Program of Studies - Concord

 Concord­Carlisle Regional High School 2016­2017 Program of Studies
Class of 2017 – Seniors Class of 2018 – Juniors Class of 2019 – Sophomores Class of 2020 – Freshmen 500 Walden Street Concord, MA 01742 (978) 318­1400 1
Language Support If you are unable to read English well enough to understand school documents or information, please contact Mr. Badalament, CCHS Principal, at 978­341­2490. The school will provide assistance. CHINESE (TAIWAN) 如果你 不懂有关学校文件及信息的英文版，
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​ EI ​978 341 2490. D​IE SCHULE WIRD UNTERSTÜTZUNG BIETEN​. I​TALIAN L​INGUA SUPPORTO SE SI RIESCE A LEGGERE L​'​INGLESE ABBASTANZA BENE PER CAPIRE LA SCUOLA DOCUMENTI O INFORMAZIONI​, ​SI PREGA DI CONTATTARE MR BADALAMENT​, ​CCHS PRINCIPALE​, ​A ​978 341 2490. L​A SCUOLA FORNIRÀ ASSISTENZA​. S​PANISH S​OPORTE DE IDIOMA SI USTED ES INCAPAZ DE LEER EN INGLÉS LO SUFICIENTEMENTE BIEN COMO PARA COMPRENDER LA INFORMACIÓN O DOCUMENTOS DE LA ESCUELA​, ​POR FAVOR PÓNGASE EN CONTACTO CON EL SR​. B​ADALAMENT​, DIRECTOR DE CCHS​, ​A ​978 341 2490. L​A ESCUELA PROPORCIONARÁ ASISTENCIA​. U​KRAINIAN П​ІДТРИМКА МОВИ ЯКЩО ВИ НЕ В ЗМОЗІ ЧИТАТИ АНГЛІЙСЬКА ДОСИТЬ ДОБРЕ РОЗУМІТИ ШКОЛИ ДОКУМЕНТІВ АБО ІНФОРМАЦІЇ​, ​БУДЬ ЛАСКА​, ​ЗВЕРТАЙТЕСЯ ПАН BADALAMENT​, ​ГОЛОВНОГО CCHS​, ​НА ​978­341­2490. Ш​КОЛА БУДЕ НАДАВАТИ ДОПОМОГУ​. Japanese 言語サポートの場合、学校のドキュメントや情報を理解し、氏 ​BADALAMENT​、​CCHS ​の校長 ​978 341 2490 ​にお問い合わせください英語を十分に読むことができるされません。学校の支援を行います。
R​USSIAN Я​ЗЫКОВОЙ ПОДДЕРЖКИ ЕСЛИ ВЫ НЕ МОЖЕТЕ ПРОЧИТАТЬ АНГЛИЙСКИЙ ДОСТАТОЧНО ХОРОШО​, ​ЧТОБЫ ПОНЯТЬ ШКОЛЬНЫХ ДОКУМЕНТОВ ИЛИ ИНФОРМАЦИИ​, П
​ ОЖАЛУЙСТА СВЯЖИТЕСЬ С Г​­Н
​ BADALAMENT​, ГЛАВНЫЙ CCHS​, ​НА ​978­341­2490. Ш​КОЛА БУДЕТ ОКАЗЫВАТЬ ПОМОЩЬ​. S​WEDISH S​PRÅK STÖD OM DET INTE GÅR ATT LÄSA ENGELSKA TILLRÄCKLIGT VÄL FÖRSTÅ SKOLDOKUMENT ELLER INFORMATION​, VÄNLIGEN KONTAKTA MR​. B​ADALAMENT​, ​CCHS UPPDRAGSGIVAREN​, ​VID ​978­341­2490. S​KOLAN KOMMER ATT GE BISTÅND​. V​IETNAMESE N​GÔN NGỮ HỖ TRỢ NẾU BẠN KHÔNG THỂ ĐỌC TIẾNG ANH CŨNG ĐỦ ĐỂ HIỂU TÀI LIỆU TRƯỜNG HỌC HOẶC THÔNG TIN​, ​XIN VUI LÒNG LIÊN HỆ VỚI ÔNG BADALAMENT​, ​CHỦ YẾU CCHS​, ​TẠI ​978­341­2490. N​HÀ TRƯỜNG SẼ CUNG CẤP HỖ TRỢ​. 2
P​ORTUGUESE S​UPORTE DE IDIOMA SE VOCÊ NÃO CONSEGUIR LER INGLÊS BEM O SUFICIENTE PARA ENTENDER A ESCOLA DOCUMENTOS OU INFORMAÇÕES​, ​ENTRE EM CONTATO COM O SR​. B​ADALAMENT​, ​DIRETOR DO CCHS​, ​ÀS ​978 341 2490. A ​ESCOLA IRÁ FORNECER ASSISTÊNCIA​. K​OREAN ​. ​
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D​UTCH T​AAL ONDERSTEUNING ALS U ZIJN NIET IN STAAT OM TE LEZEN ENGELS GOED GENOEG OM TE BEGRIJPEN SCHOOL DOCUMENTEN OF INFORMATIE​, ​NEEM CONTACT OP MET DE HEER BADALAMENT​, ​CCHS PRINCIPAL​, ​BIJ ​978­341­ 2490. D​E SCHOOL ZAL ASSISTENTIE​. G​REEK Γ​ΛΏΣΣΑ ΥΠΟΣΤΉΡΙΞΗ ΕΆΝ ΕΊΣΤΕ ΔΕΝ ΕΊΝΑΙ ΔΥΝΑΤΉ Η ΑΝΆΓΝΩΣΗ ΑΓΓΛΙΚΆ ΑΡΚΕΤΆ ΚΑΛΆ ΏΣΤΕ ΝΑ ΚΑΤΑΝΟΗΘΟΎΝ ΣΧΟΛΕΊΟ ΈΓΓΡΑΦΑ Ή ΠΛΗΡΟΦΟΡΊΕΣ​, ​ΕΠΙΚΟΙΝΩΝΉΣΤΕ ΜΕ ΤΟΝ Κ​. B​ADALAMENT​, ​CCHS ΚΎΡΙΟΣ​, ​ΣΕ ​978­341­2490. Τ​Ο ΣΧΟΛΕΊΟ ΘΑ ΠΑΡΆΣΧΕΙ ΒΟΉΘΕΙΑ​. P​OLISH J​ĘZYK WSPARCIA JEŚLI JESTEŚ NIE MOŻNA ODCZYTAĆ ANGIELSKI WYSTARCZAJĄCO DOBRZE ZROZUMIEĆ SZKOŁY DOKUMENTÓW LUB INFORMACJI​, ​SKONTAKTUJ SIĘ Z MR​. B​ADALAMENT​, ​GŁÓWNY CCHS​, ​NA ​978­341­2490. S​ZKOŁA BĘDZIE ZAPEWNIAĆ POMOC TECHNICZNĄ​. T​URKMEN DIL K̈ ÖMEGI: EGER­DE­SIZ MEKDEP RESMINAMALARYNY YA­DA MAGLUMATLARY I LIS DILINDE DOLY OKAP WE DÜ ÜNIP BILMESE IZ MEKDEP MÜDIRINE 978­341­2490 BELGI BO UNÇA ÜZ TUTMAGY YSY HA Y ED ÀRIS. MEKDEP SIZE GOLDAW BERER 3
CCHS – Program of Studies 2016­2017 Table of Contents Administration Page
5 Accreditation Statement
6 Declaration of Compliance
7 Introduction
8 How to Use the Program of Studies
9 Massachusetts State Colleges & University of Massachusetts Minimum Admission Requirements
1​0 General Guidelines for Colleges and Universities
1​1 Additional Information
1​2 Graduation Requirements
1​3
Community Service
14 Fine Arts & Applied Technology
15 Counseling
24 Engineering & Computer Science
25 English
30 Health and Fitness
37 Mathematics
41 Performing Arts (Band, Chorus, Theatre)
53 Rivers and Revolutions
61 Science
63 Social Studies
75 World Language
85 Interdisciplinary (Senior Project, AP Capstone)
99 Special Education Program
101 Additional Academic Courses
102 4
A Brief History of CCHS
Concord was one of the first communities to establish a public high school, as we know it today. In 1852, classes were held in the Town Hall and the high school population numbered one teacher to 63 students. In the following years, courses in science, physical education and agriculture were added to the original curriculum, which consisted of literature, arithmetic, history and philosophy.
In 1881, students and staff occupied a new high school located at the corner of Hubbard and Stow Streets. It was a four­classroom building designed to serve 80 students. Another new high school, located at the corner or Stow Street and Sudbury Road was completed in 1890 and hailed at that time as “the latest that could be desired in school buildings.” Its 126 students were taught by five teachers, each of who “taught a department in the manner of a modern high school.”
Concord High School moved to the Emerson Building soon after its completion in 1929. This facility included seven classrooms, chemistry and physics laboratories, a cafeteria that could accommodate 225 persons and a 480­seat auditorium..
Concord High School became Concord­Carlisle Regional High School in 1960. A large complex of seven buildings, built over several decades, served the students of CCHS for over 50 years. In 2011, the communities of Concord & Carlisle generously supported the design and construction of new building. This truly 21st century facility opened to 1250 students on April 28th, 2015. Two public­private partnerships funded the renovation and addition of the school’s athletic fields on the 80+ acre property. Today, CCHS boasts one of the finest public school campuses in the area.
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CONCORD­CARLISLE HIGH SCHOOL ADMINISTRATION
Peter Badalament, Principal Colleen Meaney, Assistant Principal Brian Miller, Assistant Principal CONCORD­CARLISLE REGIONAL SCHOOL DISTRICT ADMINISTRATION OFFICE Ripley School Building 120 Meriam Road Concord, Massachusetts 01742 CONCORD­CARLISLE REGIONAL SCHOOL DISTRICT ADMINISTRATION Diana Rigby, Superintendent Kristen Herbert, Director of Teaching and Learning John Flaherty, Deputy Superintendent of Finance and Operations REGIONAL SCHOOL COMMITTEE MEMBERS Johanna Boynton, Chair Bill Fink, Vice Chair Wallace Johnston Heather Bout Kathi Snook Daniel Conti Mary Storrs CONCORD­CARLISLE PARENTS ASSOCIATION Christine Kielar, President
Please Note: The description of a course in this ​Program of Studies ​indicates the ability of the Concord­ Carlisle High School staff to provide the experience. However, if an inadequate number of students select a specific course, it will not be possible to offer the course. In cases where courses are oversubscribed, priority for enrollment will be given ​first to seniors, then juniors, then sophomores, and finally freshmen, ​provided they satisfy course prerequisites​. ​Students who are unable to be enrolled in a course for their first choice will be offered an alternate course to ensure a six course minimum program. 6
EQUAL EDUCATION OPPORTUNITY STATEMENT
No person shall be excluded from or discriminated against in admission to the public schools of Concord and the Concord­Carlisle Regional School District, for admittance to State and Federally funded grant programs, or in obtaining the advantages, privileges, and courses of study presented in these schools, on account of race, color, gender, gender identity, homelessness, disability, sexual orientation, religion, or national origin. This non­ discrimination applies to all persons, whether or not the individual is a member of a conventionally defined “minority group.” The system promotes a positive learning environment in which individual differences are valued and harassment or discrimination, of any form, including hazing and bullying, will not be tolerated and may result in temporary or permanent removal from the school community​. CONCORD­CARLISLE REGIONAL SCHOOL DISTRICT MISSION STATEMENT The mission of the Concord Public Schools and the Concord­Carlisle Regional School District, as partners with our families and communities, is to maximize each student’s opportunities for intellectual and personal development, so as to perform effectively in and become productive citizens of a rapidly changing world, by providing a rigorous and varied educational experience as measured against best educational practice, guided by highly competent and caring staff in a supportive and safe environment consistent with the communities’ historic commitment to social consciousness, mutual respect, intellectualism and public education.
ACCREDITATION STATEMENT The New England Association of Schools accredits Concord­Carlisle High School and Colleges, Inc., a non­governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post­graduate instruction.
Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer group review process. An accredited school or assessment of institutional quality periodically applied through a peer group review process. An accredited school or college is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation. Accreditation by the New England Association is partial but applies to the institution as a whole. As such, it is not a guarantee of the quality of every course or program offered, or the competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available to students who attend the institution.
Inquiries regarding the status of an institution’s accreditation by the New England Association should be directed to the administrative staff of the school. Individuals may also contact the Association:
New England Association of School and Colleges, Inc. 209 Burlington Road Bedford, MA 01730
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DECLARATION OF COMPLIANCE All Concord­Carlisle High School operations and procedures comply with applicable state and federal legislation. All programs, activities and employment opportunities are offered without regard to race, color, sex, homelessness, religion, national origin, sexual orientation and disability. Provided below are those statutes that are particularly relevant. Any questions about the legislation, school policies and practices referenced in this section and/or other legislation or school policies and practices may be directed to the Coordinator or Contact Person indicated or to the Principal at (978) 341­2490, x7237. Individual concerns may also be directed to one of the Assistant Principals. 1.​ ​Section 504 of the Rehabilitation Act of 1973 (Federal) “No otherwise qualified, handicapped individual…shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program of activity receiving Federal financial assistance. ​(Coordinator: Ms. Kristen Herbert, Director of Teaching and Learning, Concord­Carlisle Regional School District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341­2490, x8132) 2. Chapter 282 of the Acts of 1993, General Laws Chapter 76 (​§​5​ ​amends Chapter 622 discrimination prohibition in the public schools of the Commonwealth of Massachusetts). No person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges, and courses of study of such public school on account of race, color, sex, religion, national origin or sexual orientation. ​(Coordinator: Ms. Kristen Herbert, Director of Teaching and Learning, Concord­Carlisle Regional School District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341­2490, x8131) 3.​ ​Title I of the Americans with Disabilities Act of 1990 Prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in the areas of employment.​ (Coordinator: Ms. Kristen Herbert, Director of Teaching and Learning, Concord­Carlisle Regional School District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341­2490, x8131) 4.​ ​Title II of the Americans with Disabilities Act of 1990 Prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in the areas of educational programming and activities.​ (Coordinator: Ms. Kristen Herbert, Director of Teaching and Learning, Concord­Carlisle Regional School District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341­2490, x8131) 5.​ ​Title VI of the Civil Rights Act of 1964 Prohibits discrimination, exclusion from participation, and denial of benefits based on race, color and national origin.​ (Coordinator: Ms. Kristen Herbert, Director of Teaching and Learning, Concord­Carlisle Regional School District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341­2490, x8131) 6. Title IX of the Educational Amendments of 1972 (Prohibition of discrimination on the basis of sex). No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. ​(Coordinator: Ms. Kristen Herbert, Director of Teaching and Learning, Concord­Carlisle Regional School District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341­2490, x8131) 8
Introduction Before you start to read the course descriptions in this booklet and to choose your courses for next year, consider the information in this introductory section. In addition to your academic program during the regular school day you may decide to take part in the co­curricular program (clubs, activities, and interscholastic sports) during the afternoon. You may choose to work in the afternoon or you may choose to become involved in community service to fulfill your 40­hour graduation requirement. Before making decisions about your program, consider how you will spend your entire day. It is inadvisable to over­commit your own resources of time, energy, and interest as it is to under­utilize available opportunities.
Minuteman Science Technology High School Students may decide to transfer to Minuteman Science Technology High School (commonly referred to as “Minuteman”) at some point during their high school years because the program that is provided is more appropriate to a specific set of future educational and/or career plans. Or, a student enrolled at CCHS may elect to participate in one or more of several programs that are offered at Minuteman. CCHS students can receive CCHS credit for some of the courses offered at Minuteman provided they apply in advance of taking the course.
Application for credit may be made through the main office at the high school. Information concerning course content, scheduling, and transportation is available in the CCHS Guidance Office. We strongly encourage all students and parents to investigate the opportunities that are available at Minuteman both during the school year and during the summer months.
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How To Use The Program of Studies Review the graduation requirements that are printed in this booklet. There are certain required courses, as well as a required overall credit total that must be earned. A specified number of credits are required from the course clusters. It will be necessary to plan ahead so that you will have satisfied all graduation requirements by the end of your senior year.
Note that in certain departments, courses are organized into levels. Where levels exist, class enrollment tends to be homogeneous. In all other courses, the enrollment tends to be heterogeneous. The level designations for courses mean the following:
*H​ONORS ​L​EVEL ​(H) courses are recommended for students who have demonstrated exceptional academic achievement through a combination of ability and motivation. These courses contain considerable enrichment and acceleration. Instruction will assume that students are able to grasp concepts on initial presentation, and will, therefore, emphasize observation, analysis, synthesis, and problem solving. There will be little practice or repetition within the classroom. Students are expected to be able to organize their time, to plan long­ term assignments, and to seek help when necessary, all on their own initiative. Placement in honors courses is by teacher recommendation only.
*E​NRICHED ​courses either move at a somewhat faster pace than our standard college preparatory courses and/or include some additional materials that expand on topics being covered. Therefore, more homework can be anticipated both in volume and in degree of difficulty. While these courses provide some practice and repetition in the classroom, it is assumed that students will be able to grasp material with only a moderate amount of teacher direction. Students are expected to show initiative in class discussions and in the approach to and completion of assignments.
*S​TANDARD ​courses are our average college preparatory programs. Students in these courses have homework on a regular basis, and will be expected to plan and complete some long­term assignments. A good deal of classroom time is devoted to reviewing concepts and problems encountered in the homework.
Additional level information will be found following the math program sequence in the math section of this book.
Schedule your program with the future in mind. Make your decisions carefully, and take advantage of all of the advice available from your parents, teachers, and counselor. If you have a question about the types of courses you should take, consult with your guidance counselor. Below you will find information from the Massachusetts State College System and Broad Guidelines for Colleges and Universities in general.
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Massachusetts State University & University of Massachusetts Minimum Admission Requirements The following college preparatory courses must be taken and passed:
English
Mathematics
Sciences
Social Science
World Language
Electives
4 years
4 years (Algebra I & II and Geometry or Trigonometry, or comparable course work)
3 years (including 2 courses with laboratory work) 2 years (including 1 course of US History) 2 years in a single language
2 years (from the above subjects or from the arts and humanities or computer sciences)
A ​MINIMUM ​3.0 GPA must be achieved based on all college preparatory courses completed at the time for application. Weighting is given for honors and AP courses.
For those candidates who do not meet the minimum GPA, a sliding scale consisting of the GPA and SAT I or ACT scores can be used. Some students who do not meet minimum requirement may be accepted under a special admissions program. However, ​no applicant with a recalculated high school GPA below 2.0 may be admitted to a four­year State University or University of Massachusetts. Additional, attainment of minimum admission requirements does not guarantee acceptance. ​Students should consult with their counselors for more detailed information. 11
General Guidelines for Colleges and Universities If you are planning to go to a ​four­year liberal arts college​, you should consider electing: 4 years of English (required)
2­4 years of math (2 years are required) 2­4 years of world languages
Note: (A sequence of one language is preferred, and schools rarely allow meeting this requirement with only a single year of language study.)
3­4 years of science, including one laboratory course (2 years are required)
3­4 years of social studies (World Cultures and Civilizations and US History are required)
Elective courses in the fine and practical arts (1 semester is required)
If you are planning to go to a ​science or engineering college​, you should consider electing: 4 years of English (required)
4 years of math (2 years are required)
3­4 years of science, including biology, chemistry, physics (2 years are required) 2­3 years of world language
Note: (A sequence of one language is preferred, and schools rarely allow meeting this requirement with only a single year of language study.)
2­3 years of social studies (world Cultures and Civilizations and US History are required)
If you are planning to go to a ​two­year college or technical school​, you should consider electing:
4 years of English (required)
2­3 years of math, including algebra (2 years are required)
2­4 years of science including biology and chemistry (2 years are required)
2­3 years of social studies (World Cultures and Civilizations and US History are required)
Remember, ​Fall​ ​eligibility for athletic and non­athletic co­curricular programs is based on a student accruing a minimum of 20 credits during the previous school year. Eligibility for ​Winter and ​Spring​ participation is based on the preceding quarter’s grades. A student must be passing the equivalent of four full­year courses. Credit reduction in a course is considered to be a non­passing grade for eligibility purposes only.
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Additional Information S​CHEDULING​: The process begins with the distribution of the Program of Studies in January and concludes with the printing of schedules in late May. Although we do our best to provide every student with every course he/she wishes to take, scheduling conflicts sometimes makes this impossible, and alternate course choices must be made.
