. Current sophomores in Advanced Algebra/Trig have two options for their junior level math course(s): they may take Pre-

Calculus (Integrated Math 4) AND AP Statistics (with teacher approval); OR Pre-Calculus (Integrated Math 4) ONLY. They

are NOT permitted to take ONLY APStatistics in their junior year. With Math Department permission, sophomores may take

Pre-Calculus in the summer followed by AP Calculus AB or BC in the fall.

6. Current juniors in Pre-Calculus may enroll in College Preparatory Math with department permission. This course is open to

students who are not taking AP Calculus senior year.

Adv. Algebra/ Trig

(Integrated Math 3)

Geometry

(Integrated Math 2)

Pre-Calculus

(Integrated Math 4)

Pre-Calculus

Summer Session*

Sophomores or Juniors

with recommendation

AP Calculus AB* or

AP Calculus BC*

47210

AP Statistics *

Core

Sequence

Advanced classes

Multi-Variable

Calculus*

AP CalculusAB* or

AP Calculus BC*

Algebra 1

(Integrated Math 1)

Honors College Prep Math* Seniors with recommendation

Multi-Variable

Calculus*

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Algebra (Integrated Math 1) (1.0 credit)

The first year Integrated Math curriculum contains an introduction to problem solving and equation

solving strategies, the use of variables, and the meaning and use of functions and graphs, as well as

concepts from geometry, statistics, and probability. These mathematical ideas are set in varied

contexts such as the settlement of the American West, games of chance, maximization of profits for

a cookie store, and Edgar Allen Poe's "The Pit and the Pendulum."

The Integrated Math Sequence

The Integrated Math sequence is a college-preparatory mathematics sequence and serves as the core

curriculum at Northside College Prep. This curriculum enhances the traditional sequence of Algebra

– Geometry – Algebra II – Pre-Calculus. The Integrated Math sequence offers students the core

curriculum areas of concentration, including algebra and geometry, which are endorsed by the

National Council of Teachers of Mathematics in an engaging, integrated manner that increases

student understanding and performance.

The Integrated Math curriculum is based on research that indicates that mathematics is best learned in

the context of meaningful and interesting problems. Therefore, each unit of the curriculum is

organized around a central problem or theme. The study of many branches of mathematics are thus

interconnected both with each other and with their applications, including such areas as social

science, physics, and music. Concepts and skills are learned in the context of the unit’s central focus,

through a variety of smaller problems, both routine and non-routine.

Today’s students need more than just algebra and geometry. The Integrated Math curriculum

provides students with experience in such areas of mathematics as statistics, probability, curve-fitting,

and linear programming. There is an emphasis on broad principles and methods of investigation and

a de-emphasis of mechanical skills.

The Integrated Math sequence at Northside College Prep uses the Interactive Mathematics Program

(IMP) as its curriculum. This college preparatory curriculum was granted a prestigious award from

the U.S. Department of Education in October 1999; it was one of five K-12 mathematics programs in

the country to receive the highest rating of Exemplary.

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Geometry (Integrated Math 2) (1.0 credit; requirement=Algebra Ior requisite score on Algebra Exit/proficiency exam)

Students work with powerful mathematical ideas, including the Pythagorean Theorem,

trigonometry, the chi-squared statistic ( 2 ), and coordinate geometry. Problem contexts include

the geometry of the honeycomb, maximizing area given a particular perimeter, the growth of a

circular orchard, and statistical comparisons of populations.

Advanced Algebra with Trigonometry (Integrated Math 3) (1.0 credit; requirement=Geometry or geometry proficiency test)

Students extend their understanding of concepts studied in preceding years of the curriculum, while

learning about and applying new topics such as derivatives, algebra of matrices, and circular

functions. Population growth, decision-making on land use, and a Ferris wheel circus act provide

some of the contexts for the mathematical concepts such as exponential functions, trigonometric

functions and binomial distribution.

Pre-Calculus (Integrated Math 4) (1.0 credit; requirement=Advanced Algebra with Trigonometry)

First semester of Integrated Math 4 requires students to use function analysis for polynomial,

logarithmic, exponential and advanced trigonometric functions. Second semester includes

additional pre-calculus material including parametric equations, polar equations, sequences and

series and an advanced statistics unit in which students work with such concepts as sampling, the

binomial distribution, normal distribution and confidence intervals.

Pre-Calculus (course offered in summer session for Sophomores and Juniors ONLY.On a case by

case basis Sophomores will be allowed with approval of the Math Dept.) (1.0 credit; requirement='A' or 'B' in Advanced Algebra with Trig. Sophomores must have an “A”)

In this course, students prepare for the study of calculus. Topics include function analysis,

advanced trigonometry, and discrete algebra. Algebraic, numerical, graphical, and verbal methods

of representing problems are emphasized. Technology plays an important role in the conceptual

development and problem-solving aspects of the course.

AP Statistics (1.0 credit; requirement='A' or 'B' in Advanced Algebra with Trigonometry)

The purpose of the Advanced Placement course in statistics is to introduce students to the major

concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are

exposed to four broad conceptual themes: exploring data; planning a study; anticipating patterns;

and statistical inference. The course follows the syllabus as defined by the College Board.

AP Calculus AB (1.0 credit; requirement=’A’ or ‘B’ in Integrated Math 4; or 'A' or 'B' in Integrated Math 3 and 'A' or 'B' in summer school Pre-

Calculus)

The course follows the syllabus of Advanced Placement AB Calculus and includes such topics as

limits, derivatives, and integration. Application of topics to problem situations is a core component

of the course as is treatment of topics from multiple points of view: graphical, numerical, and

analytical. Technology plays a key role in developing conceptual understanding throughout the

course.

26

AP Calculus BC

(1.0credit; requirement=’A’ in PreCalculus)

The course follows the syllabus of Advanced Placement BC Calculus and covers the equivalent of

two semesters of college calculus. It includes such topics as limits, derivatives, integration,

parametric, polar and vector functions. Application of topics to problem situations is a core

component of the course as is treatment of topics from multiple points of view: graphical,

numerical, and analytical. Applications of integrals; and polynomial approximations and series will

also be covered. Technology plays a key role in developing conceptual understanding throughout

the course.

Multivariable Calculus (AP level) (1.0 credit; requirement= ‘A’ or ‘B’ in AP Calculus AB or BC and recommendation of math department)

This course will continue the study of calculus by investigating the calculus of multivariate

functions. This includes an introduction to functions of multiple variables, and graphs in two, three

and more dimensions. Vector valued functions and the calculus of these functions will be explored.