A​TTENDANCE​: The school keeps a record of attendance for each course and for the school year. Course credit is related to attendance, and unexcused absences can result in a reduction of the credit earned that school year.
P​ERFORMANCE REPORTS​: Report cards are issued four times a year. In addition, teachers, counselors, and administrators may provide information on performance through letters, progress report forms, telephone calls, or emails as necessary.
F​ORMAL RECORDS​: •
TEMPORARY FILE​, containing all school information collected during earlier school years (report cards, transfer reports, test summaries) is maintained for each student. This file is located in the guidance office and may be reviewed by a student or parent upon request for an appointment.
In addition, the administration maintains ­
•
P​ERMANENT ​FI​ LE ​for each student, which is a record of courses taken, grades awarded, and credits accrued. This file is located in the registrar’s office and may be reviewed by a student or parent upon request for an appointment.
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Graduation Requirements L​ANGUAGE ​/ L​ITERATURE ​/ C​OMMUNICATION ​SKILLS ­
20 Credits – English: Required Courses
(20 C​REDITS ​R​EQUIRED​) Freshmen English (1 year)
Sophomore English (1 year) Junior/Senior Courses (4 semesters)
H​ISTORY ​/ C​IVILIZATION ​/C​ULTURE ​/ T​HE ​A​RTS ​­
10 Credits – Social Studies: Required Courses
(22.50 C​REDITS ​R​EQUIRED​) World Cultures & Civilizations (1 year)
U. S. History (1 year)
F​IVE ​(5) C​REDITS ​– F​ROM ONE OR MORE OF THE FOLLOWING DEPARTMENTS​: Fine Art & Applied Technology
Performing Arts
World Language F​IVE ​(5) C​REDITS ​– F​ROM ONE OR MORE OF THE FOLLOWING DEPARTMENTS​: Fine Art & Applied Technology
Performing Arts Social Studies (in addition to the required courses) World Language T​WO AND A ​H​ALF ​C​REDITS ​(2.50) C​REDITS ​– F​ROM ONE OR MORE OF THE FOLLOWING DEPARTMENTS​: Fine Art & Applied Technology
Performing Arts M​ATH ​/ S​CIENCE ​/ T​ECHNOLOGY ​­
(30 C​REDITS ​R​EQUIRED​) 10 Credits – Mathematics 10 Credits – Science
10 Credits – From two or more from the following departments: Applied Technology
Mathematics (in addition to the 10 required credits) Science (in addition to the 10 required credits)
H​EALTH AND ​F​ITNESS ​/ P​ERSONAL ​D​EVELOPMENT ​­
(6.25 C​REDITS ​R​EQUIRED​) 2.50 Credits –
Freshmen Health and Fitness:
Required for Freshmen (1 year, 3x/wk)
3.75 Credits ­
Health and Fitness Education: Grades 10, 11, and 12
(1 year each)
E​LECTIVES
​(20.25 C​REDITS ​R​EQUIRED​) Selection from any offering above in addition to those courses, which are selected to meet the cluster distribution.
C​OMMUNITY ​S​ERVICE
(40 H​OURS ​R​EQUIRED​)
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COMMUNITY SERVICE The Concord­Carlisle High School Community Service Program provides students with the opportunity to involve themselves in a variety of enriching, useful and practical experiences, which serve the school and community. Through community service a student can learn new skills, assume responsibilities, become aware of the needs of others and learn the importance of serving and giving. Each student at CCHS is required to perform forty hours of community service between the date of entrance as a freshman and the end of senior year. The community service requirement may be satisfied by participation in any one or a combination of approved activities. Students who do not attend CCHS all four years are expected to do ten hours of community service for each year they are in attendance. The completion of ten hours
of community service prior to the 11​th ​grade is one requirement for open campus privileges junior year and the completion of thirty hours of community service prior to the 12​th ​grade is
one requirement for off­campus privileges senior year.
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FINE ARTS & APPLIED TECHNOLOGY Students may choose from a variety of electives or focus on one area of interest; advanced level classes require successful completion of the introductory class with a grade of (B) or better, or permission of the instructor. INTRODUCTORY LEVEL COURSES 3D Graphics Architectural Drafting and Design Introduction to Digital Animation Digital Imaging and Collage Photography Two Dimensional Art Ceramics Sculpture Filmmaking ADVANCED LEVEL COURSES Advanced 3D Graphics Advanced Digital Animation Advanced Topics in Digital Imaging and Multimedia Advanced Photography (Semester & Full Year) Digital Photography Advanced Two­Dimensional Art Advanced Ceramics (Semester & Full Year) Advanced Filmmaking (Semester & Full Year) Advanced Placement Honors Art 16
COURSE #715 3D GRAPHICS (CAD) SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
In this course students will learn to understand and manipulate digitally simulated 3D space using primarily Cinema4D and Mudbox. Starting from primitives, students create 3D models, scenes, and basic animations. Students will undertake multiple projects utilizing conventional and non­conventional modeling and lighting techniques. Students use Adobe Photoshop to explore multiple texture­mapping techniques and basic animations of objects and scenes.
Students generate high resolution rendered scenes that meet the criteria of each lesson and final project. Students will have introductory level exposure to 3D printing. Evaluation will be​ ​based on projects, reflections and participation in class work and discussions. A final grade of B or above is required in order to advance to the Advanced 3D Graphics.
COURSE #716 ADVANCED 3D GRAPHICS (CAD 2) SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12
Prerequisite: Successful completion of 3D Graphics receiving a grade of B or above, or instructor approval.
In this course, students will further learn to understand and manipulate digitally simulated 3D space. This course is designed for students seeking continued development of their talents to a higher level, and to experience more advanced aspects of the 3D art making process. The content of the course is geared towards students who are looking for projects based on real world applications, and who wish to excel and really push the limits of their creative potential. Students will apply 3D graphics knowledge and skill toward producing more specific, individual and team­based projects. Students are exposed to various advanced­level 2D and 3D computer graphic tools and techniques currently being used to create artwork, animations, and 3D printed models. Students integrate a combination of tools and techniques that best suit the needs and fulfill the prescribed outcomes of their projects. Programs used are: Cinema4D, Adobe AfterEffects and Mudbox. Students also use Adobe Photoshop and Adobe Illustrator to refine their texture­mapping techniques and support the production quality of their projects.
Evaluation will be based on projects, reflections and participation in class work and discussions.
COURSE #720 ARCHITECTURAL DRAFTING AND DESIGN SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
Ever want to design your own dream home? Well, this course will give you the awareness and 17
skills you will need. Basic concepts of architectural design and philosophy will be taught through creative challenges involving sketching, linear perspective, floor plan and elevation
design as well as three dimensional model building. Projects may include designing small houses, furniture, monuments as well as gardens/landscapes. Studying the evolution of architectural styles and how they have been influenced by ecology, technology and society will provide students with a taste of the creative challenges facing architects today. Visits to the DeCordova Museum, the Gropius House and other local sites are important aspects of the course. There are also exciting homework exercises and projects, which are required for the final portfolio.​ ​Since projects and themes vary from year to year, this course may be repeated for credit. Evaluation will be based on class projects, homework exercises, class participation and final portfolios. COURSE #722 INTRO TO DIGITAL ANIMATION SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
Introduction to Digital Animation teaches students the fundamental principles of working in 2D digital software with an emphasis on animation, story, sound, timing and execution. Students will examine the history of animation theory and creation. Animations will be created using hand drawn and computer generated characters and scenes. Students will use a wide variety of software including Adobe Flash, Adobe After Effects, and Adobe Photoshop. Projects include building animations for websites, collaborative storytelling, and short digital films.
Evaluation will be based on projects, reflections and participation in class work and discussions. A final grade of B or above is required in order to advance to the Advanced Digital Animation class. COURSE #723 ADVANCED DIGITAL ANIMATION SEMESTER ­ 2.50 CREDITS For Students in Grades: 9. 10, 11, and 12
Prerequisites: Successful completion of Intro to Digital Animation with a grade of B or above, or instructor approval.
In this course students will deepen their understanding of animation theory and practices to pursue a variety of projects. Assignments can be completed in either 2D or 3D realms and collaborative projects can mix both elements. The class will also explore post­production techniques that combine digital elements with live action film footage. A deeper understanding of current software will be achieved in order to produce longer and fully realized digital animated short films. A higher level of sound design will also be a component of the course.
Software used will include Cinema4D, Adobe AfterEffects and Adobe Photoshop. At the end of the year Advanced Class projects will be featured in the school film festival. Evaluation will be based on projects, reflections and participation in class work and discussions. 18
COURSE #725 DIGITAL IMAGING AND COLLAGE SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
In this course students will develop the skills necessary for manipulating and producing images using the computer. Emphasis is placed on a basic understanding of the computer as a creative tool including painting applications, design and composition, preparing images for the web, resolution, scanning, digital cameras and printing. Students will work in the Art Department Digital Lab and will use a variety of programs including the Adobe Creative Suite. They will use the computer to create original designs, as well as to combine existing images and photographs. Creative problem solving, personal expression, and competence gained in the practical use of design programs will be stressed. An understanding of how to use a Macintosh computer is helpful though not required. Evaluation will be based on projects, reflections and participation in class work and discussions.
COURSE #726 ADVANCED TOPICS IN DIGITAL IMAGING AND MULTIMEDIA SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12
Prerequisites: Successful completion of Digital Imaging and Collage receiving a grade of B or above, or permission of the instructor.
Students in this course will apply their previous experience with digital imaging toward more complex projects and software as they develop a portfolio of digital work. They will continue to create digital montages that demonstrate a good understanding of the software and of aesthetic concepts related to composition and idea development. The class will use a variety of programs including the Adobe Creative Suite. Emphasis will be placed on students creating proposals for their own work intended for high­resolution printing, animations or web site content. Evaluation will be based on projects, reflections and participation in class work and discussions. COURSE #805 INTRODUCTION TO PHOTOGRAPHY SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
In this course students learn the basics of photography. Topics covered include light and film, 35mm camera principles and processes, exposing and developing film, and darkroom techniques. In addition to learning basic skills, students will begin to use photography as a 19
tool for seeing and exploring the world in expressive and personal ways. Students will complete various assignments, photographing both at home and in class. Projects will emphasize image composition, camera technique, and the exploration of student’s personal interests. Students will look at and discuss the work of important historical and contemporary photographers, and have occasional written homework projects. Students may use their own 35mm cameras or borrow one from the school.
Evaluation will be based on class work, projects, class participation, and a final examination. COURSE #806 DIGITAL PHOTOGRAPHY SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12
Prerequisites: Grade (B) or better in Introduction to Photography or permission of the instructor.
Like Advanced Photography, this course builds on the ideas and skills learned in Introduction to Photography, but using contemporary digital technology. Students will learn how to acquire digital “negatives,” “develop” and process their files in the computer, and make full color, large format inkjet prints. Students will work on individual projects to further their understanding of photography as an expressive medium. Subjects of study may include: working with color, photo manipulation and collage, photojournalism and commercial work. The course will consist of projects, technical demonstrations, the study of past and contemporary art practice, and regular class critiques and discussions. Most of the photography assignments will consist of both homework and classroom projects.
Evaluation will be based on class work, projects, writing, class participation, and a final examination. COURSE #807 ADVANCED PHOTOGRAPHY FULL YEAR – 5.00 CREDITS For students in grades: 10, 11, and 12
Prerequisites: Grade (B) or better in Photography or permission of the instructor.
This course is for students who have completed at least one semester of Photography and/or can demonstrate a thorough knowledge of basic techniques. It is similar in content to the semester advanced course, though the full year format allows for more concentrated study.
Students will explore advanced photographic techniques and work with various films and camera formats. They will work on individual projects to further their understanding of photography as an expressive medium. Subjects of study may include alternative and historic processes, hand coloring, photojournalism, and collage. The course will consist of photographic projects, technical demonstrations, the study of the history of photography, and regular class critiques and discussions. Most of the photography assignments will consist of both homework and classroom projects.
Evaluation will be based on class work, projects, written assignments, class participation, and a final examination. 20
COURSE #814 ADVANCED PHOTOGRAPHY SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12
Students entering their senior year may request the fall term:
Prerequisites: Grade (B) or better in Introduction to Photography or permission of the instructor.
This course is for students who have completed at least one semester of Photography and/or can demonstrate a thorough knowledge of basic techniques. Students will explore advanced photographic techniques and work with various films and camera formats. They will work on individual projects to further their understanding of photography as an expressive medium.
Subjects of study may include alternative and historic processes, hand coloring, photojournalism, and collage. The course will consist of photographic projects, technical demonstrations, the study of the history of photography, and regular class critiques and
discussions. Most of the photography assignments will consist of both homework and classroom projects.
Evaluation will be based on class work, projects, written assignments, class participation, and a final examination. COURSE #808 TWO DIMENSIONAL ART SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
Anyone can learn to draw, and this is your opportunity! In this course students learn the basics of painting and drawing through a variety of fun and creative processes and exercises. Through the practice of simple procedures, students will develop an easy confidence with observational drawing, color theory, shading, proportion and composition. Projects will emphasize elements and principles of design, technique, and the exploration of students’ personal interests. Students will look at and discuss the work of important historical and
contemporary artists as well as the creative inventions of their peers. There is occasional written and/or drawing homework where students reinforce the skills they are exposed to in class. The art studio is open to students every afternoon and during unscheduled blocks throughout the day. Evaluation will be based on class projects, homework exercises, class participation and critiques.
COURSE #809 ADVANCED TWO­DIMENSIONAL ART SEMESTER – 2.50 CREDITS For students in grades: 10, 11, and 12
Prerequisites: Grade (B) or better in Two­Dimensional Art or permission of the instructor.
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This course is for students who have completed one semester of Two­Dimensional Art and are eager to make a commitment to their artistic development. Students have the opportunity to explore advanced techniques as they work on exciting and ambitious projects aimed to further their understanding of personal and expressive design and compositional strategies. Projects may consist of alternative and historic processes, painting, printmaking, mixed media, and illustration. The course consists of studio practice, technical demonstrations, art history presentations and regular class critiques. There are regular at home projects that are required for a final portfolio. The art studio is open to students every afternoon and during unscheduled blocks throughout the day.
Evaluation will be based on class work, class participation and homework projects. COURSE # 810 ADVANCED PLACEMENT HONORS ART FULL YEAR ­ 5.00 CREDITS For Students in Grades: 10, 11, & 12
Prerequisites: Grade (B) or better in Introduction to Two­Dimensional Art or the equivalent
This Honors level course is for students who have completed one semester of Two­ Dimensional Art and are eager to make a commitment to their artistic development. The course utilizes the Advanced Placement curriculum and graduating seniors have the opportunity to submit portfolios to The College Board. Students are challenged to master advanced techniques as they work on exciting and ambitious projects aimed to further their understanding of personal and expressive design and compositional strategies. Projects may consist of alternative and historic processes, painting, printmaking, mixed media, and illustration. The course consists of studio practice, technical demonstrations, art history presentations, and regular class critiques. There are regular at home projects that are required for a final portfolio. The art studio is open to students every afternoon and during unscheduled blocks throughout the day.
Evaluation will be based on class work, class participation, homework projects and final portfolio. COURSE #811 CERAMICS SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12
Prerequisites: None
Ceramics is a comprehensive course designed to provide students with a strong foundation in the use of clay as an art medium. Many different techniques of clay modeling and decoration will be introduced through a series of challenging projects. After students become familiar with the possibilities and properties of clay, they will use their knowledge to arrive at individual and creative solutions to design problems. During the second half of the class, students will be introduced to the basics of working on the potter’s wheel. Students electing to take Advanced Ceramics after completion of this course will have mastered the skills they need for further study. Class critiques as well as the study of past and contemporary ceramics artists and trends will be an important part of this course.
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Evaluation will be based on portfolio assessment, show reviews, participation and effort. COURSE #812
ADVANCED CERAMICS SEMESTER ­ 2.50 CREDITS COURSE #812FY
ADVANCED CERAMICS FULL YEAR ­ 5.00 CREDITS For students in grades: 10, 11, and 12
Prerequisites: Grade (B) or better in Ceramics or permission of the instructor.
Advanced ceramics builds on the technical and artistic concepts introduced in ceramics. This course is designed for students who wish to pursue their interest in this art form in greater detail. It is structured to provide a broad range of experiences that students can draw from and incorporate into their own unique approach to the medium. A major focus will be working on the potter’s wheel, but hand built projects and a variety of decorating techniques will also be a large part of the class. Students will develop a body of work and present it to the community through exhibitions. Class critiques as well as the study of past and contemporary ceramic artist and trends will be an important part of this course.
Evaluation will be based on portfolio assessment, show reviews, participation and effort. COURSE # 815 SCULPTURE SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
This course will focus on the basic visual language of sculpture. Students will utilize a variety of materials and techniques as they explore the basic element of three­dimensional design. Class projects are designed to encourage students to express their own experiences through sculpture. Emphasis will be placed on the use of a variety of materials such as wire, string, paper, cardboard, wood, modeling clay, plaster, plastic, metals, and found objects. Slide presentations and discussions of contemporary and historical trends in sculpture will help students to develop and understanding and appreciation for three­dimensional art in our culture and throughout the world.
Evaluation will be based on portfolio assessment, show reviews, participation and effort.
COURSE #817 FILMMAKING SEMESTER – 2.50 CREDITS For students in grades: 9, 10, 11, and 12 Prerequisites: None
In this course, students will plan, shoot and edit their own productions. Using a hand­on approach, student will learn the skills involved in working with a crew, operating high definition camcorders, and editing on professional applications such as Final Cut Pro or Adobe Premiere. Students will make both fiction and non­fiction (documentary) digital short films.
Student will talk about and critique their own work and films shown in class from both a creative and technical point of view. Evaluation will be based on projects, reflections, class work and participation in discussions. 23
COURSE #818 ADVANCED FILMMAKING SEMESTER – 2.50 CREDITS For students in grades: 10, 11, and 12
Prerequisites: For students of Film I receiving a grade of B or above, or permission of the instructor.
This course is geared towards students interested in making short films at a more advanced level. Students will produce both fiction and documentary films, which they will write and produce in crews. Students have access to more advanced equipment to complete their projects, such as DSLR cameras with a variety lenses, boom and lavaliere microphones, studio lights and steadicams. Students will go deeper into the advanced features of digital editing and effects applications, such as Final Cut Pro, Adobe Premiere and Adobe Aftereffects. Students will also study the style and technique of significant filmmakers, gaining a broader understanding of video and film production from a historical perspective. In addition, students may have the opportunity to work in a television studio environment, in collaboration with Concord Community Television. Students’ best work may be posted online, or shown in a school film festival. Evaluation will be based on projects, reflections and participation in class work and discussions. COURSE # 818FY ADVANCED FILMMAKING (FY) FULL YEAR – 5.00 CREDITS For students in grades: 10, 11, and 12
Prerequisites: For students of Film I receiving a grade of B or above, or permission of the instructor.
Students will have an opportunity to produce a variety of projects with extended production schedules and more indepth, ambitious scriptwriting, shooting and editing. This course is geared towards students interested in working at an advanced level. Students will produce both fiction and documentary films, commercials and music videos, using multilayered effects and soundtracks. Students have access to more advanced equipment to complete their projects, such as DSLR cameras with a variety lenses, boom and lavaliere microphones, studio lights and steadicams.
Students will also study the style and technique of significant filmmakers, gaining a broader understanding of video and film production from a historical perspective. In addition, students may have the opportunity to work in a television studio environment, in collaboration with Concord Community Television. Students’ best work may be posted online. At the end of the year, the Advanced Full Year class will produce the school film festival. Evaluation will be based on projects, reflections and participation in class work and discussions.
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COUNSELING PROGRAMS COURSE #929 WORK EXPERIENCE PROGRAM For Students in Grades: 9, 10, 11, and 12
Students who desire to develop their personal, social and job skills through work, and are working at least 10 hours per week during the school year, are eligible for participation in this program. Academic credit is awarded on the basis of quarterly supervisory evaluations.
Interested students should see their counselor for details.