Concepts such as limits, derivatives and integrals in the context of multivariable functions will be

studied. Vectors, vector valued functions, partial derivatives and multiple integrals are included.

The course includes applications by looking at the Fundamental Theorem for line integrals, Green’s

Theorem, Stokes Theorem and the Divergence Theorem.

College Preparatory Math (1.0 credit: requirement =PreCalculus and recommendation of the math department. Limited to seniors only)

This course will continue the study of advanced topics not coveredin pre-calculus. Topics include

game theory, code theory, logic, non-Euclidean geometry and various topics from statistics such as

the central limit theorem. Students will be exposed to the historical context of some of the world’s

greatest mathematical problems.

27

World Languages Curriculum Guide

The Department of World languages at NorthsideCollegePreparatoryHigh School is up to the

challenge of the present and future. The faculty members are determined to be front-runners of

educational reform and taking on exploring, experimenting, and establishing cutting edge theories and

practice in the profession of teaching and languages and cultures.

Department Goals

High level of literacy skills (speaking, listening, reading, and writing): Students will

demonstrate command of target language and culture through advanced literacy skills (The department

has set general proficiency indicators).

Linguistic competency: Students will demonstrate command of linguistic knowledge and use

that allows the students to meet or exceed the basic language requirements at their college of choice.

Cultural competency: Students will demonstrate command of cultural knowledge of and about

the target language and country; achieve understanding and appreciation of the culture as well as the

appropriate use of the language in various social cultural contacts and interactions.

Language learning skills: Students will learn how to learn, to understand, and appreciate target

language and culture, which include critical thinking through cultural studies as well as discovery and

generalization of patterns and meanings; creativity in learning about the target language and culture;

cooperative learning through interactive process; learning with use of technology; and basic leaning,

such as organizational skills, note taking and other study skills.

Instructional methodologies: We emphasize achieving above goals by meeting students’

learning needs through a variety of methods, such Individualized Instruction, Multiple Intelligences,

Bloom’s Taxonomy Methods, etc.

Professional development: We require teachers constantly make efforts to keep up with,

integrate, and experiment with new theories and methods. We challenge ourselves in staying current in

implementation of language teaching skills.

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Course Sequence: For courses with an Advanced Placement Class the sequence is as follows:

*after Latin II, students may take either Latin III or A.P. Latin Vergil.

Advanced Courses

All languages offer advanced placement classes or advanced courses. Approval for those courses is

up to the discretion of the teacher. If you are interested in taking an advanced course you will need

to discuss the acceptance criteria with the teacher. You may be required to take a test to be

considered for acceptance. Some teachers have an informational meeting and /or summer

assignment for advanced courses.

Sr. Projects

Senior Projects are available in all languages for students who are more advanced than the courses

offered or who cannot take an offered course due to scheduling conflicts. Please see the individual

teacher to discuss either of these options.

French I-H

Latin I-H

Spanish I-H

Chinese I-H

Japanese I-H

French II-H

Latin II-H

Spanish II-H

Chinese II-H

Japanese II-H

French III-H

*Latin III-H

Spanish III-H

Chinese III-H

Japanese III-H

French IV-H

Latin IV-H

Spanish IV-H

Chinese IV-H

Japanese IV_H

A.P. French Language

*A.P. Latin: Vergil

A.P. Spanish Language

A.P. Chinese Lang. Cult.

A.P. Japanese Lang. Cult.

29

Specific Language Programs:

Chinese

The Chinese Program has a five- year curriculum plus options of independent studies at various

levels. The general teaching and learning objectives of Chinese language courses include 1) to

introduce the knowledge of the knowledge about the Chinese language; 2) to teach learners how to

learn a foreign language and culture; and 3) to promote learners’ cross-cultural understanding and

communicative skills. The classroom activities are student centered, task based, and proficiency

oriented.

Chinese I

Chinese I is an elementary course. It is designed for students who have no formal background in

learning Chinese. It introduces the Chinese (Mandarin) phonetic system, basic grammatical

structures, and functional daily language use. It covers about 200 characters and associated phrases.

It emphasizes the training of all fourlanguage skills (listening, reading, speaking, and writing) as

well as understanding of the socio-linguistics and socio-cultural factors that are important to cross-

cultural communication.

Chinese II

Chinese II continues to focus on the introduction to the Chinese language grammatical system as

well as the functional use of the language. It develops learners’ communicative competence from

general description of events to specific descriptions, from sentences to discourses with contexts,

from simple expressions to complex structures. The learning activities encourage cooperative

learning, use of information technology, and creative learning and thinking.

Chinese III

Chinese III is an intermediate level Chinese language course. It introduces sophisticated topics and

emphasizes using of authentic materials. Culture learning and development of insight into the

nature of the language and culture are integrated into the curriculum. Students are expected to reach

higher levels of proficiency in the target language.

Chinese IV

Chinese IV is an advanced Chinese language course. It emphasizes the transition from using spoken

language to its formal written forms. Texts from the Chinese contemporary literature, TV programs,

and related internet sites will be used as reading and listening materials. Performing scripts, in-

depth discussions, and written reports in Chinese will be developed as individual or group projects.

Chinese V

Chinese V focuses on reading and writing. The reading emphasizes various styles of authentic

materials in Chinese such as newspaper articles, prose, and short stories, also materials in

traditional version of Chinese characters so as to enhance students’ reading capacity. The topics and

styles of writing assignments cooperate with styles and content of reading. Oral discussion on

themes and styles before each writing is also an important part of the prerequisite. Social variations

30

and cultural understanding and appreciation are integrated aspects of learning. A portfolio of

student’s writing is part of the assessment of overall proficiency and improvement.

AP Chinese

The AP Chinese Language and Culture Course is in alignment with national standards which

emphasize proficiency in “5 Cs” and language skills across the three communicative modes. It aims

at thoroughly and effectively integrating cultural content knowledge and language skills, providing

for the frequent formative assessment of students’ developing proficiencies within the context of

their learning.

The content begins with fundamental aspects of daily life, progresses through topics surrounding

Chinese family and societal structures and finally culminates in national and international

perspectives. The course examines the expanding spheres of influence in Chinese life. General

testing strategies and skills as well as use of computer for testing will also be an important and

unavoidable part of the course.

The instructional materials and activities are carefully and strategically chosen to support the goals

of the course.