TEACHING ASSISTANT (TA) PROGRAM In order to be a Teaching Assistant (TA), students must have permission from the classroom teacher, and there is no expectation that a teacher must have a TA. At the beginning of the year, the TA and classroom teacher will meet to discuss the individual goals and expectations for the year. Tier 1 ∙​ ​ ​Open to students in grades 9, 10, 11, 12 ∙​ ​Student must attend at least half of the scheduled class times ∙​ ​Help with administrative tasks – photocopying, handing out papers/tests, setting up classrooms/labs, and miscellaneous administrative tasks (excluding grading). ∙​ ​Student will receive community service credit based upon the number of hours completed ∙​ ​No grade or credit associated with this position Tier 2 ∙​ ​Prerequisite: student must be a junior or senior, and have received at least a B in the course and level (or level above) which you will be a TA in ∙​ ​Tasks may include helping students during class/lab time, helping students in need of extra help or who were absent, collecting assignments, taking class notes, classroom set up, and miscellaneous administrative tasks (excluding grading) ∙​ ​Students will be graded on a Pass/Fail basis, and will receive 2.5 credits for a full­year or 1.25 credits for one semester; grades will be entered by the classroom teacher. ∙​ ​This course will count towards the overall graduation credits, but will not count towards distribution requirements (see your guidance counselor). Tier 3 ∙​ ​Prerequisite: student must be a senior, and have received at least a B in the course and level (or level above) which you will be a TA in ∙​ ​Tasks may include helping students during class/lab time, helping students in need of extra help or who were absent, designing review activities, collecting assignments, taking class notes, classroom set up, and miscellaneous administrative tasks (excluding grading) ∙​ ​Students will teach a portion of at least 2 lessons in a semester course, and 4 lessons in a full year course. ∙​ ​Students must attend 3 Mentoring Meetings (for semester course) or 6 Mentoring Meetings (for a full­year course) during their lunch block ∙​ ​Students will be graded on a Pass/Fail basis, and will receive 5.0 credits for a full­year or 2.50 credits for one semester. The grade will be determined by the Chair of Guidance after consulting with the teacher, and will be entered by the Chair of Guidance. ∙​ ​This course will count towards the overall graduation credits, but will not count towards distribution requirements (see your guidance counselor). 25
ENGINEERING​ & ​COMPUTER SCIENCE
Engineering Courses are designed to expose students to some of the major concepts they would encounter in a post­secondary engineering course of study. Students will have an opportunity to investigate engineering and high­tech careers and to employ engineering and scientific concepts in the solution of engineering design problems. The introductory course, Engineering Problem Solving & Technical Communication​, is designed to cover concepts in Engineering Design, Construction Technologies, Communication Technologies, and Energy and Power Technologies (Fluid, Thermal and Electrical Systems). In addition to the introductory course, courses are available in Mechanical Engineering and Electrical Engineering. In the future, if there is a demand we hope to increase the number and variety of engineering courses. The core engineering courses can be taken as semester electives or students may choose to complete the requirements for our ENGINEERING CERTIFICATE. The successful completion of the Engineering Certificate indicates the student has taken a minimum of five electives in the fields of drawing, engineering and technology while maintaining a high level of rigor in math and science during their high school career. Students who complete the certificate will be recognized with letter describing the impressive accomplishment, which will be included in their transcript package. For a more complete listing of the required courses please download
/inquire about our Engineering Certificate Brochure. ENGINEERING Engineering Problem Solving & Technical Communication Mechanical Engineering Electrical Engineering COMPUTER SCIENCE Introduction to Programming Through Python Advanced Python Programming
Introduction to Java Programming Advanced Java Programming Advanced Problem Solving with Java 26
COURSE #551 ENGINEERING PROBLEM SOLVING & TECHNICAL COMMUNICATION SEMESTER – 2.50 CREDITS For students in grade: 10, 11 and 12 Prerequisites: None
Students will learn important technological and engineering related skills and concepts. These concepts cover Engineering Design, Construction Technologies, Communication Technologies, and Energy and Power Technologies (Fluid, Thermal and Electrical Systems). Students will be designing, building and testing prototype models that cover these concepts. Students will learn product design, accurate measurements using a variety of instruments and technologies, application of algebra to engineering problems, and application of physics concepts to the real world. Students also learn how to document their work and communicate their solutions to peers and members of the professional community.
Evaluation will be based on class assignments, participation, projects, quizzes and exams.
COURSE #552 MECHANICAL ENGINEERING SEMESTER – 2.50 CREDITS For students in grade: 10, 11 and 12
Prerequisites: Engineering Problem Solving and Technical Communication
This course is designed to expose students to some of the many forms of engineering. In this class the students will explore Mechanical and Structural engineering concepts in some depth. In the Mechanical Engineering portion of this class the students will learn about gearing, pulleys, and lever systems. Students may have the opportunity to use AutoCAD and C.N.C. machinery to manufacture individual projects that they themselves have engineered to meet certain criteria. In the Structural Engineering portion of this class the students will learn about the many processes of design construction. The students will learn about the various techniques of engineering roof trusses, and floor beams to be able to carry dead and live loads. Using a variety of materials the students will be able to build and test scale model
trusses and beams to determine the amount of loads they can handle. This course, along with “Electrical Engineering,” is ideal for students exploring the field of engineering as a career pathway.
Evaluation will be based on class assignments, participation, projects, quizzes and exams.
COURSE #553 ELECTRICAL ENGINEERING SEMESTER – 2.50 CREDITS For students in grade: 10, 11 and 12
Prerequisites: Engineering Problem Solving and Technical Communication
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This course is designed to expose students to some of the many forms of engineering. In this class the students will learn extensively about Electrical Engineering and other forms of Power Technology. The students will design and develop working electronic circuits and be able to calculate resistance, voltage and current using Ohm’s law and Kirchhoff’s current and voltage laws. The students will build and test circuits that contain resistors, capacitors, diodes, transistors, and small integrated circuits. The students will use and understand certain test equipment such as multi­meters and oscilloscopes. High voltage residential wiring techniques will also be covered. This course, along with “Mechanical Engineering,” is ideal for students exploring the field of engineering as a career pathway.
Evaluation will be based on class assignments, participation, projects, quizzes, and exams.
COURSE #732 INTRODUCTION TO PROGRAMMING THROUGH PYTHON SEMESTER ­ 2.50 CREDITS For students in grades: 9 ­ 12 Prerequisites: No prior programming experience is required. Where do apps that you use on your computer, smartphone and various other platforms come from?​ Computer code (“programs” or “software”) allows programmers to use creativity and ingenuity to solve an incredible variety of problems and this code determines the behavior of browsers, document editors, music players, games, image processors, and all apps on all digital devices. Students will be introduced to software development using the Python programming language, a powerful language (Dropbox, Pandora, and parts of Snapchat, Facebook, and Spotify are written in the Python) which provides easy access for beginners. Students will learn the syntax and semantics of a large part of Python, while being exposed to the criteria for developing well­structured, readable and maintainable programs. Concepts covered include writing and debugging code, data types, variables, keywords, operators, input/output, turtle graphics, for and while loops, the range function, math and random modules, functions, conditionals, and algorithm design. Evaluation: Students will be evaluated primarily on the quality and functionality of programs that they develop in the computer lab, but also by written in­class assessments and homework completion. Efficiency and readability of code as well as the aesthetics of the user interface will play a significant role in assessment. NOTE: visit http://www.concordcarlisle.net/abeckwith/computer­science/ for more information on choosing between Java and Python programming. COURSE #732A ADVANCED PYTHON PROGRAMMING SEMESTER ­ 2.50 CREDITS For students in grades: 10, 11, and 12 Prerequisites: Successful completion of Introduction to Programming through Python (course #731) or permission of instructor. This course continues to build on the foundation of the Intro Python course. Topics include String methods like slice, accumulators, Lists and List methods, working with Files and Dictionaries, recursion, and development of Object­oriented programming in Python. The focus of this second semester will be on larger programming projects. 28
Evaluation: Students will be evaluated primarily on the quality and functionality of programs that they develop in the computer lab, but also by written in­class assessments and homework completion. Efficiency and readability of code as well as the aesthetics of the user interface will play a significant role in assessment. COURSE #733 INTRODUCTION TO JAVA PROGRAMMING SEMESTER 1 ­ 2.50 CREDITS For students in grades: 10, 11, and 12 Prerequisites: No prior programming experience is required. However, students without a strong background in Algebra 2 should have some prior background in computer programming languages or should consider taking Python programming first. Students will be introduced to software development, learning the syntax and semantics of a large part of the Java language (Twitter, Amazon, GoogleDocs, Android apps, and Angry Birds are partially or completely written in the Java Language), while being exposed to the criteria for developing well­structured, readable and maintainable programs. This introductory course will cover the basic skills of programming, including variable definition, basic I/O, operators, conditionals, looping mechanisms, method definition, 1D and 2D arrays and arraylists, class definition and constructors, and some basic graphics. This course, along with course #734, gives a good preparation for the Advanced Placement Computer Science exam (although this course does not follow the AP curriculum and is more project­based). Evaluation: Students will be evaluated primarily on the quality and functionality of programs that they develop in the computer lab, but also by written in­class assessments and homework completion. A final project will contribute significantly to the final grade. Once the class has begun, Honors credit will be available to individual students, on a contract basis, at the discretion of the teacher. Students interested in Honors credit should still sign up for this course. NOTE: visit http://www.concordcarlisle.net/abeckwith/computer­science/ for more information on choosing between Java and Python programming. COURSE #734 ADVANCED JAVA PROGRAMMING SEMESTER 2 ­ 2.50 CREDITS For students in grades: 10, 11, and 12 Prerequisites: Successful completion of Intro. to Java Programming (#733) or permission of instructor. Object­oriented methodology will be used throughout this course. This advanced course will address deeper concepts in object­oriented programming including inheritance, file I/O, exceptions, interfaces, and graphics, including frames, layout managers, panels, buttons and listeners. Evaluation: Students will be evaluated primarily on the quality and functionality of programs that they develop in the computer lab, but also by written in­class assessments and homework completion. In this advanced course, there will be a heavier emphasis on significant programming projects and less emphasis on written assessments. 29
COURSE #734A ADVANCED PROBLEM­SOLVING WITH JAVA PROGRAMMING SEMESTER ­ 2.50 CREDITS For students in grades: 10, 11, and 12 Prerequisites: Intro. and Advanced Java Programming (#733 & #744) or equivalent coursework. This course will focus on applying the skills learned in courses #733 and #734 to a wide variety of real­world and conceptual problems. Students will work individually and in teams to develop programming projects that apply to areas such as science, mathematics, education, technology, game design, and other areas of interest. The course may also delve more into the Swing package, event handling, sliders, menus, lists, and work with graphics and layout managers, file I/O, applets, threading, and advanced interfaces. The course may also make use of Processing (a Java­based language designed to quickly create graphics and simulations) and other programming languages, such as C# and Python. Evaluation: Students will be evaluated primarily on the quality and functionality of programs that they develop in the computer lab, but also by written in­class assessments and homework completion. Efficiency and readability of code as well as the aesthetics of the user interface will play a significant role in assessment. 30
ENGLISH Successful completion of a four­year English program is a requirement of Concord­Carlisle High School. All courses are designed to strengthen skills in reading, writing, listening, and speaking. Areas of major emphasis are language development, critical thinking, composition, literature study, drama, and media. Through the study of literature, students gain access to other worlds, experiences, emotions, and ideas. As they learn to explore and analyze texts, they develop their understanding of language as a medium and grow as writers themselves. Technology serves as a tool in each course to develop writing and presentation skills, and to explore thematic issues in the course readings. A student who fails English must either repeat the course or take an appropriate summer school alternative that both covers the same general literary themes and requires the student to continue improving writing skills in a manner consistent with the expectations of our courses. For the freshman, sophomore and junior years, and the fall semester of the senior year, each student is recommended for a level, Honors or College Preparatory, following a review of the previous year’s performance and the recommendation of his or her current English teacher. During the junior year, English is separated into two semesters. During Semester I, students take the literature­based Junior English, at either the Honors or College Preparatory level. During Semester II, students take students take a writing­based course—either Rhetoric (Honors) or Writing Workshop (College Preparatory)—both to ensure that they have the writing skills necessary for senior year work and to give them the opportunity to work on their personal narrative writing in preparation for college applications. All seniors choose their Semester II course from four high interest, senior­only electives, designed to be accessible and challenging to students of all abilities. **Juniors who have consistently earned grades in the A range in their English classes and have enrolled in Rhetoric are encouraged to consider taking the English Language and Composition Advanced Placement Test. **Seniors who have consistently earned grades in the A range in their English classes and have enrolled in Senior Honors English are encouraged to consider taking the English Literature Advanced Placement Test. Information available to students interested in taking AP exams through the English Department. Courses Offered: Freshman English (CP, H)
Sophomore English (CP, H) Junior English (CP, H)
Senior English (CP, H)
Writing Workshop Rhetoric and Advanced Language Creative Writing English for the Digital Age Visions of the Future World Literature 31
COURSE #111​ FRESHMAN ENGLISH HONORS COURSE #112​ FRESHMAN ENGLISH CP FULL YEAR ­ 5.00 CREDITS For Students in grade 9 (Required)
Prerequisites: Students are placed in the appropriate level based on the recommendation of their 8​th ​grade teacher.
The Freshman Program concentrates on developing skills in written expression, critical thinking and literary analysis using poetry, drama, fiction, and nonfiction. Written expression is emphasized throughout the year, with the goal of enabling students to write essays with an analytical, interpretive, or persuasive thesis using textual support for the claims and inferences in their essays. The course also stresses systemic vocabulary building, the development of oral expression, and grammar review. Technology serves as a tool in this course to develop writing and presentation skills, and to explore thematic issues in the course readings. Core texts are centered around the theme of the Discovery of the Self: ​Romeo and Juliet, To Kill a Mockingbird​, a play from ​The Oedipus Trilogy​, and poetry from ​The Seagull Reader​; other texts may include ​Of Mice and Men​, ​Kindred, Strange Case of Dr. Jekyll and Mr. Hyde, The Curious Incident of the Dog in the Night­time​, ​Great Expectations​, ​Hiroshima​, ​I Know Why the Caged Bird Sings, The Glass Menagerie, A Night to Remember, ​and ​Into Thin Air. ENGLISH COURSE #111 (HONORS): ​This class assumes that students are independent learners who can work with limited teacher support. Students are advanced and enthusiastic readers who can make inferences, draw connections, and comprehend texts with sophisticated themes and vocabulary at a fairly fast pace. Students’ expository and narrative writing demonstrates a strong familiarity with the rules of grammar, mechanics, spelling and sentence/paragraph structure.
ENGLISH COURSE #112 (CP): ​This class offers greater teacher support for students whose writing skills—including mechanics, grammar, and sentence/paragraph structure—are still developing. Additional emphasis is placed on teaching students to develop academic and interpersonal skills in order to become more productive and independent learners. Evaluation is based on class participation, quizzes, tests, projects, written compositions, and a midterm and final examination.
COURSE #121​ SOPHOMORE ENGLISH HONORS COURSE #122​ SOPHOMORE ENGLISH CP FULL YEAR ­ 5.00 CREDITS For Students in grade 10 (Required)
Prerequisites: English 121 (H) requires a B­ or higher in English 111 (H) or teacher recommendation; English 122 (CP) requires completion of a Freshman English course.
Sophomore English continues to emphasize written expression with the expectation that students will reach a greater level of sophistication in their expository, critical, and narrative writing. Along with detailed attention to the writing process, students learn the skills involved in writing a documented essay and prepare for the English Language Arts portion of the MCAS test. Technology serves as a tool in this course to develop writing and presentation skills, and to explore thematic issues in the course readings. The literature component of the sophomore 32
year features American works in all major genres, centered on the unifying theme of the Individual Identity versus Society. Core texts are ​The Catcher in the Rye​, ​The Great Gatsby​, Song of Solomon​, and excerpts from ​Walden​; other works may include ​Ethan Frome​, ​Summer​, The Bean Trees​, ​The Turn of the Screw​, ​A Streetcar Named Desire​, ​Death of a Salesman​, The Crucible​, ​The Kite Runner​, ​The Absolutely True Diary of a Part­Time Indian, A Gathering of Old Men, ​and other works of fiction and nonfiction.
ENGLISH COURSE #121 (HONORS): ​This class assumes that students are independent learners who can work with limited teacher support. Students are advanced and enthusiastic readers; they can make inferences, draw connections, comprehend and appreciate texts with sophisticated vocabulary and themes read at a fast pace. Students are strong expository and narrative writers who understand grammar, mechanics, spelling and sentence/paragraph structure.
ENGLISH COURSE #122 (CP): ​This class offers greater teacher support, and continues to emphasize and execute the foundations of good writing (grammar, mechanics, spelling and sentence/paragraph structure). Students continue to develop reading skills with teacher support, focusing especially on comprehension and attention to detail.
Evaluation is based on class participation, quizzes, tests, projects, written compositions, and a midterm and final examination.
COURSE #141​ JUNIOR ENGLISH HONORS COURSE #142​ JUNIOR ENGLISH CP SEMESTER 1 – 2.50 CREDITS For Students in Grade 11 ­ REQUIRED Prerequisites: English 141 (H) requires a B­ or higher in English 121 (H) or teacher recommendation; English 142 (CP) requires completion of a Sophomore English course.
Junior English expands students’ ability to use written expression for their expository, critical, and narrative essays. Students read from a variety of genres using a critical lens to forward analysis for class discussion and assignments outside of the classroom. Students participate in curriculum­centered activities that engage them in critical thinking, and technology serves as a tool in this course to forward projects, presentations, and writing assignments. The literature component of the junior year features all major genres, centered on Justice and Judgment. Among the texts are ​The Color Purple​, ​Macbeth​, ​The Scarlet Letter​, ​Things Fall Apart​, ​One Flew Over the Cuckoo’s Nest, ​and other works of fiction and nonfiction. ENGLISH COURSE #141 (HONORS): ​This class assumes that students have a scholarly interest in literature and have the time and motivation to complete extensive reading and writing assignments. Honors students are sophisticated readers who make inferences, draw
connections, and comprehend and appreciate texts with advanced vocabulary and structure; they should also be comfortable with and interested in reading 30 plus pages of pre­20​th century texts. Students are excellent expository and narrative writers who can use grammar, mechanics, spelling and sentence/paragraph structure correctly.
ENGLISH COURSE #142 (CP): ​This class offers teacher support and reinforces the tenets of good writing (grammar, mechanics, spelling and sentence/paragraph structure). Students read extensively, focusing especially on narrative and attention to detail. 33
Evaluation is based on class participation, quizzes, tests, projects, written compositions, and a semester examination. COURSE #154 WRITING WORKSHOP CP SEMESTER 2 – 2.50 CREDITS For students in grades 11 Prerequisites: Junior English
This is a writing course designed to reinforce previously taught writing skills with moderate to significant teacher support. The course, which meets in the Writing Lab, concentrates on the process and techniques of effective writing. Units include exercises and writing assignments on diction, the audience, point of view, sentence strategy, grammar, paragraphing, and essay writing. Students keep individual journals for daily writing exercises. In addition to the primary focus of the course, brief learning experiences may be provided in the following areas: interviewing, biography, letter writing, and speech writing.
Evaluation is based on progress made commensurate with ability and takes into account the quality of all writing assignments, the improvement in writing achieved by thorough and thoughtful rewriting, journal writing, class participation, tests, and a semester examination.
COURSE #162 RHETORIC & ADVANCED LANGUAGE (HONORS) SEMESTER 2 – 2.50 CREDITS For students in grade 11
Prerequisites: a B­ or higher in Junior English 141 (H) or teacher recommendation.
The course focuses on effective and persuasive writing and speaking; the students of Rhetoric learn the methods and patterns of clear organization, the function of detail, and the rhetorical quality of words and sentences. Students learn to use grammar and punctuation as an element of style; they examine professional essays for the function of voice, and develop their own writing voice through imitation and creation. Students may also practice synthesizing critical information with documents­based essay writing. Students practice the art of public speaking through activities such as writing and giving speeches or through the basic forensics of formal debate.
Evaluation is based on contribution to class discussion, a written and presented speech, written assignments, quizzes, tests, projects and presentations, and a semester examination.
While Rhetoric is not explicitly designed to prepare students to take the English Language and Composition Advanced Placement Test, it does cover much of the material in the AP course. Juniors who have consistently earned grades in the A range in English and are enrolled in Rhetoric are encouraged to consider taking the English Language and Composition AP test. If interested, they should go to the AP website for more information about the specifics of the test: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html​. COURSE #151​ SENIOR ENGLISH HONORS COURSE #152​ SENIOR ENGLISH CP SEMESTER 1 – 2.50 CREDITS For Students in grade 12 ­ REQUIRED
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Prerequisites: English (H) requires a B­ or higher in English 141 (H) or teacher recommendation; English (CP) requires completion of a Junior English course.