French French I

This course has several goals: to introduce students to the French language and culture, to form a

base for fluency in the language and to expand the students’ minds by developing critical thinking

skills through a variety of assignments using all four areas of literacy in order to prepare students

for the Advanced Placement test (reading, writing, speaking, listening). The methods combine the

above-mentioned areas of literacy and are in compliance with the goals and standards developed by

the state of Illinois and the Chicago Board of Education. Students will have traditional text and

workbook exercises to develop pronunciation and speaking skills as well as basic grammatical

structures. They will also use a CD player and tape recorder to help with listening, pronunciation

and speaking skills, which are highly-stressed as students will learn their basic phonetic skills.

Students will be introduced to basic literature through short readings. The students will have

several opportunities to express themselves creatively and artistically with small group

presentations and role-playing while using what they have learned in class as well as prepare

several short written assignments. Students will also keep a cultural journal to document their

knowledge of Francophone culture as well as a portfolio to track their progress and organize their

notes.

French II

This course has several goals: to further students’ knowledge of the French language and culture,

to strengthen their base for fluency in the language and to continue to expand the students’ minds

by developing critical thinking skills through a variety of assignments using all four areas of

literacy in order to prepare students for the Advanced Placement test (reading, writing, speaking,

listening). The methods combine the above-mentioned areas of literacy and are in compliance with

the goals and standards developed by the state of Illinois and the Chicago Board of Education.

Students will have traditional text and workbook exercises that continue to develop pronunciation

31

and speaking skills began in French I. They will also use a CD player tape recorder to help with

listening, pronunciation and speaking skills. The students will have several opportunities to express

themselves creatively and artistically while using what they have learned in class. Students will

read a short piece of literature during each unit to prepare them for their novel which they will start

second semester. Also, Students will be required to write several short essays and present several

oral presentations on a given topic, as well as everyday written, oral and listening comprehension

work. Students will also continue to keep a cultural journal to document their knowledge of

Francophone culture as well as a portfolio to track their progress and organize their notes. This

course is mostly taught in French.

French III

This course has several goals: to continue to develop the students’ knowledge of the French

language and culture, to solidify their base for fluency in the language and to expand the students’

minds by continuing to develop critical thinking skills through a variety of assignments using all

four areas of literacy (reading, writing, speaking, listening) in order to prepare the students to take

the Advanced Placement Language course. The methods combine the above-mentioned areas of

literacy and are in compliance with the goals and standards developed by the state of Illinois and

the Chicago Board of Education. Students will have traditional text and workbook exercises that

develop pronunciation and speaking skills. They will also use a CD player tape recorder to help

with listening, pronunciation and speaking skills. The class will be taught mostly in French. The

students will have several opportunities to express themselves creatively and artistically while using

what they have learned in class. At this level students should be able to hold a conversation in

French, write a detailed paper and give an oral presentation, all without hesitation and major

grammatical errors. The will advance to more complicated reading selections, including short

stories, novels, poetry and prose as well as full completion of a college-level novel during the

second semester. Students who successfully complete French III will be invited to take Advanced

Placement French Language. This class is completely taught in French.

French IV*

Relying as it does on those “treasures of time” bequeathed us by the many centuries of history,

literature, and art that make up the past of France, this course addresses the needs of advanced high

school French students. It is a comprehensive, multiple-approach course that provides an in-depth

view of France, its culture and its civilization by means of a systematic introduction to French

history and literature. At the same time, the grammar that is reviewed and expanded upon in each

chapter will serve to strengthen language skills. This course is the perfect preparation for college

and university classes. Its consistently positive attitude towards learning encourages enjoyment of

the French class. Students will enhance their learning through play re-enactments, dramatic

readings and movies as well as traditional text and work book exercises. They read a variety of

literature, dating from the Middle Ages through today. They will also complete a variety of

activities to further enhance their base knowledge of French grammar through traditional textbook

and workbook activities. This course may be combined with AP French Language. This course is

entirely taught in French. Students are required to speak French to the teacher and their classmates

inside and outside of class. This course may be combined with Advanced Placement French

Language if there are not enough students to open a section.

*Taken from the text Trésors du Temps

32

AP French Language

Requirements

To be admitted into the upcoming year's AP French Language course, a student who is a current

French III student must have (1) A passing grade in French; (2) A French teacher's

recommendation. If a lower level French student (II, I, or middle-school student) would like to skip

a year and gain admittance to AP French Language, the student must (1) Receive an "A" on the

French III Final Exam; (2) Have a French teacher's recommendation.

Latin

Latin I

The Latin 1 class is an introduction to the Latin language, Roman history, culture, literature, and

mythology.

Textbooks: First Year Latin by Jenney, First Year Latin Workbook and the Bulfinch’s Mythology

Latin Olympics and Competitions: The Latin classes will participate in a Chicago Board of

Education annual Latin Olympics on a Saturday in March or April. Although it is not required, it is

an opportunity for Latin students to meet and compete with students from other high schools. It also

provides a learning opportunity as professionals usually give presentations on some aspect of

Roman life. There will be competitions in Certamen, Latin translation, Mythology, Roman History,

Roman Culture, English Derivatives, myth writing, costume competition, Latin dramatic reading,

English dramatic reading from a Latin or Greek piece of literature, and multiple art competitions.

Some of the class may also participate in the Northern Illinois Latin Certamen League with other

city and suburban schools, Illinois Junior Classical League Conference State Latin Competition

(February 21-23), The National Latin Exam, The National Mythology Exam, The Medusa

Mythology Exam, The Loyola University Spring Certamen Competition, and the National Jr.

Classical League Conference National Latin Competition (July 24-29 at the University of Miami of

Ohio).

Latin II

The Latin II class is an introduction to the Latin language, Roman history, culture, literature, and

mythology. Latin Grammar will be completed and students will begin translating original Latin

authors, primarily Julius Caesar.

Textbooks: Second Year Latin by Jenney, Second Year Latin Workbook and Bulfinch’s Mythology

Latin Olympics and Competitions: The Latin classes will participate in a Chicago Board of

Education annual Latin Olympics on a Saturday in March or April. Although it is not required, it is

an opportunity for Latin students to meet and compete with students from other high schools. It also

provides a learning opportunity as professionals usually give presentations on some aspect of

Roman life. There will be competitions in Certamen, Latin translation, Mythology, Roman History,

Roman Culture, English Derivatives, myth writing, costume competition, Latin dramatic reading,

English dramatic reading from a Latin or Greek piece of literature, and multiple art competitions.