Senior English further expands students’ ability to use written expression for their expository, critical, and narrative essays. Students read from a variety of genres using a critical lens to forward analysis for class discussion and assignments outside of the classroom. Students participate in curriculum­centered activities that engage them in critical thinking, and technology serves as a tool in this course to forward projects, presentations, and writing assignments. The literature component of the senior year features all major genres.
ENGLISH COURSE #151 (HONORS): ​This class assumes that students have a scholarly interest in literature and have the time and motivation to complete extensive reading and writing assignments. Honors students are sophisticated readers who make inferences, draw connections, and comprehend and appreciate texts with advanced vocabulary and structure; they should also be comfortable with and interested in reading pre­20​th ​century texts. Students are excellent expository and narrative writers who can use grammar, mechanics, spelling and sentence/paragraph structure correctly. While Senior Honors is not explicitly designed to prepare students to take the English Literature and Composition Advanced Placement Test, it does cover much of the material the AP course. Seniors who have consistently earned grades in the A range in English, including Senior Honors, are encouraged to consider taking the English Literature and Composition AP test. If interested, they should go to the AP website for more information about the specifics of the test: ​http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2124.html ENGLISH COURSE #152 (CP): ​This class offers teacher support and reinforces the tenets of good writing (grammar, mechanics, spelling and sentence/paragraph structure). Students read extensively, focusing especially on narrative and attention to detail. Evaluation is based on class participation, quizzes, tests, projects, written compositions, and one exam. Evaluation is based on class discussion, quizzes, tests, oral work, essays, individual and group projects, and a final examination.
COURSE #148 WORLD LITERATURE SEMESTER 2 – 2.50 CREDITS For students in grade 12
Prerequisites: Successful completion of seven semesters of English
This course introduces students to both traditional and contemporary works from such areas as Asia, Latin America, Africa, and the Middle East. Texts are studied at a moderate to fast pace with teacher support. The syllabus includes prose, poetry, drama, and film as students study not only the literature from distant lands but some of the history and culture as well.
Works may include those by Gabriel Garcia Marquez (Colombia), Dai Sijie (China), Mahmoud Darwish (Palestinian Territories), Banana Yoshimoto (Japan), Yehuda Amichai (Israel), Marjane Satrapi (Iran), and Athol Fugard (South Africa). The course opens to students a world and daily experiences very different from their own.
Evaluation is based on class participation, quizzes, tests, essays, independent projects, oral reports, and a semester examination. 35
COURSE #156 CREATIVE WRITING SEMESTER 2 – 2.50 CREDITS For students in grade 12
Prerequisites: Successful completion of seven semesters of English
This course is designed to offer all students the opportunity to write original poetry, short fiction, creative nonfiction, and/or drama. Students read literature and engage in the writing process through teacher prompts, using their creative voices as well as analytical skills acquired in earlier courses. Students are expected to write daily, to read for class, to edit and revise pieces over the course of the semester, and to participate in peer editing classmates’ work. Since reading is integral to writing, students will read and respond to a variety of both assigned and independently selected literature with the purpose of learning about writing from the masters. Over the course of the semester, students work toward the goal of producing a coherent body of creative writing bound by a common thread, which may include work in different genres, and which involves drafting and revision as part of the process. Skills developed in this course may include: proficiency in writing various poetic; proficiency in identifying the qualities of exemplary writing in published work prose and dramatic forms; and, ability to use various literary devices effectively.
Evaluation is based on participation in­group assignments, on the quality of work produced, and on demonstrated ability to revise creative pieces through several stages of development. Assessment also considers self­reflections on this process, the quality of the student’s portfolio, and an oral presentation of selected work.
COURSE #173 ENGLISH FOR THE DIGITAL AGE SEMESTER 2 – 2.50 CREDITS For students in grade 12
Prerequisites: Successful completion of seven semesters of English
This course offers an intensive study of the characteristics, evolution, and potential of modern English, with a particular focus on the impact of social technology in the shaping of literature and writing. Readings include authors from Plato and Freud to Jennifer Egan and Jean Kilbourne. Areas of application cover print, radio, film, television, the Internet, and other social technology, with an emphasis on news, commentary, and advertising. Students will address a wide range of assignments that include written analysis, oral presentations, creation of original products, and both individual and collaborative group work. Students will develop and deepen their understanding of modern English through various critical lenses; in addition, learning experience is provided in: language usage and common errors, composition, speech, and study skills.
Evaluation is based on class discussion, quizzes, tests, oral work, essays, individual and group projects, and a final assessment.
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COURSE #186 VISIONS OF THE FUTURE SEMESTER 2 – 2.50 CREDITS For students in grade 12
Prerequisites: Successful completion of seven semesters of English
This is a literature­based course that exposes students to a diverse selection of “visions of the future” through a variety of fictional works, including short stories, novels, and films. This
course takes a close and timely look at the ways in which the choices we make now, the lifestyles we pursue today, and the plans we make for the future will have consequences. Students read/view and analyze these works using skills they have developed in previous English classes, examining both the purposes and messages behind them and the differing ways in which authors fulfill these purposes and express these messages. The course involves reading, analytical and creative writing, and project­based learning. Works may include those by George Orwell, Margaret Atwood, Cormac McCarthy, and William Golding, among others.
Evaluation is based on class discussion, quizzes, tests, oral work, essays, independent projects, and a final assessment. 37
​HEALTH AND FITNESS
The Health and Fitness Program​ ​is designed to build the skills, knowledge and confidence needed to maintain an active, healthy lifestyle. Health education and physical education are combined to make up the Health and Fitness Program. All classes are coeducational, and students are placed in groupings of freshman, sophomores, and juniors/seniors. At the freshman and junior levels health education is a quarter­long unit while the sophomore level program has health education topics integrated within the Health & Fitness course. COURSE #910 FRESHMEN HEALTH AND FITNESS FULL YEAR – 3X WEEK – 2.50 CREDITS For students in grade: 9 Prerequisites: None The focus of the Freshmen Health and Fitness Program is Personal Fitness. Curriculum includes health topics, fitness concepts, and physical activities both in the classroom and in the gymnasium. Students are assigned an on­line textbook, ​Fitness For Life​, and complete written homework assignments, tests and fitness assessments. One quarter is dedicated to classroom­based health units, which include: healthy relationships, human sexuality, depression and suicide, and alcohol, tobacco and other drugs. All freshmen are scheduled three times a week for the entire year.
Evaluation is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. COURSE #911 SOPHOMORE HEALTH AND FITNESS FULL YEAR – 2X WEEK – 1.25 CREDITS For students in grade: 10 Prerequisites: None The sophomore program concentrates on the health related and skill related components of physical fitness. Students participate in a wide variety of physical activities and fitness assessments, including a quarter length unit on muscular fitness in the Fitness Center. All sophomores are scheduled two times a week for the entire year. Evaluation is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. COURSE #911LG SOPHOMORE LIFEGUARD TRAINING SEMESTER 1 – 2X WEEK – .625 CREDIT For students in grade: 10 (students will also sign up for the Sophomore Health and Fitness Course in semester two). Prerequisites for Lifeguard Training: Must be 15 years of age, have the ability to swim 300 yards of front crawl and breast stroke without stopping, be able to swim one length of the pool then retrieve a 10 pound object from a depth of 10 feet and complete the lap while carrying the object, and tread water without use of hands for 2 minutes. Lifeguard Training is an American Red Cross certification course which teaches the skills required to be 38
a lifeguard. Students will learn about the professional responsibilities of being a lifeguard such as risk management, water rescues, and first aide. Students will also experience fitness promoting activities. All sophomores are scheduled two times a week for the entire year. This semester one course is coupled with the Sophomore Health and Fitness course (#911S) semester two to complete the year­long requirement. Evaluation is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. COURSE #911S SOPHOMORE HEALTH AND FITNESS SEMESTER 2 – 2X WEEK – .625 CREDIT For students in grade: 10 who also sign up for the Lifeguard Training Course in semester one. Prerequisites: None The sophomore program concentrates on the health related and skill related components of​ ​physical fitness. Students participate in a wide variety of physical activities and fitness assessments, including a quarter length unit on muscle fitness in the Fitness Center. All sophomores are scheduled two times a week for the entire year. This semester two course is coupled with the Lifeguard Training course (#911LG) semester one to complete the year­long requirement. Evaluation is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. COURSE #912 JUNIOR/SENIOR HEALTH AND FITNESS FULL YEAR – 2X WEEK – 1.25 CREDITS For students in grade: 11 or 12 Prerequisites: None The Junior/Senior program is a year­long course that meets two times a week. Students participate in a wide variety of physical activities and fitness assessments, including a unit on muscle fitness which explores several different strength training programs. The course also includes a required quarter­length health unit: Life Skills. The Life Skills unit considers many health topics, including dating and domestic violence, human sexuality (pregnancy prevention and the prevention of sexually transmitted diseases), and underage alcohol use and abuse. Students explore these topics through a discussion­based program, in­class activities, student presentation and a brief research project. The course concludes with a unit preparing students for the Senior Wellness Project. Students receive a fitness profile detailing their fitness testing from freshmen, sophomore and junior years as they reflect upon their physical fitness and overall wellness as they make their plan for Senior Wellness Project. Evaluation for all Junior/ Senior Program courses is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. Note: Students may participate as a Junior or Senior depending upon scheduling limitations. All Juniors who are enrolled in the Rivers and Revolutions program will be scheduled for H&F in the opposing semester and be enrolled during the following school year for one semester. COURSE #912S JUNIOR/SENIOR HEALTH AND FITNESS SEMESTER 1 – 2X WEEK – .625 CREDITS For students in grade: 11 or 12 who sign up for the Lifeguard Training in semester two. Prerequisites: None 39
The Junior/Senior program is a year­long course that meets two times a week. This semester one course is coupled with Lifeguard Training semester two to complete the year­long requirement. Students participate in a variety of physical activities and fitness assessments, including a unit on muscle fitness which explores several different strength training programs. The course also includes a required quarter­length Health unit: Life Skills. The Life Skills unit considers many health topics, including dating and domestic violence, human sexuality (pregnancy prevention and the prevention of sexually transmitted diseases), and underage alcohol use and abuse. Students explore these topics through a discussion­based program, in­class activities, student presentation and a brief research project. This semester one course is coupled with the Junior/Senior Lifeguard Training course (#912LG) semester two to complete the year­long requirement. Evaluation for all Junior/ Senior Program courses is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. COURSE #912LG JUNIOR/SENIOR LIFEGUARD TRAINING SEMESTER 2 – 2X WEEK – .625 CREDITS For students in grade: 11 or 12 (students will also sign up for the Junior Health and Fitness Course in semester one). Prerequisites for Lifeguard Training: Must be 15 years of age, have the ability to swim 300 yards of front crawl and breaststroke without stopping, be able to swim one length of the pool then retrieve a 10 pound object from a depth of 10 feet and complete the lap while carrying the object, and tread water without use of hands for 2 minutes. Lifeguard Training is an American Red Cross certification course which teaches the skills required to be a lifeguard. Students will learn about the professional responsibilities of being a lifeguard such as risk management, water rescues, and first aide. Students will also experience fitness promoting activities. All sophomores are scheduled two times a week for the entire year. This semester two course is coupled with the Junior/Senior Health and Fitness course (#912S) semester one to complete the year­long requirement. Evaluation is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. COURSE #913 JUNIOR/SENIOR ADVANCED MUSCLE FITNESS FULL YEAR – 2X WEEK – 1.25 CREDITS For students in grade: 11 or 12 Prerequisites: Successful completion of the grade 9 and grade 10 muscular fitness units The Junior/Senior Advanced Muscle Fitness course is a year­long course that meets two times a week. Advanced Muscle Fitness is a course that covers advanced concepts and skills in muscle fitness training and a variety of different strength training options. Muscle Strength, muscle endurance, skill and technique in weight training exercises are part of this program. The course also includes a required quarter­length Health unit: Life Skills. The Life Skills unit considers many health topics, including dating and domestic violence, human sexuality (pregnancy prevention and the prevention of sexually transmitted diseases), and underage alcohol use and abuse. Students explore these topics through a discussion­based program, in­class activities, student presentation and a brief research project. The course concludes with a unit preparing students for the Senior Wellness Project. Students receive a fitness profile detailing their fitness testing from freshmen, sophomore and junior years as they reflect upon their physical fitness and overall wellness as they make their plan for Senior 40
Wellness Project. Evaluation for all Junior/Senior Program courses is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. COURSE #916 SENIOR WELLNESS PROJECT INDEPENDENT – 1.25 CREDITS For students in grade: 12 Prerequisites: It is preferred that students successfully complete the grade 9, 10 and 11 curricula prior to enrolling in the Senior Wellness Project. When that is not possible, as a minimum, successful completion of fitness testing and the senior wellness project planning unit from a Junior/Senior course or teacher approval is required. During the senior year or the summer preceding the senior year, students complete a minimum of 50 hours of physical activity independently or on a CCHS varsity sport team. Students must first submit a contract and have it approved. Students must then keep a journal of their activities, write a summary and critique of three research articles, and write a self­evaluation. Evaluation will be based on completion of 50 hours of physical activity and all written assignments. A detailed grading rubric is included in the information packet available on the CCHS web site. Students receive a letter grade. COURSE #918 JUNIOR/SENIOR YOGA FULL YEAR – 2X WEEK – 1.25 CREDITS For students in grade: 11 or 12 Prerequisites: None The Junior/Senior Yoga course is a year­long course that meets two times a week. During quarters 3 and 4, students will participate in a yoga unit. The yoga unit provides students with the knowledge and skills necessary to practice yoga during class time as well as to be able to practice yoga on one's own, outside of class time. A variety of yoga styles will be introduced and there will be an optional field trip to a hot yoga studio. The course will also include some instruction in mindfulness­ based stress reduction techniques. Students will have an opportunity to improve their flexibility, muscular strength, muscular endurance, balance and stress management techniques. The course also includes a required quarter­length Health unit: Life Skills. The Life Skills unit considers many health topics, including dating and domestic violence, human sexuality (pregnancy prevention and the prevention of sexually transmitted diseases), and underage alcohol use and abuse. Students explore these topics through a discussion­based program, in­class activities, student presentation and a brief research project. During quarter one, Students participate in a variety of fitness assessments and a unit on muscle fitness which explores several different strength training programs. The course concludes with a unit preparing students for the Senior Wellness Project. Students receive a fitness profile detailing their fitness testing from freshmen, sophomore and junior years as they reflect upon their physical fitness and overall wellness as they make their plan for Senior Wellness Project. Evaluation for all Junior/ Senior Program courses is based on class participation, attendance, effort, preparedness, homework, written assignments and tests. Students receive a letter grade. 41
MATHEMATICS The Mathematics Department offers instruction in data representation and statistics, functions, geometry and measurement, number systems and problem solving. As teachers match their instructional approaches to the predominant learning styles of each class, they strive to enable all students to make progress in their ongoing development of the following mathematical practices: making sense of problems and persevering through solving them, reasoning abstractly, communicating their knowledge and constructing viable arguments, flexibility with multiple representations of concepts, making connections among math topics, procedural fluency, and self­assessment skills.
The Mathematics Department also provides support to all students who would like assistance with math homework, make­up assignments, or review of learned concepts.​ ​The Math Resource Center (MARC) is staffed by math teachers and tutors and is available to students throughout the school day. Students are reminded that while successful completion of two1 years of mathematics is required for graduation at CCHS, many students need four years of mathematics to be prepared to matriculate at most colleges and universities. COURSES OFFERED: Algebra 1 (CP2, CP3) Geometry (H, CP1, CP2, CP3)
Algebra 2 (H, CP1, CP2, CP3) Modeling with Functions and Trigonometry Precalculus (H, CP1, CP2) Introduction to Calculus Calculus (CP1) Advanced Placement Calculus (BC, AB) Statistics Advanced Placement Statistics Financial Literacy (Semester) Biostatistics (Semester) CP = College Preparatory 1
​ the Commonwealth may increase the number of years of required mathematics for a particular student, based on MCAS performance
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LEVEL DESCRIPTIONS There are four levels in mathematics designed to meet the different learning styles of our students. To a large extent, the curriculum and the order in which the topics are taught are consistent across each of the four levels of a particular subject area. The major differences among the levels are the way in which new content is presented, the pacing of the course, and the amount of review of previously learned topics. Below are more detailed descriptions of each level. Honors:​ This level is designed for students who have demonstrated the highest level of proficiency with non­routine, abstract and challenging math concepts. Students have well­developed, independent, and productive work habits. Students consistently demonstrate mastery of previously learned topics and retain learning without re­teaching. Students learn new topics at an accelerated pace with minimal repetition and can readily apply and synthesize concepts to solve novel problems (including in testing situations). CP1: ​This is an enriched level designed for students who have demonstrated a high level of proficiency with abstract and challenging math concepts. Students have developed productive work habits, can demonstrate mastery of previously learned topics, and retain learning with limited re­teaching and review. Students learn new topics at a fast pace with some repetition. With practice, students can apply and synthesize concepts to solve some novel problems (including in testing situations). CP2: ​This level is designed for students who are working towards proficiency with abstract and challenging math concepts and may still be developing productive work habits. Students have mastery of some previously learned topics, and retain learning with re­teaching and review. Students learn new topics at a moderate pace with sufficient repetition and, with modeling and practice, learn to apply and synthesize concepts to solve novel problems (not including in testing situations). CP3: ​ This level is designed for students who can demonstrate proficiency of math skills and concepts with significant re­teaching, review, and practice. Students also learn to use productive work habits. Students learn new topics using a concrete approach and at a pace that provides a significant amount of time for developing skills and conceptual understanding.
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MATHEMATICS PROGRAM: TYPICAL COURSE SEQUENCES ​Note: Arrows indicate ​typical ​paths through the Mathematics sequence and ​do not preclude other movement between levels. ​ CP ​= College Preparatory ​AP​=Advanced Placement __________________________________________________________________________________________ ​1​ Statistics, Biostatistics, and Financial Literacy are unleveled courses that can be selected as an elective by any senior who has completed Algebra 2. Juniors may select any of these in conjunction with Precalculus. 2​
AP Statistics can be selected as an elective by any student completing Honors Algebra 2 or CP1 Algebra 2. Students who have completed CP2 Algebra 2 may elect this with teacher recommendation.
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COURSE #415 CP3 ALGEBRA 1 FULL YEAR – 5.00 CREDITS For students in grade: 9 or 10
Prerequisites: Satisfactory completion of Pre­Algebra or its equivalent and 8​th ​grade teacher recommendation.
This course consists of the topics covered in a first year Algebra course in addition to a review of pre­algebra. Such topics include the language of algebra, integer operations, functions, solving linear functions, graphing linear functions, solving 1­variable linear equalities, applications of linear equations and 1­variable inequalities, systems of linear equations and inequalities, polynomials (operations, factoring quadratics, solving quadratic equations), properties of exponents and radicals.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests and semester exams.
COURSE #411 CP2 ALGEBRA 1 FULL YEAR – 5.00 CREDITS For students in grade: 9 or 10
Prerequisites: Successful completion of Pre­Algebra or its equivalent and 8​th ​grade teacher recommendation.
The course consists of all the topics in a first year algebra course. Such topics include the basic properties and operations of the real numbers, functions, linear equations and inequalities with application problems, graphing and writing equations for linear functions, systems of linear equations and inequalities, exponents polynomials and factoring, quadratic equations and properties of radicals.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #421 CP3 GEOMETRY FULL YEAR – 5.00 CREDITS For students in grade: 10
Prerequisites: C­ or better in CP3 Algebra 1 or teacher recommendation.
This is a non­proof based course consisting of all the topics generally taught in a Euclidean Geometry course, such as geometric definitions and symbols, angle properties, triangle properties, triangle congruence, parallel lines in a plane, quadrilaterals, triangle similarity, areas of polygons, properties of circles and surface area and volume of solids. The course uses an analytic approach that incorporates an extensive review and re­teaching of algebraic skills.
Evaluation: Students will be evaluated based on their level of achievement on the common 45
core learning standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #423 CP2 GEOMETRY FULL YEAR – 5.00 CREDITS For students in grade: 9 or 10
Prerequisites: C or better in CP2 Algebra 1 or 8​th ​grade teacher recommendation.
This course consists of topics generally taught in a Euclidean Geometry course, that includes geometric definitions and theorems related to angles, triangle properties and congruency, parallel lines in a plane, properties of quadrilaterals, triangle similarity, areas of polygons, properties and areas of circles and surface area and volume of solids. This course includes some proofs and uses an analytic approach that utilizes, reviews, and reinforces algebraic skills.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #424 CP1 GEOMETRY FULL YEAR – 5.00 CREDITS For students in grade: 9 or 10
Prerequisites: 8​th ​grade teacher recommendation
This is a fast paced, proof­based course consisting of topics generally included in a Euclidean Geometry course such as geometric definitions, theorems, and symbols related to angles, triangle properties and congruence, triangle inequalities, parallel lines in a plane, coordinate geometry, quadrilateral properties, triangle similarity, areas of polygons, properties and area of circles, and surface area and volume of solids. This course emphasized the logic and abstract reasoning necessary to write paragraph proofs, formal two­column proofs, and indirect proofs. It is expected that students have strong Algebra 1 skills that require little review. Evaluation: Students will be evaluated based on their level of achievement of the common core standards as demonstrated through homework, quizzes, tests, and semester examinations.
COURSE #425 HONORS GEOMETRY FULL YEAR – 5.00 CREDITS For students in grade: 9
Prerequisites: 8​th ​grade teacher recommendation
This is an intensive, very fast­paced, proof­based course consisting of all topics in a Euclidean Geometry course such as geometric definitions, theorems, and symbols related to angles, triangle properties and congruence, triangle inequalities, parallel lines in a plane and in space, coordinate geometry, quadrilaterals, transformations of geometric figures in the coordinate plane, similarity, areas of polygons, circles, spheres, and geometry of three­ dimensional 46
figures. This course emphasizes the logic and abstract reasoning necessary to write informal proofs, both direct and indirect using definitions, postulates and theorems. It is expected that students have retained all of their Algebra 1 skills.
Evaluation: Students will be evaluated based on their level of achievement of the learning standards as demonstrated through homework, quizzes, tests, optional original exercises and semester examinations.
COURSE #431 CP3 ALGEBRA 2 FULL YEAR – 5.00 CREDITS For students in grade: 10 or 11
Prerequisites: C­ or better in CP3 Geometry or teacher recommendation
This course consists of topics in a standard second­year college preparatory course in Algebra. Topics include the language of algebra, properties and operations of the real number system, linear equations and inequalities, equations containing absolute value expressions, functions and function notation, inverse functions, graphing linear and quadratic functions, systems of linear equations, algebra of polynomials including factoring, rational numbers and expressions, quadratic functions, exponents and radicals, and linear regression. For each topic applications and work problems will be included where appropriate.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests and semester examinations. COURSE #433 CP2 ALGEBRA 2 FULL YEAR – 5.00 CREDITS For students in grade: 10 or 11
Prerequisites: C or better in CP2 Geometry or teacher recommendation
This course reviews and extends the topics introduced in Algebra 1 and contains topics in a second­year college preparatory course in Algebra. Topics include the language of algebra, properties and operations of the real number system, solving equations (linear, absolute value, linear systems, quadratic, rational and radical) solving one­ and two­ variable inequalities, functions (defining, evaluating, graphing (linear and quadratic), writing equations for, compositions, and transformations), polynomials and factoring, rational expressions,
exponents and radicals, complex number systems, and arithmetic and geometric sequences and series.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #434 CP1 ALGEBRA 2 FULL YEAR – 5.00 CREDITS For students in grade: 10 or 11
Prerequisites: B­ or better in CP1 Geometry and requisite score on the Algebra 2 Placement 47
Exam or teacher recommendation.
This course consists of topics in a standard second­year college preparatory course in Algebra. These topics include the language of algebra, the real number system, solving linear equations, systems of linear equations, and inequalities, graphing and writing equations for linear functions, real­world application, functions (notation and properties of, transformations and compositions, inverses, domain and range) study of quadratic functions, polynomials and factoring, rational expressions and related equations, exponents and radicals, complex numbers, conic sections, and arithmetic and geometric sequences and series.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #435 HONORS ALGEBRA 2 FULL YEAR – 5.00 CREDITS For students in grade: 10
Prerequisites: B­ or better in Honors Geometry and requisite score on the Algebra 2 Placement Exam or teacher recommendation.
This intensive course features the more demanding methods and problems in a second­year college preparatory course in Algebra. The topics, studied at a fast pace, include the language of algebra, solving equations and inequalities, linear equations and systems, function notation and properties of functions, polynomials and factoring, rational expressions, quadratic functions, conic sections, complex number systems, radicals, exponents and arithmetic and geometric progressions and series.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests and semester examinations. COURSE # 438 FINANCIAL LITERACY SEMESTER 1 OR 2 – 2.50 CREDITS For students in grade: 12
Prerequisites: Successful completion of Algebra 2
This is an unleveled, one semester elective designed to introduce students to the mathematical concepts related to financial literacy. This course will provide students with the knowledge and skills they need to become self­supporting and able to make critical decisions regarding personal finances. Topics will include banking services, opening and managing a bank account, obtaining and maintaining good credit, financial planning, money management, loans, credit cards, mortgages, investment options, retirement planning, and more. Upon completion of this course students should gain an increased confidence in their mathematical ability and be able to make informed decisions about several real life financial situations of
today. Evaluation: Students will be evaluated based on their level of achievement as demonstrated through homework, quizzes, tests, and projects. 48
COURSE #440 MODELING WITH FUNCTIONS AND TRIGONOMETRY FULL YEAR– 5.00 CREDITS For students in grades 11 or 12 Prerequisites: C­ in Algebra 2 or teacher recommendation. This course emphasizes modeling real­world situations. Areas of study include analysis of function characteristics such as domain and range, behavior of functions (intervals where functions increase/decrease, verbal description of the rate of increase/decrease, maximum and minimum values), and function transformations (trigonometric as well) both in symbolic and graphical forms. Modeling arithmetic and geometric progressions, linear, quadratic, exponential, polynomial, and logistic functions using regression techniques on a graphing calculator. A graphing calculator approach is used to solve more the complex equations (exponential, polynomial, and logistic). Areas of study of trigonometric functions include right triangle trig, trigonometric functions, use of the unit circle to compute values of trigonometric functions, graphs of sine and cosine functions, solving triangles using Law of Sines and Cosines, and applying these Laws to computing the area of a triangle. Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through homework, quizzes, tests, and semester examinations. COURSE #442 CP2 PRECALCULUS FULL YEAR – 5.00 CREDITS For students in grade: 11 and 12
Prerequisites: B­ in CP2 Algebra 2 or teacher recommendation.
This course begins with a review of prerequisite Algebra 2 topics then progresses to advanced algebra topics that include polynomial, exponential, and logarithmic functions. Other course topics include evaluating trigonometric functions, solving trigonometric equations, trigonometric
identities, graphs of the trigonometric functions, inverse trigonometric functions, Law of Sines and Law of Cosines.
Evaluation: Students will be evaluated based on their level of achievement of the learning standards as demonstrated through homework, quizzes, tests and semester examinations. COURSE #444 CP1 PRECALCULUS FULL YEAR – 5.00 CREDITS For students in grade: 11 and 12
Prerequisites: B­ in CP1 Algebra 2 or teacher recommendation.
This course consists of topics generally included in an advanced algebra course including polynomial functions, exponential and logarithmic functions, combinatorics and rational functions. Trigonometric topics include evaluating trigonometric functions, solving trigonometric equations, trigonometric identities, graphs of the trigonometric functions, inverse trigonometric 49
functions, Law of Sines and Law of Cosines.
Evaluation: Students will be evaluated based on their level of achievement of the learning standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #446 HONORS PRECALCULUS FULL YEAR – 5.00 CREDITS For students in grade: 11
Prerequisites: B­ or better in Honors Algebra 2 or teacher recommendation.
This is a fast­paced, intensive course which provides an in­depth study of the following topics: polynomial functions and applications, exponential and logarithmic functions and applications, limits and graphing of rational functions, combinatorics and probability, the binomial theorem, trigonometry (including: trigonometric equations, trigonometric identities, graphs of the trigonometric functions, inverse trigonometric functions, Law of Sines, Law of Cosines), polar coordinates, DeMoivres’s Theorem, roots of complex numbers, parametric equations and vectors.
Evaluation: Students will be evaluated based on their level of achievement on the common core learning standards as demonstrated through quizzes, tests and semester examinations. Students receive some credit for their homework.
COURSE # 447 BIOSTATISTICS SEMESTER 1 – 2.50 CREDITS COURSE # 448 BIOSTATISTICS SEMESTER 2 – 2.50 CREDITS For students in grade: 11 or 12
Prerequisites: Successful completion of Algebra 2 and teacher recommendation. Juniors can take it in addition to, not instead of, Precalculus.
Biostatistics is an unleveled interdisciplinary elective open to juniors or seniors. Students will be exposed to the rigorous use of applied mathematics in the real world, using current data and research. Statistical analysis involving significance tests and various visual displays of data allow students to generalize from a sample to a population. Rather than relying on a textbook data, authentic data is obtained from multiple sources including major universities, research institutions and government agencies. Guest speakers may visit the class to discuss current research/studies in this fast growing and exciting field. Topics include epidemiology and targeted gene­therapy, bioinformatics and biodiversity, and environmental case studies. This course will challenge students to make predictions and to think critically. They will learn to ask questions when presented with data and to try to distinguish between relevant and irrelevant information. The last unit of this semester elective will be a student­ choice project where students will ask a “big” question and use the tools they have been exposed to all semester to conduct their own research. Evaluation: Students will be evaluated based on their level of achievement as demonstrated 50
through homework, quizzes, tests, and projects. Consistent attendance and class participation are critical components of this course!
COURSE #449 STATISTICS FULL YEAR – 5.00 CREDITS For students in grade: 12
Prerequisites: Successful completion of an Algebra 2 course and teacher recommendation.
This course is a non­calculus­based introductory level statistic course. Students are descriptive statistics (summarizing, analyzing, and interpreting both quantitative and qualitative real­world data), probability and probability distributions (including Normal distributions), estimating population parameters and testing hypothesis. Students will develop competency with several appropriate technologies, including the TI graphing calculator, dynamic computer demonstrations and other statistical software.
Evaluation: Students will be evaluated based on their level of achievement of the learning standards as demonstrated through homework, quizzes, short­term assignments, tests, mid­ year exam and a final culminating project.
COURSE #450 AP STATISTICS FULL YEAR – 5.00 CREDITS For students in grade: 11 or 12
Prerequisites: Successful completion of Honors, CP1 or CP2 Algebra 2 and teacher recommendation.
This course is designed for students who wish to complete studies equivalent to a one­ semester, non­calculus­based, college course in statistics. The purpose of the AP course in statistics is to introduce students to the major concepts and tolls for collecting, analyzing and drawing conclusions from data.
Students are exposed to four broad conceptual themes:
1. Exploring Data: Describing patterns and departures from patterns
2. Sampling and Experimentation: Planning and conducting a study
3. Anticipating patterns: Exploring random phenomena using probability and simulation 4. Statistical Inference: Estimating population parameters and testing hypotheses Problem solving, documentation of work and interpretation of results is stressed in the course. While not a requirement, students who enroll in this course will be prepared to take the Advanced Placement College Board Examination in statistics in May.
Evaluation: Students will be evaluated based on their level of achievement of the learning standards as demonstrated through tests, semester exams, and a final culminating project. COURSE #453 INTRODUCTION TO CALCULUS FULL YEAR – 5.00 CREDITS For students in grade: 12
Prerequisites: B in CP2 Precalculus course or teacher recommendation.
This course reinforces Precalculus skills and provides a more in­depth study of functions, 51
introduces concepts and applications of differential calculus to students who plan to study calculus in college. The course focuses on polynomial functions, rational functions, logarithmic functions, exponential functions, trigonometric and inverse trigonometric functions, composite and inverse functions, graphing, limits and continuity. This course also focuses on average and instantaneous rates of change of a function, the derivative and its applications to physics, economics and the social sciences.
Evaluation: Evaluation will be based on the student’s level of achievement of the learning standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #454 CP1 CALCULUS FULL YEAR – 5.00 CREDITS For students in grade: 12
Prerequisites: B­ in CP1 Precalculus or teacher recommendation.
This full­year course is the equivalent of a first­semester college level Calculus course. Topics include limits of functions, derivatives and their applications, rules of differentiation, optimization, integrals and their applications, an introduction to differential equations, exponential growth and decay, and volumes of solids of revolution.
Evaluation: Evaluation of student progress will be based on a student’s level of achievement of the learning standards as demonstrated through daily problem solving in class, homework, quizzes, tests and semester examinations.
COURSE #455 AP CALCULUS AB (HONORS) FULL YEAR – 5.00 CREDITS For students in grade: 12
Prerequisites: C+ in Honors Precalculus/A­ in CP1 Precalculus or teacher recommendation.
This college­level course is designed for students who are able to proceed at an accelerated pace. The course introduces the traditional calculus concepts of limit, derivative and integral from both a historical, theoretical base and through the lens of modern technology. We attempt to reach a middle ground between rigor and intuition. Topics include limits of functions, derivatives and their applications, rules of differentiation, optimization, integrals and their applications, an introduction to differential equations, exponential growth and decay, and volumes of solids of revolution. Diverse applications are selected from physics and engineering, economics and business, and the life sciences. While it is not a requirement, students who enroll in this course should be prepared to take the Advanced Placement College Board Examination in mathematics near the end of the school year.
Evaluation: Students will be evaluated based on their level of achievement of the learning standards as demonstrated through homework, quizzes, tests and semester examinations.
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COURSE #456 AP CALCULUS BC (HONORS) FULL YEAR – 5.00 CREDITS For students in grade: 12
Prerequisites: A­ in Honors Precalculus or teacher recommendation.
This intensive, fast­paced Advanced Placement course consists of two semesters of college calculus, including limits of functions, derivatives and their applications, rules of differentiation, optimization, integrals and their applications, an introduction to differential equations, exponential growth and decay, volumes of solids of revolution, the calculus of polar, parametric, and vector functions, and the calculus of infinite series. Diverse applications are selected from physics and engineering, economics and the life sciences. This course is recommended only for students who have completed “Honors Analysis and Trigonometry” or its equivalent with confidence in their ability to handle this material. Successful completion of this advanced placement course will enable students to begin sophomore or other more advanced mathematics at most high competitive undergraduate institutions. Students who enroll in this course should be prepared to take the Advanced Placement College Board Examination in Calculus (Level BC) in May.
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PERFORMING ARTS DEPARTMENT The Music Department offers courses designed to contribute to the musical and aesthetic education of students with a wide variety of abilities and interests. The program provides opportunities to increase proficiency with a musical instrument or the musical voice through solo and group performance, or to experience music as a form of expression. In addition to courses, which may be scheduled during the school day, additional opportunities are provided through the annual musical, and tuition­based private lesson program.
The Music Program’s instrumental ensembles (Concert Band, Repertory Band, Pep Band, String Orchestra, Jazz Band “A”, and Jazz Band “B”) and vocal ensembles (Combined Chorus, Select Choir, Women’s Chorus and Men's Chorus) are designed to help the student develop musical skills essential for quality performance in musical organizations. Each of the courses provides experience with a variety of musical styles that encourage the student to appreciate music as a vehicle for expression. In addition, through rehearsals and concerts, the student is able to recognize and comprehend the value of a disciplined collaboration and to take pleasure from the resulting harmony.
Concert Band ­ ​Placement by audition Concert Band Honors ­ Adv. – ​Placement by audition Repertory Band ­ ​Placement by audition Repertory Band Honors ­ Intro. – ​Placement by audition Pep Band (Semester) Jazz Band “A” (Full Year 3x/wk) Jazz Band “B” (Full Year 2x wk) String Orchestra String Orchestra Honors Combined Chorus Select Choir ­ ​Placement by audition Women’s Ensemble ­ ​Placement by audition Men's Chorus ­ ​Placement by audition Music Theory 1 & 2 Theatre Production Introduction to Acting Advanced Acting 54
COURSE #850 CONCERT BAND FULL YEAR – 5.00 CREDITS For students in grade: 11 and 12 with selected 9​th ​and 10​th ​graders by audition only. Prerequisites for 11​th ​and 12​th ​Graders: Ability to play a band instrument
Prerequisites for 9​th ​and 10​th ​Graders: Ability to play a band instrument at an exceptional skill level. Acceptance as space permits.
This course is offered to students who play a band instrument, have demonstrated proficiency on that instrument, and are interested in improving their playing skills and increasing their knowledge of music. This course is primarily intended for 11​th ​and 12​th ​graders, but select 9​th and 10​th ​graders will be admitted based on their musical skill and as space allows. Evaluation will be based on regular demonstration of repertoire preparation, attendance at performances, and class participation. COURSE #850H HONORS CONCERT BAND FULL YEAR – 5.00 CREDITS For students in grade: 9,10, 11 and 12 Prerequisites: Approval by Mr. Gresko
Concert Band is offered for Honors credit. Honors level students are still obligated to complete all of the core expectations of Course #850. Additional requirements are as follows, but not limited to:
• Students will participate in Pep Band (Quarter 1)
• Students will perform in two Solo and/or Chamber Music concerts. (Quarter 2/4).
• Students will prepare and audition for the Eastern District Festival (Term 2)
• Students will complete on Term Project (Quarter 3)
• Students participate in the MICCA Solo and Ensemble Festival in May (Term 4 requirement).
To ensure success with the additional Honors requirements, it is highly recommended that Honors level students are actively taking private lessons on their primary instrument.
COURSE #853 STRING ORCHESTRA FULL YEAR – 5.00 CREDITS For students in grade: 9,10, 11 and 12
Prerequisites: Ability to play an orchestra string instrument
This course is designed for students who play a string instrument (violin, viola, cello, or string bass or harp), have demonstrated proficiency on that instrument, and are interested in performing string and orchestra literature in an ensemble. Topics considered in this course include: musical styles and vocabulary, review of all of the elements of music (melody, harmony, and rhythm), technical issues in string performance, and exploration of string orchestra and orchestral repertoire in a variety of styles. Due to the cumulative nature of 55
ensemble learning, it is required that students commit for the entire year. Students who are novice players but gaining in proficiency and willing to work hard should see the instructor about admission.
Evaluation will be based on repertoire preparation, attendance at concerts and on class participation.
COURSE #853H HONORS STRING ORCHESTRA FULL YEAR – 5.00 CREDITS For students in grade: 9,10, 11 and 12 Prerequisites: Approval by Mr. Gresko
String Orchestra is also offered for Honors credit. Honors level students are still obligated to complete all of the core expectations of Course #853. Additional requirements are as follows, but not limited to:
• Students will perform in 2 solo and/or Chamber Music concerts. (Quarter 2/4)
• Students prepare and audition for the Eastern District Festival (Term 2)
• Students will complete two Term Projects (Quarter 1/3)
• Students participate in the MICCA Solo and Ensemble Festival in May (Term 4 requirement)
To ensure success with the additional Honors requirements, it is highly recommended that Honors level students are actively taking private lessons on their primary instrument. COURSE #855 JAZZ BAND “A” FULL YEAR – 3 TIMES/WEEK – 2.50 CREDITS For students in grade: 10, 11 and 12
Prerequisites: Placement is by audition only. Woodwind, brass and drum set players must be registered for Repertory Band or Concert Band for the entire school year. Piano, guitar and bass players are exempt from this requirement.
This is an advanced level course designed for the student with significant interest and a moderate level of experience in the art of jazz performance. The enrollment is limited to 19 students, 5 each of trumpet, trombone, and saxophone and four rhythm musicians (bass, guitar, piano and drum set.) It is not required, but recommended that students be at least familiar with swing, ballad, Latin and contemporary styles. Guitar, bass and piano students must be experienced in jazz chord reading and voicing and be able to “comp” accompaniment patterns appropriate for the previously listed styles. The class meets three times per week during school and has frequent evening rehearsals.