Some of the class may also participate in the Northern Illinois Latin Certamen League with other

city and suburban schools, Illinois Junior Classical League Conference State Latin Competition

February 21-23; The National Latin Exam; The National Mythology Exam; The Medusa

Mythology Exam; The Loyola University Spring Certamen Competition; and the National Jr.

33

Classical League Conference National Latin Competition (July 24-29 at the University of Miami

of Ohio).

Latin III & IV & A.P.

The Advanced Latin Class rotates years on two different courses of study. In school years

beginning in an odd-numbered year, the Latin III and IV class is an introduction to the prose

writings of Julius Caesar and the epic poetry of Vergil, as well as the relevant history, culture, and

mythology. During this year, students approved for the Advanced Placement track will follow the

rigorous AP syllabus; others will cover the same material, but they will be asked to read less of the

original Latin. In school years beginning in an even-numbered year, the Advanced Latin Class will

focus on the poetry of Catullus and the speeches of Cicero.

Textbooks: Vergil’s Aeneid(Pharr edition), Bulfinch’s Mythology, and The Aeneid (English

translation). Textbooks for Caesar, Catullus, and Cicero vary each year.

Latin Activities and Competitions: All members of the class are invited to participate in a

Chicago Board of Education annual Latin Olympics on a Saturday in March or April. Although it is

not required, it is an opportunity for Latin students to meet and compete with students from other

Chicago high schools. There will be competitions in Certamen, Latin translation, Mythology,

Roman history, Roman culture, English derivatives, myth-writing, costume competition, Latin

dramatic reading, English dramatic reading from a Latin or Greek piece of literature, and multiple

art competitions. Some and/or all of the class may also participate in the Illinois Certamen League

with other city and suburban schools (November-April),the National Classical Etymology Exam

(November), the Illinois Junior Classical League State Latin Convention and Competition

(February), the National Roman Civilization Exam (March), the National Latin Exam (March),the

Medusa Mythology Exam (March/April), and the National Junior Classical League National Latin

Convention and Competition (July).

Requirements for AP Latin:

1. Completion of Latin II-Honors or above.

2. Recommendation of teacher.

Japanese

Japanese I

Students will learn the Japanese language through the four basic languages skills, listening,

speaking, reading, and writing that will help them to communicate with other Japanese speakers.

Students will learn the basic three Japanese character systems: Hiragana, Katakana, and Kanji

(Chinese character) with phonetic practicing. Students will acquire basic vocabulary, sentence

structure, tense, and verb and adjective conjugation. First year in Japanese, students will learn

about greetings, numbers, dates, family, hobby, body parts, shopping, and useful classroom

expressions. Furthermore, students will be exposed to Japanese culture with visual and reading

materials for smooth communication and understanding of the culture.

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Japanese II

This course carries on the work of the first year, allowing students to maintain, refine, and further

develop the skills of four basic skills at increasing levels of difficulty. In this course, students will

learn more oral communication, reading skills. Students will learn verb and adjective conjugation,

which is the biggest formula form in Japanese. Moreover, students will learn more reading skill

with authentic Japanese materials and more Kanji (Chinese character). Students will interact in

Japanese in limited setting and begin to understand the fine arts of the Japanese societies.

Japanese III

Students will learn advanced sentence structure and vocabulary. Reading literary texts of interest to

students and exercises in written expression are greatly expanded. Students will use Japanese to

communicate within and beyond the classroom setting such skits, and making stories. Students will

extend the number of Kanji (Chinese character) and begin to explore literary works and focus on

writing in Japanese. Also, students will develop and understand the Japanese customs.

Japanese IV

This course includes intensive reading of literary texts with emphasis on style and intensive

grammar review and continued writing practice using themes from the texts that are being read in

the class. Students will interact in Japanese in various setting and understand written passages such

as newspaper in Japanese. Students will recognize and write the Kanji in various situations. They

will also study the history of areas where Japanese is spoken.

AP Japanese

This AP Japanese language and culture course builds on students’ previous knowledge as they

develop the productive, receptive and cultural skills necessary to communicate with Japanese

language speakers. This course is based on National Standards such as the three modes of

communication: interpersonal, interpretive, and presentational. Also, the course includes grammar

review, which is reinforced and is built upon through reading of literature, articles, short stories and

written communication in target language. If students take this course, they can take the AP

Japanese test.

Spanish Spanish I

Prerequisite: None

Level One presents and practices the basic language typical of the novice level. Student will learn

skills in listening, writing, speaking, and reading as well as gain an insight into the way of life

among the people in the different Spanish speaking countries. Students are taught to use the target

language during class and are expected to use Spanish for all in-class communication. Student

learns greetings, expressions of courtesy, numbers, days, expressing likes and dislikes, the present,

present progressive, and past tense (preterite) verbs conjugations and vocabulary dealing with real

life situations. Reflexive verbs are introduced in the present tense. Asking and answering

questions and making oneself understood in simple social situations are a part of this course. Class

requires written and oral work, role- play, and group and pair work.

Spanish II

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Prerequisite: Spanish I and/or consideration will be given based on classroom performance and

proficiency exam results.

This course builds on the listening, speaking, reading, and writing skills acquired in Spanish I. The

second year expands these skills as the student’s communication skills in the target language begin

to encompass a greater number of topics. Emphasis continues to be on the student working entirely

in the target language. Grammar focuses on verbs in the following tenses: past (preterite and

imperfect), future, conditional, present perfect, imperfect progressive, and formal and informal

commands. Vocabulary continues to be developed and student will be able to talk about such topics

as travel, restaurant visits, shopping recreation, and professions. Reading skills will be expanded

through longer reading selections, cultural understanding is developed through reading selections

and cultural topics presented. Role-play, group and pair work and written assignments continue to

be emphasized.

Spanish III

Prerequisite: Spanish II and/or consideration will be given based on classroom performance and


The third year student needs a great deal of grammar review. Grammar is reviewed and new

grammar is presented. The present subjunctive mood aswell as imperfectsubjunctive are covered

in-depth. The passive voice as well as relative pronouns are reviewed. Vocabulary is reviewed and

expanded. Students continue to work entirely in the target language and reading skills continue to

be developed through longer reading selections, which cover culture, literature or an excerpt from a

newspaper. Comprehension items follow and require oral and written responses. Role-play and

group and pair work continue to develop speaking skills.

Spanish IV

Prerequisite: Spanish 3 and/or consideration will be given based on classroom performance and


The advanced language course builds on the solid foundation that was established during the first 3

years. The course is conducted entirely in Spanish and includes a grammar review, reading of

literature, poetry, short stories and oral and written communication in the target language. Various

aspects of Hispanic cultures are examined and discussed. The focus of this course is not only on

speaking and understanding both oral and written Spanish with greater ease and fluency, but also on

being able to communicate in greater detail about more topics both orally and in writing.

Spanish AP

Prerequisite: Spanish 4 and/or consideration will be given based on classroom performance and


If a student desires to take the AP course, he or she is required to take an entrance exam (see

requirements below under “Spanish Prerequisites and Requirements”). The AP Spanish language

course builds on students’ previous knowledge as they develop the productive, receptive and

cultural skills necessary to communicate with Spanish language speakers. This course is based on

National Standards such as the three modes of communication: interpersonal, interpretive, and

presentational. Also, the course includes grammar review, which is reinforced and is built upon

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through reading of literature, articles, short stories and written communication in target language.

If students take this course, they may take the AP Spanish test.

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Computer Science Department Curriculum Guide

Over the last twenty years, we have seen remarkable transformations due to technology in our

lives. We see fax machines, video games, cellular phones, CAT scanners in daily use at home or in

offices and hospitals. Computer software development industries have mushroomed in those years

also. Technology has transformed the way in which we live and operate – in government,

commerce, education, manufacturing, health industries, entertainment, science and engineering.

In the face of these changes, and in the spirit of Northside’s mission, we see that the Computer

Science Department must educate students in the disciplines of computer science and teach them to

apply their education to solve practical problems in a socially responsible way. Recognizing this,

the faculty must engage in professional development that allows them to remain current in their

fields and to provide technological leadership to the school community.

To prepare students from diverse backgrounds for productive futures by offering them with a

student-centered, experience focused on practical learning, we must provide:

A dynamic curriculum that has a balance between theory and practice

Up-to-date computer labs

Unique opportunities for students to participate in student competitions, professional student

organizations, research projects, and internships with major universities.

Partnerships with area colleges and industry in the community, and

Strong cooperative relationships with the community

Exploring Computational Thinking (Prerequisites: none) Exploring Computational Thinking is designed to introduce students to the breadth of the field of

computer science. The goal of Exploring Computer Science is to develop in students the

computational thinking practices of algorithm development, problem solving and programming

within the context of problems that are relevant to the lives of today’s students. Students will also

be introduced to topics such as interface design, limits of computers and societal and ethical issues

of software engineering. The course contains the following units: Human Computer Interaction,

Problem Solving, Web Design, Programming, Data Modeling, andRobotics. [ECS Partnership:

http://www.exploringcs.org/]

Software Applications I - Web Page Design and Mobile App Design (Requirement- Exploring Computational Thinking or Java and Media Comp, sophomore standing or more and consent

of the department) This course covers various topics of Web design and programming using forms, cascading style

sheets, javascripting including animation and ActionScript applications for multi-media web

developments. The design part also focuses on the elements of page-layout designs and the

processes of combining text, graphics and or multi-media to produce professional quality

documents. Students will be using various software packages to design and create quality page-

layout documents for online publication.

http://www.exploringcs.org/

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Software Applications II - Database Design and SQL Programming (Requirement- Exploring Computational Thinking or Java and Media Comp and consent of Department) Oracle is the largest vendor of database systems in the world with the largest market share for both

MS-Windows and Unix based databases. Oracle is also the second largest independent software

company in the world. All 10 of the world's largest Web sites- from Amazon.com to Yahoo! - use

Oracle. Databases are a key technology used in a vast array of applications such as business data

processing, decision support systems, expert systems, robotics, web storage, and indexing and

searching. This course is a hands-on introduction to the principles, uses, and applications of

relational database management systems (DBMS). The goal of the course is to prepare students to

be sophisticated database users, applications programmers, and administrators. Students will be

able to design and implement database system applications.

Computer Science I – Java and Media Computation (Prerequisites: none) Students are introduced to the programming language Java through an innovative and exciting 3D

animation environment called Alice. Alice was designed and gifted to the Computer Science

community by a team led by Randy Pauch, the author and presenter of The Last Lecture. Concepts

of Computer Science and programming are taught including algorithmic design and object oriented

programming. Programming skills and conceptual understanding are developed through a problem

solving approach. Students will create 3-D animations, games, and manipulate images, audio files,

and other media forms through programming. This class is designed for first-time programmers and

as an introduction to the Java programming language. Get a head start on college requirements.

Many majors now require at least one course in Computer Programming. No previous experience is

necessary.

Computer Science II - Elements of Digital Computing Systems (Requirement – Java and Media Computation OR junior / senior with consent ofDepartment) This course is designed for students who have successfully completed Java and Media

Computation, and have a desire to explore how a computer is able to "think". Many CS students are

missing the forest for the trees, and this course aims to restore the big picture. By gradually

constructing and unit-testing a complete hardware platform and a modern software hierarchy from

the ground up, you will discover how computer systems work, and how they are built. You will

apply some of the most important algorithms, data structures, and techniques learned in college-

level CS courses. This course guides you through the construction of a modern, full-scale computer

system (hardware and software) from first principles.

Advanced Placement® Computer Science Requirement - Consent of department

This course extends the concepts of CS1 and CS2 with an emphasis on object-oriented

programming (OOP) and design. This course will prepare students to take the AP® Computer

Science exam and covers topics typically found in a first semester college computer programming

course. Students will learn how to problem solve and to create software using the Java

programming language. Course content is focused on learning the logic structures universal to most

all programming languages: loops, if statements, arrays, etc. Other topics include program design

and implementation, algorithm analysis, and object-oriented programming design. This course is

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intended to serve both as an introductory course for computer science majors and for students who

will major at disciplines that require significant involvement with computing.

Fine Arts Department Curriculum Guide

Philosophy and Mission Statement

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Art and music are central to the social, intellectual and emotional growth of an individual. In the

arts, you will have the opportunity for personal, as well as collaborative investigations,

experimentations, and discoveries. Through theory, history and practice the Fine Arts Department

is producing some of the most inventive, talented, and ambitious music and visual art prospects.

Northside’s Fine Arts Department is constantly seeking the cutting edge of music and art education

and practice. Our faculty are practicing artists and musicians whose primary motivation is the

students, consequently an open dialogue and exchange of ideas is not only encouraged, but

practiced.