Evaluation will be based on class attendance, class participation, and attendance at performances. COURSE #860 PEP BAND SEMESTER 1 – 1.25 CREDITS For students in grades 9, 10, 11, 12 During the football season, students will devote some class time, generally two rehearsals per week, preparing music to be performed in the stands at all home and a select few away 56
games. The remaining class time, generally two rehearsals per week will be spent rehearsing concert music with the students who are not in Pep Band. Pep Band requires NO after school rehearsals. Students will be asked to report one and one­half hours prior to each football game. Evaluation will be based on regular demonstration of repertoire preparation, attendance at performances, and class participation. COURSE #864 JAZZ BAND “B” FULL YEAR – 2 TIMES/WEEK – 2.50 CREDIT For students in grade: 9, 10, 11 and 12
Prerequisites: Woodwind, brass and drum set players must be registered for Repertory Band or Concert Band for the entire year. Piano, guitar and bass players are exempt from this requirement.
This course is designed for the introductory level or exploratory jazz student who wishes to experiment with the art of jazz or begin the study of elementary jazz styles. Enrollment is flexible. Improvisation or “comping” experience is desired, but not required. The overwhelming majority of 9​th ​graders who are interested in jazz study register for this course.
Evaluation will be based on class attendance, class participation, and attendance at performances. COURSE #870 REPERTORY BAND FULL YEAR – 5.00 CREDITS For students in grade: 9 and 10
Prerequisites: Ability to play a band instrument
This course is offered to students who play a band instrument with some level of proficiency and are interested in improving their skills and increasing their knowledge of music. There may be an opportunity for select 9​th ​and 10​th ​graders to audition for Concert Band (an advanced level course intended for 11​th ​and 12​th ​graders) as space in Concert Band permits. Auditions for Concert Band will be held in January for current 9​th ​graders and in February for current 8​th ​graders in order to allow plenty of time to register for the appropriate course. If a current 8​th ​or 9​th ​grader does not audition for Concert Band in January or February, they will automatically be placed in Repertory Band.
Evaluation will be based on regular demonstration of repertoire preparation, attendance at concerts, and class participation. COURSE #870H HONORS REPERTORY BAND FULL YEAR – 5.00 CREDITS For students in grade: 9,10, 11 and 12 Prerequisites: Approval by Mr. Gresko
Concert Band is offered for Honors credit. Honors level students are still obligated to complete 57
all of the core expectations of Course #870. Additional requirements are as follows, but not limited to:
• Students will participate in Pep Band (Quarter 1)
• Students will perform in two Solo and/or Chamber Music concerts. (Quarter 2/4).
• Students will prepare and audition for the Eastern District Festival (Term 2)
• Students will complete on Term Project (Quarter 3)
• Students participate in the MICCA Solo and Ensemble Festival in May (Term 4 requirement).
To ensure success with the additional Honors requirements, it is highly recommended that Honors level students are actively taking private lessons on their primary instrument.
COURSE #856 (4X WEEK) COURSE #856S (2X WEEK) COMBINED CHORUS FULL YEAR – 2.00 ­ 5.00 CREDITS For students in grade: 9, 10, 11 and 12
Prerequisites: The ability to match pitch, as determined by instructor. No prior experience necessary.
Combined Chorus is the largest performing choral ensemble at Concord­Carlisle. Usually numbering between 90 and 120 members, this chorus is made up of male and female voices from grades 9­12. Students in this course will sing a wide variety of choral literature from Bach to Broadway and everything in between. Mandatory evening performances and evening dress rehearsals are required for this class. There is no audition for this chorus.
The most important prerequisite for this group is a love of music and a desire to sing. Music reading skills and vocal technique are developed in this chorus.
Evaluation will be based on class attendance and participation, quizzes and/or tests, as well as attendance and contribution to evening rehearsals and concerts.
Combined Chorus Sections: The Combined Chorus will be offered in four sections, which will be combined for performances. One of the sections will meet 4 times per week for 5 credits. The other three sections will meet 2 times per week and receive 2 or 2.5 credits, depending on the block.
Those sections will have corresponding select ensembles that will meet on the remaining days. Students can choose the Combined Chorus block that fits their needs and schedule.
COURSE #866
COMBINED CHORUS/SELECT CHOIR FULL YEAR – 5.00 CREDITS For students in grade: 9, 10, 11 and 12 Prerequisites: Acceptance is by audition only.
This course consists of 2 days of Combined Chorus and 3 days of Select Choir. For Combined Chorus description, please see Course #856. Select Choir is a mixed chorus of male and female voices. Singers in this course will be challenged by advanced music in a wide variety of styles. The emphasis in Select Choir is on ​a cappella ​literature from the past to the present. 58
Mandatory evening performances and evening dress rehearsals are required for this class. Students in Select may also sing with the Men’s and Women’s Choirs in performances (no additional class need be added).
Evaluation will be based on class attendance and participation, quizzes and/or tests, as well as attendance and contribution to evening rehearsals and concerts.
COURSE #866M COMBINED CHORUS/MEN’S CHOIR FULL YEAR – 5.00 CREDITS For students in grade: 9, 10, 11 and 12 Prerequisites: Acceptance is by audition only.
This course consists of 2 days of Combined Chorus and 2 days of Men's Chorus. For Combined Chorus description, please see Course #856. Men’s Chorus will give Tenors, Baritones, and Basses the opportunity to sing music written exclusively for male voices. Mandatory evening performances and evening dress rehearsals are required for this class. This group will be combined with the men from Select Choir for performances.
Evaluation will be based on class attendance and participation, quizzes and/or tests, as well as attendance and contribution to evening rehearsals and concerts.
COURSE #866W COMBINED CHORUS/WOMEN’S CHOIR FULL YEAR – 5.00 CREDITS For students in grade: 9, 10, 11 and 12 Prerequisites: Acceptance is by audition only.
This course consists of 2 days of Combined Chorus and 2 days of Women’s Chorus. For Combined Chorus description, please see Course #856. Women's Chorus will give Sopranos, Mezzo­Sopranos and Altos the opportunity to sing music written exclusively for female voices. Mandatory evening performances and evening dress rehearsals are required for this class.
This group will be combined with the women from Select Choir for performances. Evaluation will be based on class attendance and participation, quizzes and/or tests, as well as attendance and contribution to evening rehearsals and concerts. COURSE #858 MUSIC THEORY 1 SEMESTER 1 – 2.50 CREDITS For students in grade: 9, 10, 11 and 12
Prerequisites: Ability to “read” music is preferred but not required
In this course, students will explore the fundamental mechanics of music in the Western tradition from Pythagoras to Bach. The course will cover note reading, clefs, scale and modal construction, key signature recognition, intervals, triads, seventh chords, and elementary four­ part writing.
COURSE #859 59
MUSIC THEORY 2 SEMESTER 2 – 2.50 CREDITS For students in grade: 9, 10, 11 and 12
Prerequisites: Participation in “Music Theory 1” (achieving a grade of “C­“ of higher) or equivalent.
In this course, students will further explore the music of the Western tradition. The course will cover more advanced four­part writing skills and will introduce students to basic ear and voice­ training skills. Students will experience melodic and harmonic dictation of intervals, triads, and elementary melodies in addition to metric and rhythmic analysis and dictation.
COURSE #841 THEATRE PRODUCTION: DEVISE, DESIGN AND PRODUCTION SEMESTER – 2.50 CREDITS For students in grade: 9, 10, 11 and 12
Prerequisites: Introduction to Acting or equivalent acting or technical experience.
This course will focus on producing an original piece of theatre and is open to students interested in acting, directing and technical theatre. Similar to Introduction to Acting this class will continue to develop acting skills but with a focus on ensemble work and show development. This class will also expand into Technical Theatre skills and how to stage a production. Students will learn how to devise a show from a variety of materials, how to use improvisation and acting exercises to develop scenes from their own ideas, how to use direct and design a show as well as what goes into the technical side of a show. Students will work in groups to develop either multiple ten­minute plays or one group one act play depending on class preference to be performed as their final exam. The course will consist of projects, technical demonstrations, the study of past and contemporary theatre practice, and regular class critiques and discussions. Most of the assignments will consist of both homework and classroom projects.
Evaluation will be based on class work, class participation, and a final performance examination. COURSE #844 INTRODUCTION TO ACTING SEMESTER – 2.50 CREDITS For students in grade: 9, 10, 11 and 12 Prerequisites: None
Open to all students interested in learning, or refining, their acting skills. Students in this class will learn a range of warm up techniques, diction, vocal and public speaking skills and characterization. First quarter will focus on the development and preparation of a contemporary monologue and the second quarter will focus on a contrasting classical monologue. Theorists we will be studying are Boal, Linklater, LeCoq etc. The course assessments are done by performance exams. Evaluation will be based on performance examinations. COURSE #848 ADVANCED ACTING 60
SEMESTER – 2.50 CREDITS For students in grade: 9, 10, 11 and 12
Prerequisites: Introduction to Acting or equivalent acting or technical experience. Advanced Acting will continue where Intro to Acting leaves off. We will explore scene work and the art of devising created by Frantic Assembly (​The Curious Incident of the Dog in the Night) and Complicité (​Mnemonic​). This class will end with a public showcase of student work. Evaluation will be based on performance exams. 61
RIVERS AND REVOLUTIONS COURSE #760RR­E (​English) COURSE #763RR­A (​Art) COURSE #761RR­SS (​Social Studies) COURSE #764RR­S (​Science) COURSE #762RR­M (​Math) SEMESTER 1 OR 2 – 12.50 CREDITS FOR SEMESTER For students in grades 11 & 12 only
Prerequisite: Application Accepted by Coordinator of R&R Program
Note: This course does not fulfill Health and Fitness course requirements.
Description: ​Through the lenses of English, Social Studies, Science, Mathematics, and the Arts, students and teachers will investigate the following units of study: ​Rivers & Revolutions, Air & Fire, Love & Journey, ​and ​Equilibrium. ​Time in the classroom will be matched with time in the field as the cohort aims to make vital connections between the content and the communities of Concord, Carlisle, and Boston. Fieldwork involves active learning and in­depth exploration of the curriculum. Examples of fieldwork activities include: using trigonometry to measure the width of a river, examination of a local ecosystem through the collection of data at various times and locations, creating glasswork at a local glass studio, examining the journals of Henry David Thoreau at the sites he writes about, and learning about the beginning of the American Revolution while standing on the site where the first shots were fired. Fieldwork allows the students to experience what they are learning in an active, hands­on manner and helps them to better see and understand the connections between what we are studying and the world.
This interdisciplinary, experiential program will offer a coherent and rigorous academic experience. The curriculum will provide students with the opportunity to consider the relationship among different ways of understanding and engaging the world, create connections between seemingly disparate things, and explore links between the content and their own lives. The program is designed to work for all types of learners.
The Learning Objectives of the Program are as follows:
Rivers and Revolutions aims to create a learning community in which… You will consider the holistic nature of knowledge as you synthesize your learning across discipline to explore a common set of ideas. In doing so, you will grow more adept at discovering connections and will learn how to ask better questions. You will develop your capacity to work with others towards a shared goal as you find your own voice and become more capable at offering feedback to both students and faculty. You will begin to get a clearer sense of who you are as a learner, so that you leave the program empowered to tackle the challenges – both academic and nonacademic – that
inevitably lie ahead. Finally, we hope that you will leave with not only the tools, but also the will, to leverage your learning in the program in the service of other individuals and organizations; that in essence, you might leave the program better prepared to shape the world in which we live.
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Rivers and Revolutions runs every block of the day except for A block, during which time students are free, where possible, to continue their world language study, Health and Fitness course work or take any other course offered in the mainstream curriculum. Students will be given a lunch break in the middle of the day and will conclude their studies at the end of the normal school day. The program does not interfere with athletics or co­curricular activities.
Rivers and Revolutions ​is offered to fifty juniors and seniors in both the fall and spring semesters. Enrolled students will receive 2.5 credits in English, Social Studies, Science, Mathematics, and Art, for a total of 12.5 credits. If oversubscribed, a lottery will determine which students are placed in the program. Students will be informed of their placement in the program by mid­May. Students should talk to their guidance counselors about how participation in this program will impact their course of study as they are preparing to enter the program and when they return to the mainstream curriculum.
Evaluation: Assessment of students is based on a range of activities including completing three Unit Synthesis Projects, a Community Stewardship Project, teaching of a full­day lesson at the middle and at the end of the semester, working with a group of students on an interdisciplinary project, and participating and serving as a steward to the community. At the conclusion of each quarter the Rivers faculty will collectively calculate one letter grade for each student. This grade will be applied to all five disciplines that comprise the program: English, Social Studies, Science, Mathematics, and Art. It is critical to understand that the grading in Rivers and Revolutions follows a developmental model; that is, particular weight will be given to improvements in performance over the course of the semester.
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SCIENCE The Science Program offers courses designed to acquaint students with the means of inquiry used by scientists, to acquire knowledge that comprises the essential structure of each of the sciences, and to develop a respect for and an enduring curiosity about the natural world and the mysteries of the universe. Courses are available in earth science, biology, chemistry, and physics. In all of the courses, laboratory work is stressed rather than a lecture­reading method. Emphasis is placed on the recognition of fundamental principles through direct experience.
The sequence chart that follows the listing of courses depicts the normal progression from one course to another within each ability level. It is noted, however, that some students take courses in an order different from that depicted, based on consultation with the department chairperson. After each year students will be reevaluated to make certain they are placed in the correct level course based on their most recent performance. Course selections should reflect a student’s ability, interests, and future educational and career plans. The levels have been designed so that each course will consider essential content but will vary in terms of rigor and breadth and depth of coverage. Students are reminded that two years of science are required for graduation from Concord­Carlisle High School.
COURSES OFFERED Earth Science (CP, Honors)
Human Anatomy & Physiology (E) Chemistry in the Community (CP) Introductory Biology (CP, Honors) Introductory Chemistry (CP, Enriched, Honors) Introductory Physics (CP, Enriched) Advanced Placement Physics I ​(Replacing Honors Physics) Advanced Placement Biology Advanced Placement Chemistry ​Advanced Placement Physics with Calculus Advanced Placement Environmental Science Advanced Earth Science ­ Meteorology (Semester 1) Advanced Earth Science – Sustainable World (Semester 1) Not offered 2016­2017 Forensic Science (Semester)
Advanced Earth Science – Geology (Semester 2) Biotechnology (Semester 1) Not offered 2016­2017
Organic Chemistry (Semester 1) Not Offered 2016­2017
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SCIENCE DEPARTMENT GOAL The Science Department’s goal is to place all students in the proper level course that allows them to be placed in a challenging and enjoyable learning environment. At the end of each year the department reevaluates all students to assess if their current level is still appropriate, or if a change in level is warranted. The potential paths diagramed below are designed to show that each year students in CP and Enriched level courses are moved to Enriched and Honors courses when their performance merits such a move. Additionally, students in Honors and Enriched classes are moved to Enriched and CP level courses when, through a variety of assessment tools, the department determines that their current path is no longer appropriate. SCIENCE PROGRAM SEQUENCE ​Common paths taken by students. Alternative paths can be created with teacher permission​. 65
COURSE #511 EARTH SCIENCE (CP) FULL YEAR – 5.00 CREDITS For students in grade: 9 and 10 Prerequisites: None
The objective of this course is to give students an appreciation of the world around them. This course is an introduction to earth science for students who usually grasp basic concepts on their own. The topics to be covered include physical and historical geology, meteorology, astronomy and oceanography. Students will use their text as their primary source of information. Class time will be devoted to detailed study through lectures, discussion, audio­ visual presentations, demonstrations and laboratory investigations and will reinforce concepts discussed in the text. Field trips to the Town Forest will be taken during class to investigate glacial features, field mapping, compass work and leaf identification. Students will be required to read the text and complete associated homework assignments on a regular basis. These assignments will serve as a starting point for classroom discussion. Group discussion will be encouraged in order to stimulate abstract thinking and to relate the student’s own experience and knowledge on the topic. Projects will be given to students on a quarterly basis. These topics include a research paper, the Leaf Project, and the creations of earth related web pages, radio broadcasts and videos.
Evaluation will be based on homework, class participation, laboratory work and reports, special projects, tests, and the semester examination.
COURSE #513 EARTH SCIENCE (H) FULL YEAR – 5.00 CREDITS For students in grade: 9 and 10
Prerequisites: Concurrent enrollment in Honors or CP1 Math; demonstration of a strong reading comprehension and independent learning; recommendation of previous teacher.
The objective of this course is to give students an appreciation of the world around them. This course is designed for students who are capable of reading a high level, challenging science text and independently comprehending difficult material. The topics to be covered include physical and historical geology, meteorology, ecology, astronomy and oceanography. The topics will be covered in depth and expanded far beyond the classroom. Class time will be devoted to detailed study through lectures, discussions, audio­visual presentations, demonstrations and laboratory investigations. Laboratory assignments will ask students to create meaningful hypotheses, independently design and conduct controlled investigations, collect data, draw and present insightful conclusions and finally identify possible errors found in the experiments. Field trips to the Town Forest will be taken during class to investigate glacial features, field mapping, compass work and leaf identification. Students will use their text as one of their resources but will also be expected to read related articles found in recent scientific journals. Students will be required to read the text and complete associated homework assignment on a regular basis. These assignments will serve as a string point for classroom discussion. Projects will be given to students on a quarterly basis. These topics include a research paper, the Leaf Project, and the creation of earth science related web pages, radio broadcasts and videos.
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Evaluation will be based on homework, class participation, special projects, tests, laboratory work and reports, and the semester examinations.
COURSE #516 ADVANCED EARTH SCIENCE – METEOROLOGY (E) SEMESTER 1 – 2.50 CREDITS Prerequisites​: ​Ability to access weather channel and WBZ weather news 1­2 times a week at home and willingness to communicate in near real­time using technology such as twitter, class blog, facebook, and google tools. Calling all weather geeks and data nerds! This fast­paced dynamic course will explore the science behind the weather including fronts, pressure systems, hurricanes, precipitation, and winter storms and how these phenomena are influenced by El Nino and climate change. Topics will be covered in conjunction with current occurring weather events and will utilize discussion, lecture, videos, lab activities, demonstrations, and weather data analysis of our own weather station data. Students will be expected to extend this in­class work with at home assignments such as watching assigned weather broadcasts, participating in generating the topics and questions to be covered in class that week and reviewing readings to support understanding of phenomena. Through this work students will gain an understanding of the science behind the weather, and be better able to critically review the forecasts by having a better understanding of the terms and tools used such as sounding graphs, weather maps and other data sources. Students will gain an appreciation of the challenges in predicting local and global weather and the importance of these predictions. By the end of the course students will have learned how to generate their own weather forecasts which may be presented on the morning announcements, WIQH­FM or CCTV. Students may also participate in the “Improving the Weather” challenge in which they use the engineering approach to create their own instruments or methods of weather data collection that help to solve a current weather forecasting weakness. We will invite experts from the meteorology field to come discuss their careers and topics of expertise with us and will plan a class trip to Blue Hills observatory to explore the oldest operating weather collecting station in the country. Evaluation will be based on quality and participation in at­home and in­class work, as well as assigned projects, challenges, and semester examination. COURSE #517 ADVANCED EARTH SCIENCE – Geology (E) SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12
Prerequisites​: ​Completion of two years of H, CPI or II level math or its equivalent and/or teacher recommendation (students do not need to have taken earth science). The objective of this course is to give students an understanding of the complexity of forces that have shaped the world around them. This course will introduce students to advanced topics in geology such as sedimentology, structural geology, plate tectonics, mineralogy and glacial geology through both classroom and field­based study. Class time will be devoted to detailed study through lectures, discussion, audio­visual presentations, demonstrations and laboratory and field­based investigations and will reinforce concepts discussed in the next text, with a focus on the geology of New England and the countries National Parks. Student will attend several field trips to view geologic phenomena in situ (including a weekend trip to the coast of Maine). 67
Evaluation will be based on homework, class participation, laboratory work and reports, special projects, tests, and the final examination. COURSE #515
ADVANCED EARTH SCIENCE – Sustainable World (E) SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12
Prerequisites​:​ Completion of two years of H, CPI or II level math or its equivalent and/or teacher recommendation.
This engaging course will build a student’s understanding, knowledge and skill base to more effectively deal with today’s environmental issues such as climate change, resource depletion, and sustainability. The latest environmental challenges will be presented as well as a foundation in environmental sciences. Class time will be devoted to lectures, presentations, analysis of energy information and hands on activities. Textbook and Internet resources will support the coursework. Students will gain an understanding of their role in climate change by calculating their household carbon footprints. Students will form teams and, with the use of public utility data, infrared thermometers and a thermal imaging camera, conduct an energy analysis of each school in the Concord system. Students will acquire an understanding of what it means for our society to “live beyond our means” through the course’s investigations, selected readings, and films. An emphasis is placed on students critically thinking and analytical skills to make a positive impact on the environment for themselves, their communities, our country and the planet.