Fine Arts Course Scheduling Many students find they love their art and music classes so much that they wish to take one every

year. If you wait until senior year to take art or music, you will miss out on all the exciting

advanced classes we offer. Therefore, we encourage you to complete both your Fine Arts

“requirements” (1 credit in art and 1 credit in music) while an underclassman. This gives you the

opportunity to continue your studies in the arts. If you wish to take art or music all 4 years, you

should talk to your art or music teacher for guidance in planning your schedule.

Fine Arts Department Course Descriptions

Art Courses Overview:

Beginning Level Intermediate Level Advanced Levels

Art I (honors) Ceramics I (honors) Ceramics II, III (honors)

Art I³ (honors) Digital Imaging I (honors) Digital Imaging II, III (honors)

Drawing & Painting I (honors) Drawing & Painting II, III (honors)

Photography I (honors) Photography II, III (honors)

Sculpture I (honors) Sculpture II, III (honors)

A.P. Art History

Art I(1.0 credit) (honors)

In this introductory class students learn about the elements and principles of art while exploring

these concepts in their own artwork. Students work in a variety of media and techniques to create

drawings, paintings, sculptures, prints, ceramic art, and graphic designs. Additionally, students

learn about the art of diverse cultures and time periods. Prerequisites: None.

Art I ³ (1.0 credit) (honors)

Prerequisite: Incoming Freshmen only, portfolio review required

This special Art I class, open only to incoming freshmen, is designed for the student who already

exhibits an interest and talent in the visual arts. It is expected that students in this course intend to

continue on into advanced studio classes in subsequent years. This class differs from regular Art I

in that all 3 art teachers will teach this class, each in their area of expertise.

Studio Ceramics I (1.0 credit) (honors)

Prerequisites: Art I and art teacher recommendation.

In this intermediate level studio class, students explore the creative possibilities of ceramics.

Students create both sculptural and functional forms in clay, using hand-building and wheel

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throwing techniques. A variety of glazing and decorating techniques will be taught, as well as

different firing processes such as sawdust and raku firing.

Studio Ceramics II (1.0 credit) (honors)

Prerequisites: Ceramics I and art teacher recommendation.

In this intermediate level studio class, students continue to explore the creative possibilities of

ceramics. Emphasis is on creating larger and more complex clay forms, using both hand-building

and wheel throwing techniques. Independent, self-directed projects are incorporated into the

curriculum. May meet concurrently with Ceramics I.

Studio Ceramics III (1.0 credit) (honors)

Prerequisites: Ceramics II and art teacher recommendation.

This course is a continuation of processes and work begun in Studio Ceramics II, with more

emphasis on independent, self-directed projects. May meet concurrently with Ceramics II.

Digital Imaging I (1.0 Credit) (honors)


In this intermediate level class, students will explore basic design and communication concepts

while learning to use the computer as an art and design-making tool. Students will learn to use

professional graphic art applications like Adobe Photoshop and Adobe Illustrator.

Digital Imaging II (1.0 Credit) (honors)

Prerequisites: Digital Imaging I and art teacher recommendation.

In this advanced level class, students will further explore the design and communication concepts

begun in Digital Imaging I. Students will learn more advanced applications in using the computer

as an art and design-making tool. May meet concurrently with Digital Imaging I.

Digital Imaging III (1.0 Credit) (honors)

Prerequisites: Digital Imaging II and art teacher recommendation.

In this advanced level class, students will further explore the design and communication concepts

begun in Digital Imaging II. Students will learn more advanced applications in using the computer

as an art and design-making tool. May meet concurrently with Digital Imaging II.

Studio Drawing and Painting I(1.0 credit) (honors)

Prerequisites: Art 1 and art teacher recommendation.

In this intermediate level studio course, students explore the creative possibilities of drawing and

painting. Students work in a variety of media and techniques including pencil, charcoal, pastel, oil

pastel, conté, ink, watercolor, and acrylic.

Studio Drawing and Painting II(1.0 credit) (honors)

Prerequisites: Studio Drawing and Painting I and art teacher recommendation.

In this advanced studio course, students further explore the creative possibilities of drawing and

painting. Students work in a variety of media and techniques including pencil, charcoal, pastel, oil

pastel, conté, ink, watercolor, and acrylic. May meet concurrently with Studio Drawing and

Painting I.

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Studio Drawing and Painting III(1.0 credit) (honors)

Prerequisites: Studio Drawing and Painting II and art teacher recommendation.

This course is a continuation of processes and work begun in Studio Drawing and Painting II.

Emphasis is placed on independent and self-motivated projects. May meet concurrently with Studio

Drawing and Painting II.

Photography I (1.0 credit) (honors)


In this class students will learn about the history of photography and the photographic process.

Students will be exposed to the portfolios of major and minor photographers and works; not only

will they learn about photography, but they will also have the opportunity to create their own photos

and installations. Students will learn how to use a manual camera and will develop an

understanding of controlling exposure, focus and composition. This course will also offer students

the opportunity to learn how to create and maintain a darkroom.

Processes include: photomontage, black and white printing processes, digital photography, Adobe

Photoshop manipulation and other applications.

Students supply their own 35mm (film) camera, film, and photo paper as well as miscellaneous

supplies.

Photography/Darkroom II (1.0 credit) (honors)

Prerequisites: Photography I and art teacher recommendation.

This course is a continuation of processes and work begun in Photography I. Maymeet concurrently

with Photography I.

Photography/Darkroom III (1.0 credit) (honors)

Prerequisites: Photography II and art teacher recommendation.

This course is a continuation of processes and work begun in Photography II. May meet

concurrently with Photography II.

Studio Sculpture I (1.0 credit) (honors)


In this intermediate level studio class, students explore the creative possibilities of sculpture while

creating reliefs, mobiles, and freestanding works of art. Students work in a variety of media

including clay, papiermâché, plaster, wood, aluminum, wire, and found objects. Techniques

covered include modeling, casting, carving, and constructing.

Studio Sculpture II (1.0 credit) (honors)

Prerequisites: Sculpture I and art teacher recommendation.

In this advanced studio class, students further explore the creative possibilities of sculpture while

creating reliefs, mobiles, and freestanding works of art. Students work in a variety of media

including clay, papiermâché, plaster, wood, aluminum, wire, and found objects. Techniques

covered include modeling, casting, carving, and constructing. May meet concurrently with

Sculpture I.

Studio Sculpture III (1.0 credit) (honors)

Prerequisites: Sculpture II and art teacher recommendation.

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This course is a continuation of processes and work begun in Studio Sculpture II. Maymeet

concurrently with that course.

A.P. Art History (1.0 Credit)

Prerequisite: Art I and art teacher recommendation. Open to Juniors and Seniors only.