Evaluation will be based on homework, class participation, laboratory work and reports, special projects, tests, and the final examination. NOTE: Not offered 2016­2017 COURSE # 519 ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE (H) FULL YEAR – 5.00 CREDITS For students in grade 11 or 12. Prerequisites​:​ Successful completion of Biology, Chemistry, and 1 year of algebra, or teacher recommendation​. The AP Environmental Science course is designed to be the equivalent of a one­semester, introductory college course in environmental science and culminates in an AP exam in May. In this interdisciplinary course, the topics addressed include earth systems, resources and conservation, the living world, land and water use, human population dynamics, pollution, and global change. The AP Environmental Science course includes a strong laboratory and field investigation component including day and possible overnight trips. The goal of this component is to complement the classroom portion of the course by allowing students to learn about the environment through firsthand observation. The in class portion of the course will be dedicated to lecture, laboratory exploration, and calculations without calculators. Students will be expected to do a summer assignment consisting of math review, graphing, and a reading assignment. Throughout the course students will be expected to do outside reading, independent research, submit reports, and interpret experimental data through mathematical calculations. Evaluation is based on free response questions, homework and quizzes, tests, labs, projects, 68
and current events. COURSE #521 INTRODUCTION TO BIOLOGY (CP) FULL YEAR – 5.00 CREDITS For students in grade 10
Prerequisites​:​ Teacher recommendation
This course meets one additional period per week for lab.
This introduction to biology course is for students who can usually grasp basic concepts on their own so that class time can be devoted to oral review of more difficult concepts and to provide open time for discussion and questions. This course will address topics dealing with the nature of life and continuity of life. Other major areas such as microbiology, botany zoology, human biology and ecology will be covered using a survey approach. Students will use the text as their prime source of information. Students will be required to answer chapter questions and class time will be used to discuss the difficult questions. Group discussion will be encouraged in order to stimulate abstract thinking and to relate students’ own experience and knowledge of other fields to this subject matter. Laboratory work will be done during class time or during scheduled laboratory hours. Students will be assigned some outside readings and reports on various topics of interest.
Evaluation will be based on homework, class participation, laboratory work and reports, and tests, and semester examinations.
COURSE #523 INTRODUCTION TO BIOLOGY (H) FULL YEAR – 5.00 CREDITS For students in grade: 9 or 10
Prerequisites: Concurrent enrollment in honors or CPI math and/or recommendation of previous teacher.
This course meets one additional period per week for lab.
This honors program is an overview of topics in the biological sciences with an expansion upon selected areas. The primary topics will include evolution, ecology, biochemistry, cellular biology, and diversity of life. It is intended for students who are capable of reading and understanding the text on their own so that more class time can be devoted to in­depth study. Because of the math prerequisite, the instructor will assume that students will be able to solve
quantitative problems independently. Students will conduct laboratory research and investigate additional selected topics through library research projects throughout the year. Evaluation will be based on homework assignments, class participation, laboratory reports, projects, quizzes, tests, and semester examinations​. COURSE #524 BIOTECHNOLOGY (E) SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12
Prerequisites: This course is open to all who have taken Biology and have taken or will be concurrently taking Chemistry and have the permission from their current science instructor.
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Current biotechnology concepts will be explored in this course, with an emphasis on experimentation and authentic research. Students will utilize a range of important biotechnology techniques including: sterile culturing, micropipettor use, DNA extraction, gel electrophoresis, PCR, bacterial transformation and cloning, gene analysis using bioinformatics, and ELISA assays. Ethical debates on the use of biotechnology in food production and medicine will be explored, as we test to see if some of our favorite foods have been genetically modified. We will apply learned techniques to the gathering and submitting of novel data to the global “Wolbachia Project” ​http://discover.mbl.edu/.​ The course textbook, various online materials, information on career opportunities, and field trips to academic labs, biotechnology, and pharmaceutical companies will support and enrich understanding of the role of biotechnology in our lives today. NOTE: Not offered 2016­2017 COURSE #525 ADVANCED PLACEMENT BIOLOGY (H) FULL YEAR – 5.00 CREDITS For students in grade: 11 or 12
Prerequisites: A minimum grade of B+ in Introductory Biology (H), a minimum grade of B in Introductory Chemistry (H) and/or teacher recommendation.
This course meets two additional periods per week for lab.
This course is designed to be the equivalent of a college introductory biology course usually taken by biology majors during their first year. It aims to provide students with the conceptual
framework, factual knowledge, and analytical skills necessary to deal with the rapidly changing science of biology. Topics include biochemistry, cellular biology, heredity, molecular genetics, evolution, diversity of organisms, and ecology. It is expected that students use the college level text for learning much of the course content. Other sources for learning are class lectures, laboratory experiments and independent research.
Evaluation will be based on laboratory and periodical reports, independent research projects, tests, and semester exams.
COURSE #526 HUMAN ANATOMY AND PHYSIOLOGY (E) FULL YEAR – 5.00 CREDITS For students in grade: 11 or 12
Prerequisites: Above average achievement in all levels of Biology, or teacher recommendation. Co­requisites: Above average achievement in all levels of Chemistry, or concurrent enrollment.
The topics addressed include body systems, comparative anatomy, cell physiology, histology and pathology. Students will be expected to do independent laboratory work, research work, outside reading and to submit reports on various topics of interest. Students may also be expected to do a long­term independent project. Evaluation will be based on homework, laboratory activities, class participation, quizzes, tests, and semester examinations. NOTE: May not be offered in 2017­2018 70
COURSE #531 INTRODUCTORY CHEMISTRY (CP) FULL YEAR – 5.00 CREDITS For students in grade: 11
Prerequisites: Successful completion of two years of CPIII math courses or equivalent, and completion of the departmental math evaluation.
This course meets one additional period per week for lab.
This college preparatory course in introductory chemistry will include most of the topics contained within the Enriched Chemistry offering. However, greater emphasis will be placed on the qualitative treatment of this material. Problem solving will include appropriate math review by the teacher.
Evaluation will be based on homework, laboratory reports and techniques, class participation, quizzes, tests, and semester examinations.
COURSE #532 INTRODUCTORY CHEMISTRY (E) FULL YEAR – 5.00 CREDITS For students in grade: 11
Prerequisites: Concurrent enrollment in CPI or II level math and/or teacher recommendation, and completion of the departmental math evaluation.
This course meets one additional period per week for lab.
This course will involve quantitative and descriptive work in the following areas; stoichiometry, atomic theory, equilibrium, solubility products, hydrolysis, acid/base theory, thermodynamics, colligative properties, rates, gaseous behavior, chemical bonding, and electrochemistry. This course will also examine both the macroscopic and particulate world of chemistry; however, the focus will be on the atomic level. The laboratory investigations will enhance the student’s comprehension of the topics. They will be required to make direct observations and collect raw data that can be manipulated to further understand the world around them. Students will gain an appreciation of how chemistry impacts our daily lives.
Evaluation will be based on homework assignments, class participation, laboratory reports, projects, quizzes, tests and semester examinations.
COURSE #533 INTRODUCTORY CHEMISTRY (H) FULL YEAR – 5.00 CREDITS For students in grade: 10 or 11
Prerequisites: Exemplary performance in Honors Biology or Honors Earth Science. Students planning to take this course must demonstrate proficiency in mathematical concepts and computational skills by having success in (H) Geometry and (H) Algebra 2 or receiving high grades in CPI Geometry and CPI Algebra 2, and completion of the departmental math evaluation.
This course meets one additional period per week for lab.
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This honors course will include a more intensive and in­depth study of the topics listed in Introductory Chemistry (E). The program assumes that students are adept at the math that is involved. For this reason, the instructor will assume that students will be able to solve quantitative problems independently. The laboratory investigations are primarily student driven, as the students are often required to develop their own procedures. They are asked to determine the best way to collect meaningful data to achieve a particular goal. The formal laboratory reports are intense assessments and are modeled after scientific journal articles.
Evaluation will be based on homework assignments, class participation, laboratory reports, projects, quizzes, tests and semester examinations.
COURSE #535 ADVANCED PLACEMENT CHEMISTRY (H) FULL YEAR – 5.00 CREDITS For students in grade: 11 or 12
Prerequisites: A minimum grade of B+ Introductory Chemistry (H) and/or teacher recommendation.
This course meets one additional period per week for lab.
The topics in this college level course include atomic theory, chemical bonding, structures and properties, chemical dynamics, equilibrium, electrochemistry, descriptive chemistry, states of matter, reaction types, and kinetics.
Evaluation will be based on homework assignments, class participation, laboratory reports, quizzes, tests, and semester examinations.
COURSE #536 FORENSIC SCIENCE (E) SEMESTER – 2.50 CREDITS For students in grade: 10, 11 and 12 Prerequisites: Successful completion of Biology
Forensic science is designed for motivated, college bound students interested in the application of science to criminal investigations. During the semester class, all areas of
scientific endeavors will be explored to determine evidential value of a crime scene. ​Topics covered may include: the crime scene, physical evidence, physical properties, organic analysis, inorganic analysis, the microscope, hairs, fibers, and paint, drugs, forensic toxicology, forensic aspects of arson and explosion investigations, forensic serology, DNA, fingerprints, firearms, tool marks and other impressions, and document examination. Juniors and seniors who have successfully completed biology are eligible for this class.
Evaluation will be based on homework assignments, class participation, laboratory reports, projects, quizzes, tests, and semester examinations.
COURSE #537 CHEMISTRY IN THE COMMUNITY (CP) FULL YEAR – 5.00 CREDITS For students in grade: 11
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Prerequisites: Successful completion of two years of CPIII math courses or equivalent, and completion of the departmental math evaluation.
This is college preparatory course in introductory chemistry in which topics are organized around societal issues involving chemistry. Emphasis will be placed on the qualitative treatment of the material, and any problem solving will include appropriate math review by the teacher. This course also features activities in which students apply their chemistry knowledge in decision­making situations.
Evaluation will be based on homework, laboratory reports and techniques, class participation, quizzes, tests, and semester examinations. COURSE #538 ORGANIC CHEMISTRY (E) SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12
Prerequisites: Successful completion of chemistry and a teacher recommendation.
This advanced chemistry course addresses structures, reactions and uses of carbon compounds. The classes of carbon molecules will be studied with emphasis on stereochemistry, reactivity, and reaction mechanisms. Laboratory investigations and model building will enhance the student’s comprehension of the topics. Familiarity with organic chemistry is excellent preparation for many types of careers in science such as biology, medicine, biochemistry, chemical and biochemical engineering, pharmacology, among others.
Evaluation will be based on homework assignments, class participation, laboratory reports, projects, quizzes, tests, and a semester examinations. NOTE: Not Offered 2016­2017 COURSE #541 INTRODUCTORY PHYSICS (CP) FULL YEAR – 5.00 CREDITS For students in grade: 12
Prerequisites: Completion of two years of CP3 or CP2 math or its equivalent and completion of the departmental math.
This course is designed to give students an introduction to some of the basic physical principles that govern the universe. Topics are approached by examining how everyday objects work and the physics behind them. Examples of some of these objects include seesaws, bumper cars and light bulbs. It is a hands­on class with many activities, laboratory​ ​investigations and projects. Topics that will be addressed in this course include one and two­ dimensional motion, Newton’s laws of motion, energy, rotational motion, momentum and light. This course assumes a basic understanding of algebra; additional math skills may be taught in the classroom.
Evaluation will be based on laboratory reports, class participation, homework, tests, projects and semester examinations.
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COURSE #542 INTRODUCTORY PHYSICS (E) FULL YEAR – 5.00 CREDITS For students in grade: 11 and 12
Prerequisites: Completion of two years of CPI or II level math or its equivalent and/or teacher recommendation and completion of the departmental math evaluation.
This course is designed to give students an introduction to some of the basic physical principles that govern the universe with an emphasis on connection to daily life. It is a hands­ on, laboratory driven course that involves individual and collaborative laboratory work.
Students will perform laboratory investigations in response to stated research goals; students are expected to collect appropriate data and draw meaningful conclusions from the data.
Students will be required to document their research in a laboratory notebook modeled after the laboratory reports they would submit in college­level science courses. Other instructional practices include lecture, group discussion, demonstration, and problem solving. The topics addressed in this course include one and two­dimensional motion, Newton’s laws, work and energy, momentum, gravitation, waves, sound and light, and electricity. This course assumes that students are skilled in solving algebraic equations; additional math skills may be taught in the classroom.
Evaluation will be based primarily on laboratory reports, class participation, homework, tests, and semester examinations. COURSE #547 ADVANCED PLACEMENT PHYSICS I (H) ​(REPLACING HONORS PHYSICS) FULL YEAR 5.00 CREDITS For students in grade: 11 and 12
Prerequisites: Completion of Geometry and concurrently taking Algebra II or an equivalent course. AP Physics 1 is an algebra­based, introductory college­level physics course. Students cultivate their understanding of Physics through inquiry­based investigations as they explore topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. After the conclusion of the AP exam, students will continue their study of physics by exploring the topic of electromagnetism. Evaluation will be based primarily on laboratory reports, class participation, homework, test, and semester examinations. NOTE: This class is replacing Intro. Physics Honors COURSE #544 ADVANCED PLACEMENT PHYSICS C (H) FULL YEAR – 5.00 CREDITS For students in grade: 12
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Prerequisites: A minimum grade of B+ Introductory Physics (H) along with teacher’s recommendation.
Co­requisites: Students must be enrolled in BC, AB, or CP1 Calculus. This course meets one additional period per week for lab​. AP Physics ‘C’ is designed for students who have taken a first year physics course and are enrolled in AB, BC or CP­1 Calculus as co­requisite. The course covers the areas of mechanics and wave phenomena. The course stresses both the mathematical and the practical applications of the topics being studied. A significant amount of class time is spent doing laboratory investigations. The topics addressed in this honors course include one and two­ dimensional motion, Newton’s laws of motion, work and energy, momentum, circular motion and gravitation, rotational dynamics, periodic motion, geometrical and physical optics. Analysis of these topics will use calculus where appropriate. This honors course assumes that students will be able to solve quantitative problems independently; background math skills will not be taught in the classroom. Students taking this course will be well prepared for the Advanced Placement Physics C Mechanics examination.
Evaluation will be based on class participation, homework, laboratory reports, tests, and semester examinations.
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SOCIAL STUDIES Social Studies courses acquaint students with information, concepts and methods in a variety of the social sciences. All ninth graders must take and pass ​World Cultures and Civilizations​, which enables students to develop broad historical, cultural, and geographic perspectives. To satisfy both a CCHS and a State of Massachusetts requirement, all students must take and pass ​United States History​, which is designed for sophomores. The elective courses offer a wide range of options to juniors and seniors.
There is no tracking or leveling in Social Studies courses; learning in an academic classroom with students of varying interests and abilities is an important part of the program. Engaging in discussions, encountering different views, and appreciating the worth of one’s own thoughts as they grow out of analysis of information and concepts are central parts of the social studies experience. Because courses are not identified according to tracks or levels, it is especially important to know what is required in each course. The course descriptions use terms, which may be unfamiliar. Here are some of them along with definitions.
ANALYSIS – Breaking down material into parts to understand the organizational structure of the whole. SYNTHESIS – Putting parts together to form a new whole. EVALUATION – Making judgments about the material. The required courses, ​World Cultures and Civilizations and United States History ​are offered every year. In the elective program, however, not every social studies course is offered every year. The chart at the beginning of the course descriptions gives a quick summary of when electives are offered.​ ​All students must identify first, second, and third choices. We encourage students to select a balanced program of both history and social science electives.
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FRESHMEN & SOPHOMORE COURSES GRADE 9
World Cultures and Civilizations (Full Year) GRADE 10
United States History (Full Year) COURSE #201 WORLD CULTURES AND CIVILIZATIONS FULL YEAR – 5.00 CREDITS For students in grade: 9 – All freshmen are required to take and pass this course. Prerequisites: None
This course is a study of the cultures of the world from 500 AD. The focus is on Europe, the Near East, the Middle East, the Far East and Northern Africa. Students are introduced to the geographic, religious, social, and political history of these regions. Emphasis is placed on developing cultural literacy, research skills, critical writing skills and the respect for cultural diversity. The course draws upon primary, secondary, artistic, and archaeological sources to supplement the textbook.
Evaluation: Student progress is assessed through homework assignments, library research work, class participation, quizzes, tests, projects and semester exams.
COURSE #250 UNITED STATES HISTORY FULL YEAR – 5.00 CREDITS For students in grade: 10 – All STUDENTS are required to pass this course for graduation. Prerequisites: None
This course examines how the American republic was formed, how that republic emerged as a world power, and the choices and challenges the nation experienced along the way. We begin our study with the founding of the nation. Thereafter, we focus on the emergence of the United States as a modern nation and the political, economic, and social developments of the Twentieth Century. This course is also designed to develop and reinforce the critical thinking and writing skills of students. Students will gain experience generating arguments, assessing evidence, and articulating clear and cogent positions on issues critical to the history of the United States of America.
Evaluation: Student progress is assessed through homework, class participation, quizzes, tests, essays, and semester exams.
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ELECTIVES FOR JUNIORS & SENIORS
SEMESTER 1
SEMESTER 2 Psychology
Brain, Mind & Behavior
Psychology Normal & Abnormal Behavior Senior Psychology
Political Science
International Issues
Multi­Disciplinary Current Affairs
Religion
World Religion
Economics Intro to Economics
Sociology
Intro to Sociology
Area Studies The History & Future of Russia
U.S. History
19​th ​Century ­ Democracy & Civil War
The Presidency
U.S. History Making Modern America
Constitutional Law
European History
1789 – 1917: Revolutions
​Not offered 2016­2017
European History Dictatorships & Democracy
​Not offered 2016­2017 Ancient History Greece ​Not offered 2016­2017 Rome SOCIAL STUDIES ELECTIVES OFFERED SEMESTER 1 COURSE #216 PSYCHOLOGY – Brain, Mind & Behavior SEMESTER 1– 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
Psychology is an in­depth study of human behavior. Topics are chosen that focus on the individual as a functioning organism. During the first semester these topics include the biological bases of behavior, learning, intelligence, memory, perception, and altered states of consciousness. Students, who take both psychology courses #216 & #219, will have had the equivalent of an introductory course in psychology at the college level. Discussion is central to the class and requires an ability to view all perspectives and behaviors with an open mind.
Students must be able to synthesize material and apply content and concepts in novel situations.
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Evaluation: Will be based on preparation for class, written reports, unit tests, individual projects and a semester exam. COURSE #223 POLITICAL SCIENCE – International Issues SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12
Prerequisites: Successful completion of United States History
This class combines the study of International Relations with an examination of current world affairs. Topics of study include Theories of International Relations, International Organizations, International Law, and United States Foreign Policy. Readings are selected from textbooks as well as current journals. In addition, students are required to read a variety of news sources as they explore current events. Students will analyze the political positions and policies of past and present leaders and will examine and confront major international crises such as the proliferation of nuclear weapons, the ongoing transitions begun during the "Arab Spring," and the impact of globalization on extreme poverty around the globe.
Evaluation: Student achievement is assessed through homework, class participation, class presentations, tests and a final exam.
COURSE #225 RELIGION – World Religion SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12 only Prerequisites: None
This class examines the origins of religious thought and identifies the themes common to all religions. Students study the living religions of the world with special emphasis on Hinduism, Buddhism, Judaism, Christianity, and Islam in terms of their history, their theologies, and their contemporary expressions. The conflicts arising between people of differing religious views will serve as a focus for independent study and student reports. Finally, contemporary religious issues will be discussed. A summary will allow for a comparison of the religions studied and an investigation of the relationship between religion and culture. Students are expected to synthesize material, apply content and concepts, and integrate the philosophical with the experimental. There is a strong emphasis on experiential learning and assessments are geared toward understanding the lived experience of each of the major religious traditions.
Evaluation: Student achievement is assessed through on­site visitations, tests, papers and projects.
COURSE #244 SOCIOLOGY – Introduction to Sociology SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
How do we learn the rules of social life? Why do we act differently around our friends compared to how we act with our families? Are heavy metal fans part of a counterculture, subculture or the dominant culture? Why is it that racial inequality persists in American society 79
despite the Civil Rights Act and the election of the first black president? What is the difference between gender and sex? Why do sociologists still read Karl Marx? The introductory Sociology class will answer these questions while showing you the logic that sociologists use when analyzing the social world. This class emphasizes classroom listening and discussion and all students should be willing to question the social roles they play and the values they
hold. Readings come from a demanding textbook ­ as well as classic and contemporary publication in the field.