In the Art History AP course the students will have the opportunity to use many of the learning

methodologies that they have received in many of their previous courses. Art history innately

requires the student to take an interdisciplinary approach to study it. The language of the arts is

coupled with an approach to the literature and chronology, of both art and world histories,

philosophies, and religions. The students who take this course will be required to do a substantial

amount of reading, memorizing, critiquing and analysis of works, and writing. All students will

also need to do personal research on individual artist, periods, and trends in art and the study of it.

Summer reading, self guided field trips and art-making projects will be given.

Music Courses Ensembles for Brass, Winds and Percussion Instruments

Beginning Ensembles(New)

In the first two weeks of school, students registered for the Beginning Ensembles Class will become

acquainted with the entire music faculty as they demonstrate aptitude in singing, rhythmic call and

response, and aural/listening skills. Students will be placed in either the band, orchestra, or choir

class based on the combination of instrument preference and music assessment.

In the beginning-level courses, students will explore a variety of technical, expressive, and

theoretical aspects of singing or playing an instrument. There is at least one performance

opportunity each semester on campus. Students are required to participate in all dress rehearsals

and performances. Such functions usually take place before or after school and are an essential

component to the overall grade. No prior knowledge or experience in music is required.

Beginning Band (1.0 credit) (honors)

No prior knowledge or experience in music is required.

Students will learn to play a band instrument and will perform in concert. Students will also learn

how to read and write music.

Intermediate Band (1.0 credit) (honors)

Prerequisite: Beginning Band or experience on a band instrument, plus completion of a successful

audition.

In this course, students will perform intermediate-level music for wind ensemble, learn more

complex counting skills, and enhance the quality of their tone production on their instruments. The

Intermediate Band will also perform in concerts and band competitions. Performance in concerts

and competitions is mandatory, and private lessons are recommended.

Advanced Band (1.0 credit) (honors)

Prerequisite: Intermediate Band or experience on a band instrument, plus completion of a

successful audition.

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In this course, students are expected to adhere to high standards regarding musical interpretation

and tone in the preparation and performance of advanced concert band literature. Participation in

solo and ensemble competitions, concerts, and band competitions is mandatory. Private lessons are

strongly recommended.

Jazz Ensemble (1.0 credit) (honors)

Prerequisite: Successful audition.

In this course, students will learn to read and play jazz phrasings. In addition, students will learn

the basics of Swing, Latin, and rock and blues styles. Students will also study and practice the art of

jazz improvisation. The Jazz Ensemble will use all of these skills in concerts.

Ensemble Courses for Violin, Viola, Cello and Double Bass

Beginning Orchestra (1.0 credit) (honors)

Prerequisite: No prior musical experience is necessary.

Students will explore and experience the technical and theoretical aspects of playing a stringed

instrument. Students may choose from the violin, viola, cello, or double bass to study and perform.

Students are expected to participate in all dress rehearsals and performances. Such functions

usually take place before or after school and are an essential component to the overall grade.

Intermediate Orchestra (1.0 credit) (honors

Prerequisite: Beginning orchestra or experience on a string instrument, completion of Level 1

requirements (scales, rhythms) and successful audition with director.

Students will continue to explore and experience the capabilities of their chosen instrument. More

emphasis will be placed on theory and technique through solo, chamber, and orchestral music study

and performance. Students are expected to participate in all dress rehearsals and performances.

Such functions usually take place before or after school and are an essential component to the

overall grade.

Advanced Orchestra (1.0 credit) (honors)

Prerequisite: Beginning orchestra or experience on a string instrument, completion of Level 2

requirements (scales, rhythms) and successful audition with director.

Students will continue to explore and experience the capabilities of their chosen instrument. More

emphasis will be placed on theory and technique through solo, chamber, and orchestral music study

and performance. Students are expected to participate in all dress rehearsals and performances.

Such functions usually take place before or after school and are an essential component to the

overall grade.

Courses in Vocal/Choral Music

Beginning Chorus (1.0 credit)(honors)

Students learn the fundamentals of voice production, expression of emotion and meaning through

singing, and music reading (theory and notation). There is at least one performance opportunity

each semester on campus. Additionally, the ensemble is encouraged to perform for community

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organizations, such as elementary schools and nursing homes, to gain performance experience. No

prior knowledge or experience in music is required. No limit to enrollment.

Intermediate Chorus (1.0 credit) (honors

Prerequisite: Beginning Chorus or at least one year of previous choral or instrumental music

ensemble experience. In addition, students must complete a successful audition with the Director of

Choral Music, which will assess sight-reading skills, and the student’s ability to match pitch.

Students learn the intermediate levels of voice production, expression of emotion and meaning

through singing, and music reading. There is at least one performance opportunity each semester on

campus. Additionally, the ensemble is encouraged to perform for community organizations, such as

elementary schools and nursing homes, to gain performance experience.

Advanced Chorus (1.0 credit) (honors)

Prerequisite: Intermediate Chorus or at least one year of previous choral or instrumental music

ensemble experience. In addition, students must complete a successful audition with the Director of

Choral Music, which will assess sight-reading skills, vocal technique and the student’s ability to

match pitch.

Students with advanced musical and vocal skills are encouraged to audition for this ensemble,

which will perform on campus and at state festivals and competitions. This is the premier choral

ensemble of the school, and performers are expected to have excellent music reading and vocal

performance skills.

A.P. Music Theory (1.0 credit) – Not offered

Prerequisite: Open to Juniors & Seniors only.

Completion of performing music course and recommendation of music instructor with concurrent

enrollment in performance ensemble.

Students learn the fundamentals of music theory and notation using a MIDI computer lab equipped

with keyboards and appropriate software. Students learn to play and compose; they learn to hear,

analyze, and notate musical elements such as pitch, melody, harmony, and rhythm. This course

prepares students for the A.P. Music Theory exam. A passing score on this exam exempts students

from the first semester or first year of college music theory.

Physical Education Department Curriculum Guide

PE Course Philosophy and Mission Statement

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Physical Education is an experiential based learning process where students are encouraged to take

an active role in their education. In an atmosphere that emphasizes cooperation rather than

competition, the students learn about themselves and how to live in harmony with their

surroundings. Adventure Education stems from a philosophy that people are more capable than

they perceive themselves to be and if given the opportunity to try new activities in a supportive

atmosphere, they will achieve goals otherwise thought unattainable. Our program focuses on overall

health and nutrition, improving cardiovascular endurance, body composition, muscular strength and

endurance, and flexibility. We believe that the quality of students’ physical fitness and health is an

important factor in their readiness to learn. The students are exposed to a wide range of lifetime

activities (individual, team sports), adventure education (initiatives, problem solving), fitness, and

health-related topics, which will empower them to be better-rounded individuals.

PE Department Offerings

Freshmen Physical Education and Health

Sophomore Physical Education and Driver Education

Electives

Advanced Weight Training I

Advanced Weight Training II

Lifetime Activities

Junior Leaders Program

Senior Leaders Program

PE Department Course Descriptions

Freshmen Physical Education and Health (1.0 credit): The curriculum enables students to

experience a wide variety of physical activities. The year encompasses Adventure Programming;

Fitness: Power walking, running, weight training, aerobic activities, fitness testing, and swimming;

Lifetime Activities: softball, soccer, flag football, and badminton.

Health is a twenty-week program that encourages students to lead a healthier lifestyle as

exemplified by the balanced elements of intellectual, physical, social, and emotional wellness.

Sophomore Physical Education and Driver Education (1.0 credit): The curriculum enables

students to experience a wide variety of physical activities. The year encompasses Adventure

Programming; Fitness: Power walking, running, weight training, aerobic activities, fitness testing,

and swimming; Lifetime Activities: speedball, lacrosse, volleyball, ultimate frisbee, and pickleball.

Driver Education is a ten-week classroom experience that will provide the student with the

opportunity to develop lifetime driving skills. In addition, students will learn new skills that will be

needed to manage the conflicts and risks associated with driving.

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PE Elective Course Descriptions

Dance (1 Credit)(New)

In this course, students will work to develop their artistic appreciation, creativity, strength,

flexibility, compositional skills (choreography), body awareness, kinesthetic awareness,

understanding of movement concepts and terminology, physical skills and performance qualities.

Students’ movement experiences will include technique work, movement combinations/phrases,

improvisation, choreographic studies and performances (informal and public). In this year-long

course students will learn the art, craft and science of dance. Contemporary/modern dance will be

the main focus of the movement style, and ballet, jazz, yoga, and other cultural dance forms will be

presented to enrich the students’ experiences in dance and movement. Periodic guest teachers,

video-taped performances and live performances will enhance the curriculum. Class discussions

will focus on artistic criticism and movement analysis. Students will be evaluated on effort,

attendance, performance and progress in movement mastery.

Advanced Swimming/Lifeguard Training (1.0 credit) (New)

Instruction will include the development of the 5 major strokes, safety skills in and near water, and

activities to increase endurance. Activities may include some or all of the following: lifeguarding,

CPR and First Aid instruction, fitness and conditioning, and a variety of water games and sports.

Certification is based on American Red Cross Standards. Students may receive a passing grade and

NOT receive certification.

Advanced Weight Training I (1.0 credit): This course will involve safety, improvement of

muscular strength, advanced weight training practices, sports specific weight training, plyometrics,

and proper nutrition. Both theory and practices will be emphasized and developed into a specific

individualized program.

Advanced Weight Training II (1.0 credit): A variety of advanced weights training principles are

introduced and skills in the basic lifts are reinforced. There is an emphasis on biomechanics,

nutrition, and exercise physiology. (Prerequisite: At least a B in Advanced Weight Training I)

Lifetime Activities (1.0 credit): This course is designed to promote life-long leisure activities such

as: rock climbing, rollerblading, badminton, pickle ball, table tennis, volleyball, and golf. There is

an emphasis on skill development that will empower individuals for lifelong activity.

Junior Leaders Program (1.0 credit): In conjunction with adventure education, this program will

include training of exercise fundamentals, fitness testing, and team sport skills and officiating.

Students will become familiar with the department curriculum and develop teaching units with their

peers. This course is a prerequisite for the Senior Leader Program. Department approval is

necessary for this course.

Senior Leaders Program (1.0 credit): A program which involves trained leaders assisting physical

education instructor(s) with implementing exercise fundamentals, facilitating adventure education

initiatives, fitness testing, team sport skills and officiating. (Prerequisite: Junior Leaders)

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Special Program/Senior Project

OVERVIEW

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Senior Projects are capstone learning experiences for students who have completed the most

advanced coursework available at our school. Often interdisciplinary in scope, students propose

year-long independent, academic inquiries which may involve partnerships with external

organizations, businesses, or universities.

Imagine:

o conducting important scientific research in a university setting.

o analyzing the most pressing policy issues facing the nation and taking direct action.

o creating a Google Earth map of your neighborhood with oral histories from your community

embedded within it.

o designing a line of apparel and showcase your work before audiences.

o composing an original score for a theatrical production.

o designing and building sculptures in motion.

o surveying and cataloging a special collection of Caribbean literature.

GETTING STARTED

The first step in proposing a Senior Project is to thoughtfully select your courses as a part of the

regular programming process. Since there is no guarantee that your project will be approved,

you must take the process of choosing your courses very seriously.

If your project is approved, you will change your program to dedicate time for working on your

project, devoting anywhere from one to four blocks for your work at the Honors or A.P. level.

THE PROCESS

1. Identify a faculty mentor who would be willing to support your project and assist you in

developing your proposal.

2. If necessary, secure an agreement with an external partner with whom you want to work

throughout the course of your project.

3. According to the format provided on the Senior Projects website, draft your proposal.

4. Revise your proposal with your faculty mentor.

5. Submit your proposal to Mr. Snow byWednesday,March 19, 2014

6. If necessary, revise your proposal according to the recommendations of the Senior Project

Committee.

Be advised, the proposal review process is rigorous and competitive, so take your 2014-15 course

selections seriously.

Illinois Virtual School

The Illinois Virtual School (IVS) is an Internet educational service established by the Illinois State

Board of Education that currently offers a wide range of high school level course work aligned with

the Illinois Learning Standards. CPS students may earn up to two credits toward graduation through

50

online coursework. Students must obtained approval for an online course with Mr. Lim,

Programmer, in room 122. Criteria for course approval include: a GPA of 3.0 or better, 90%

attendance, and junior or senior standing. Course selection is limited to courses not available at

Northside and students can select from full year or semester long course offerings. Advanced

Placement as well as honors level credit is available. Prospective students should log on to the IVS

web site to view the current course listing and complete the tutorial/orientation before requesting

approval for an IVS course.

http://www.ilvirtual.org/

http://www.ilvirtual.org/

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Program of Studies - Northside College Prep High School

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