Evaluation will be based on papers, tests and a final examination.
COURSE #252 US HISTORY – 19​TH ​Century U.S. History: Democracy, Slavery, and the Civil War SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
This course examines the many causes of the Civil War and the political, social, and cultural divisions that led to it. We study the emergence of grassroots democratic culture, embodied in the tumultuous Presidency of Andrew Jackson and explore how the institution of slavery shaped this country in the antebellum period and beyond. In addition to political history, there is an emphasis on the emergence of evangelical Christianity, the role of women in reform movements, and the details of Westward expansion, including Indian Removal and the emergence of the Mormon Church. Special emphasis is put on how this period of U.S. history is reflected in modern life. This class culminates in Lincoln’s Presidency and his efforts to hold the Union together during the Election of 1860 and the Civil War. The content and approach of this class will help prepare those interested in taking the U.S. History SAT Subject Test and the U.S. History Advanced Placement exam.
Evaluation will be based on short papers, tests and classroom participation. All written work will be done outside of the classroom.
COURSE #253 US HISTORY – The Presidency SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
This course will involve an exploration of the institution of the American Presidency in both the past and the present. The course will consider questions such as: What did the Founders intend when they designed the Presidency? How has the office evolved over time? How did Presidents such as Washington, Jefferson, Jackson, Lincoln and Teddy and Franklin Roosevelt define and redefine the office? In our current times, does the President have too much power or does he/she actually have far too little ability to control events in Washington? How does someone get nominated and elected President? Why were some Presidents so successful legislatively or in the international arena, while others were considered failures? Does the character and psychological makeup of the President matter? Case studies from many different presidencies will be used to illustrate and discuss each of these topics. There will be ongoing discussion and analysis of the final months of the Obama Administration. This will be an especially exciting year to take this course because we will be closely following and analyzing the 2016 election. This will be a major part of our class discussions as we follow 80
the campaigns, debates, and ultimately the election. Evaluation: Student achievement will be assessed through homework assignments, tests, active participation in class discussions and debates, papers, an analysis and prediction of the Electoral College results for the 2016 election and a final exam.
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COURSE #261 EUROPEAN HISTORY – 1789 – 1917: Revolutions SEMESTER 1 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None The 19​th ​century was a century of Revolution for Europe. Beginning with the French Revolution in 1789 and ending with the Russian Revolution in 1917, this course will examine the Revolutions of this turbulent century. Using both primary and secondary sources we will examine revolutions in politics, ideas, family, technology and art. What brought on such a tumultuous century? What were the effects of these great changes? We will analyze how these revolutions grew and how they influenced each other and the century.
Evaluation: Student achievement will be assessed through homework, demonstration of preparation for class through class participation, tests, essays, reports, and a final exam. Note: Not offered 2016­2017 SOCIAL STUDIES ELECTIVES OFFERED SEMESTER 2 COURSE #219 PSYCHOLOGY – Normal & Abnormal Behavior SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12
Prerequisites: None Psychology is an in­depth study of human behavior. Topics are chosen that focus on the individual as a functioning organism. During the second semester these topics include human growth and development, personality theory, normal and abnormal behavior, and approaches to addressing abnormal behavior. Students who take both psychology courses #216 and #219 will have had the equivalent of an introductory course in psychology at the college level.
Discussion is central to the class and requires an ability to view all perspective and behaviors with an open mind. Students must be able to synthesize material and apply content and concepts to novel situations.
Evaluation will be based on preparation for class, written reports, unit tests, individual projects, and a semester exam.
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COURSE #220 PSYCHOLOGY – Senior Psychology SEMESTER 2 – 2.50 CREDITS For students in grade: 12 only Prerequisites: None
This course is an investigation of issues in developmental psychology from a personal perspective. Topics include the nature of family, parent/child relationships, childhood,
adolescence, and search for identity, love and friendship, and developmental issues of adulthood. Students must be able to synthesize materials, apply content and concepts, and integrate the theoretical with the experiential. Students must also be willing to participate actively in class discussions​.
Evaluation: Student progress will be assessed through weekly papers, class participation, and a semester exam.
COURSE #221 ECONOMICS – Introduction to Economics SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12
Prerequisites: Successful completion of U.S. History
Economics is, at its heart, the study of behavior – the behavior of individuals, of markets, of groups, and of society as a whole. The goal of the course is to understand how economic systems work (and don’t) work on an individual and societal level. Topics include philosophy of economics; the behavior of individuals and individual businesses (microeconomics); the structure and behavior of the economy at the national, regional, and global level (macroeconomics); and theories about monetary and financial systems. We use what we learn to examine current issues, including marketing, the environment, the U. S. budget, international development, and investing.
Evaluation: Achievement is assessed through homework, class participation, tests, essays, and a final exam.
COURSE #235 AREA STUDIES – The History and Future of Russia SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
Russian president Vladimir Putin has become one of the most powerful people in the world. He leads a nuclear­armed country that covers one­eighth of the world's land mass and holds more natural resources than any other country. His end goal is not clear. On the one hand, Putin brought political stability and a decade of economic growth to Russia. On the other hand, he has systematically removed all opposition by imprisoning or eliminating independent
voices for change. Will Putin follow a long line of brutal totalitarian leaders? Or, will he slowly lead the proud Russian people on their own path to democratic institutions? To answer these 82
questions, we will look at the impact of some of Russia's famous leaders including Ivan the Terrible, Peter the Great, Vladimir Lenin, and Joseph Stalin. We will explore the beauty of Tchaikovsky's music and the genius of Tolstoy's prose as well as the mystery of Anastasia and the tragedy of Stalin's GULAG. We will also study the Russian Revolution, the fall of the Soviet Union, and Russia’s role in the world today. Students will have the opportunity to explore the aspect and time period of Russian history that interest them most.
Evaluation: Student achievement will be assessed through homework, tests, class participation, written reports and a final exam.
COURSE #237 ANCIENT HISTORY – Rome SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
This course examines the rise of Rome from Republic to Empire and its impact on world history up to the present day. Topics addressed include the archeological and mythical origins of Rome and its transformation over 1000 years from a small river village to an empire that ruled ¼ of the world’s population from England to the Middle East. We will focus on the movers and shakers of Roman history, the evolution of Roman government from Republic to Empire, the impact of Greece on Roman art, architecture, and literature, and the rise of Christianity. As much of the US government is modeled on the Roman Republic, we will look at Rome’s influence on our own culture. We will also critique the accuracy of Hollywood’s portrayal of Roman History.
Evaluation will be based on homework, discussion, book reports, research projects, tests and a final exam. COURSE #238 ANCIENT HISTORY – Greece SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
This course focuses on the development of ancient Greek civilization and its impact on world history up to the present day. Topics addressed include the archeological and mythical origins of Greece, a comparison of Athens and Sparta, the Persian and Peloponnesian Wars, Greek art, architecture, drama and philosophy, and the spread of Greek culture under Alexander the Great. As Athens represents the first attempts at a true democratic government, we will examine the pros and cons of this system. We will also critique the accuracy of Hollywood’s portrayal of Greek history.
Evaluation will be based on homework, discussion, book reports, research projects, tests, and a final exam.
NOTE: Not offered 2016­2017 COURSE #226 MULTI­DISCIPLINARY – Current Affairs SEMESTER 2 – 2.50 CREDITS For students in grade: 12 only 83
Prerequisites: None
This is a culminating course for seniors, which focuses on helping students learn how to continue to pursue current events and issues, as well as topics from other Social Studies courses that interested them. Students will read articles from a wide variety of magazines, newspapers, and Internet sources. Documentaries will also be explored. The range of topics is boundless, from politics, to cultural, social, legal and international issues, to current major news stories. Units in the past have included gender, crime and punishment, gay marriage, gun control, leadership, the role of technology in our lives, parenting, creativity, challenges facing the two political​ ​parties, presidential elections, poverty and many more. The focus will be on students reading, analyzing and intensely discussing and debating the articles and issues in class and developing informed opinions of their own. Class members will also explore topics and ideas that particularly excite them and have a great deal of choice in selecting articles for open response papers. The course will be flexible enough so that we can run with breaking news items using a case study method.
Evaluation: Students will be assessed using papers, debates, class participation and article reflections. There are no exams in this course.
COURSE #251 US HISTORY – Making Modern America – 20​th ​Century U.S. Society & Culture SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
This course focuses on the emergence of American society in the 20​th​ Century and explores how our culture is shaped and defined historically. Unlike other history courses we offer, this one examines the experiences of middle and lower class people and how the emergence of an urban­industrial culture shaped their music, art, recreational habits, social patterns and political movements. We will explore how African Americans used music, education, and activism to establish their place in a segregated society, how World Wars helped make inner city immigrants Americans and how immigration laws have shaped our definition of what an “American” is. There is a strong multi­cultural emphasis to this course, with specific attention given to the role that African Americans, Hispanics, and women play in defining our historical experience. One of the major themes of this course is assimilation—how outside groups enter and then shape American culture. The approach here is thematic and will include personal research into your family history as it relates to the larger topic of American identity. The content and approach of this class will help prepare those interested in taking the U.S. History SAT subject test and the U.S. History Advanced Placement Exam. Evaluation: Student achievement will be assessed through short response papers, projects, tests, and class participation. There is no exam in this course. COURSE #254 US HISTORY – Constitutional Law SEMESTER 2 – 2.50 CREDITS 84
For students in grade: 11 and 12
Prerequisites: Successful completion of U.S. History
Every major issue in United States history has ultimately come before the United States Supreme Court. When disputes have arisen about what speech is protected, where citizens have a reasonable expectation of privacy, or what a fair trial looks like, it is the Supreme Court that has generally decided these questions for the nation. As our country faced challenges dealing with race, gender, and religion, the Supreme Court has played a key part in defining the role of government and the rights of citizens with respect to these issues. In this class, students will learn about the justices who sit on the Supreme Court, how the Court emerged as a strong branch of the federal government, and how this Court functions today. We will then turn our attention to a selection of landmark Supreme Court cases that students will argue in class. Each student will have the opportunity to act as a justice and, working with a partner, as an attorney. Students will gain experience in legal research and analysis, analytic writing, and public speaking.
Evaluation: Students will be evaluated through homework assignments, tests, essays, class presentations, class participation, and a final exam.
COURSE #262 EUROPEAN HISTORY – Dictatorships and Democracy SEMESTER 2 – 2.50 CREDITS For students in grade: 11 and 12 Prerequisites: None
This course will examine the challenges of 20​th ​century Europe and the struggle of democracy in the face of powerful dictatorships. Why was the transition to democracy so difficult after World War I? Why was fascism so appealing? We will examine the rise of dictators such as Hitler, Stalin, and Mussolini and study the divisions left in Europe at the end of World War II. This course will give you a greater understanding of events in 20th century Europe and help you understand the struggle of ideas that helped to shape the world in which we live.
Evaluation: Student achievement will be assessed through homework, demonstration of preparation for class through class participation, tests, essays, reports, and a final exam. Note: Not offered 2016­2017 85
WORLD LANGUAGE Four world languages are available to students, each one offering a sequence of study that can be followed through to senior year. All four languages satisfy distribution requirements for graduation from CCHS; all four may be used to satisfy entrance requirements for college. The French and Spanish Programs ​seek to develop proficiency in listening, speaking, reading, and writing. The early stages of the programs are primarily concerned with the vocabulary and oral­aural skills needed for communication in everyday situations. Reading and writing are of increasing importance as student’s progress into culture­related activities and the study of literature. The content of each program also promotes understanding and appreciation of the culture and contributions of French and Spanish speaking peoples. The ultimate goal of each program is to help students use their new language with proficiency and confidence. Travel programs and exchanges are arranged to French and Spanish speaking countries when there is sufficient interest. Both the ​French and Spanish Programs ​have levels paced to meet the needs of students: one for students who work at an average pace and another (honors) for students who work more independently, with greater depth, and at a faster pace. (For a complete diagram of the French and Spanish course sequences, see the following page.) The ​Latin Program ​concentrates on developing reading skills for the purposes of comprehension and analysis. Students progress from stories on ancient themes to the works of Roman authors. At all stages of the program, the goal is for students to demonstrate their understanding of the text through answering comprehension questions, or translating, or reading aloud expressively. Students also come to show their appreciation for an author’s style through discussing or writing about how particular choices of words or phrasing serve the author’s purpose. The ultimate goal is to make students more sensitive readers, more aware of the possibilities and powers of language. Students in the ​Chinese Program ​work towards proficiency in listening, speaking, reading and writing. For reading and writing students use mostly simplified Chinese characters. Traditional characters are more emphasized as students advance through the program. Students enhance their learning through use of audio/video programs, and computer software. Both the ​Latin and Chinese Programs ​offer honors level work for more independent students who seek a deeper experience with the language. French 1 French 2 French 2H French 3 French 3H French 4 French 4H French Conversation & Culture French AP/AP2 Courses Offered: Spanish 1 Spanish 2 Spanish 2H Spanish 3 Spanish 3H Spanish 4 Spanish 4H Spanish Conversation & Culture through Film Spanish AP/AP2 Latin 1 Latin 1H​* Latin 2 Latin 2H Latin 3 Latin 3H Chinese 1 Chinese 2 Chinese 2H* Chinese 3 Chinese 3H Chinese 4 Latin 4 Latin 4H Chinese 4H Chinese 5 Chinese 5H Chinese AP *Enrollment for these courses happens during the first quarter, after the school year has begun. Students interested in these courses should sign up for the corresponding non­honors course​. 86
Considerations for taking world language courses and enrolling in Rivers and Revolutions: Juniors and seniors who are considering taking one semester of Rivers and Revolutions and want to continue with world languages study, should consider the following: • Whenever possible, there will be full­year language courses offered for juniors and seniors during A block thus allowing students who enroll in R&R to take a full year world language course.
• Students cannot enroll in a full year world language course if they have not attended a language course the previous semester. Juniors and seniors who enroll in R&R can take the following semester­length courses:
French C&C Spanish C&C Latin 4 or 4H
BOARD OF REGENTS The Massachusetts Board of Regents has established a requirement of two academic units of high school world language for all applicants who wish to enter the state’s four­year colleges and universities directly from high school. Ideally, these are consecutive years of study in the same language. Students seeking admission at more competitive colleges and universities, especially those where three years of language study are required are urged to complete at least three years of high school language. Again, ideally these are consecutive years of study of the same language. For more information students should discuss this issue with their guidance counselors.
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FRENCH AND SPANISH LANGUAGE PROGRAMS
The following chart indicates the usual progression of study. It is possible, however, to move from the sequence on the left to honors sequences on the right and vice versa. Please consult with the World Languages department for details. Course descriptions begin on the next page 88
FRENCH COURSES
COURSE #311 FRENCH 1 FULL YEAR – 5.00 CREDITS For students in grades: 9,10,11,12 (Usually taken in grades 9 or 10) Prerequisites: Beginning students are placed in French 1
At this level, students acquire and expand their knowledge of the language by engaging in guided conversations in settings such as the café, the home, and the school; by reading authentic materials such as menus, schedules and signs; and also by writing notes and emails. In order to perform these functions, students learn the appropriate grammatical structures. Language skills and cultural knowledge are enhanced by the use of Internet and audio and video programs and reading brief articles on current events and culture. Varied methods such as group work, pair work, and direct instruction are used to help all students develop communicative proficiency.
Evaluation will be based on participation, homework, and performance on oral, aural and written tasks.
COURSE #321 FRENCH 2 FULL YEAR – 5.00 CREDITS COURSE #325 FRENCH 2H FULL YEAR – 5.00 CREDITS For students in grades: 9, 10, 11, 12 (Usually taken in grades 9 or 10)
Prerequisites: French 2 requires a C in French 1 or teacher recommendation. French 2H requires an A­ in French 1 or teacher recommendation.
At this level, students have the opportunity to develop their communicative skills in a cultural context. They acquire and expand their knowledge of the language by engaging in guided conversations in settings such as restaurants and hospitals in various francophone countries by reading authentic materials such as menus, schedules, and signs and by writing skits and emails. In order to perform these functions, students learn the appropriate grammatical structures. Language skills and cultural knowledge are enhanced by the use of the Internet, audio and video programs and reading articles about current events and culture. Varied methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency. Evaluation will be based on participation, homework, and performance on oral, aural and written tasks.
COURSE #331 FRENCH 3 FULL YEAR – 5.00 CREDITS COURSE #335 FRENCH 3H FULL YEAR – 5.00 CREDITS For students in grades: 9, 10, 11, 12 (Usually taken in grades 9 or 10)
Prerequisites: French 3 requires a C in French 2 or teacher recommendation. French 3H requires an B­ in French 2H or teacher recommendation.
At this level, students have the opportunity to develop and extend their communicative skills in a cultural context. They do so by engaging in spontaneous social conversations; by reading authentic materials, such as short stories and articles about current events and culture and by writing short, guided compositions. In order to perform these functions, students learn the 89
appropriate grammatical structures. Language skills and cultural knowledge are enhanced by the use of the Internet, and audio and video programs. Varied methods, such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency.
Evaluation will be based on participation, homework, and performance on oral, aural, and written tasks and projects.
COURSE #341 FRENCH 4 FULL YEAR – 5.00 CREDITS For students in grades 9, 10, 11, 12 (Usually taken in grade 11) Prerequisites: French 4 requires a C in French 3 or teacher recommendation.
At this level, students have the opportunity to enhance their communicative skills in a cultural context. They do so by engaging in social conversations on cultural, personal, and social topics such as current affairs, school, family life, shopping and work; by reading short stories, essays, and articles, and by writing essays and presenting projects. In order to perform these functions, students learn the appropriate grammatical structures. Language skills and cultural knowledge are enhanced by the use of the Internet, and audio and video programs. Varied methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency.
Evaluation is based on participation, homework, and performance on oral, aural and written tasks, including projects.
COURSE #345 FRENCH 4H FULL YEAR – 5.00 CREDITS Usually taken in grades 11 or 12
Prerequisites: French 4H requires a B­ in French 3H or teacher recommendation.
At this level, students have the opportunity to extend and refine their reading, writing, listening and speaking skills in a cultural and historical context. They do so by engaging in social conversations, group discussions, and presentations based on course readings. Students read authentic and adapted texts and articles on topics such as cultural institutions, literature, and the arts. Readings upon which discussion is based may include poetry, French fairy tales, selections of short stories, a French opera, and a 20th century novella. Students write journals, essays, and analyses. In order to perform these functions, students review fundamental grammar structures and acquire more sophisticated ones. Language skills and cultural knowledge are enhanced by the use of feature length French films, Internet, audio and videotapes, and slides. Varied methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency.
Evaluation is based on participation, homework, and performance on oral, aural, and written tasks, including projects.
COURSE #344 FRENCH CONVERSATION AND CULTURE FULL YEAR – 5.00 CREDITS 90
Usually taken in grade 12
Prerequisites: C in French4 or 4H, or teacher recommendation.
This is a full year course, but can be taken as a semester course. In this class, students will build their proficiency in French conversation while learning about the diverse cultures of the French­speaking world through contemporary French cinema and readings. They will learn about social topics from the francophone world with a focus on broad topics such as school, adolescence, immigration, work,current events, traditions and family. Students will explore these topics as well as draw on personal experiences; they will gain an understanding and appreciation for various directors in French cinema.
Evaluation is based on participation, homework and performance on oral, aural and written tasks, including projects.
COURSE #346 FRENCH AP FULL YEAR – 5.00 CREDITS Usually taken in grades 11 or12
Prerequisites: AP requires a B­ in French 4H, or teacher recommendation. AP2 requires a B­ in AP or teacher recommendation.
In the advanced level, students continue to refine and extend their knowledge and proficiency in all skill areas through an even wider variety of activities. They can function in almost any context including many complex situations that deal with concepts of broader cultural significance. These concepts include social issues in the target culture and abstract ideas concerning art, literature, politics and society. Readings upon which discussion is based include the work of prominent francophone authors as well as current articles from magazines, journals and newspapers. Language skills and cultural knowledge are enhanced by the use of Internet, and audio and video programs. Varied methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency. Among the goals of this course is to prepare students for the French Language and Culture Advanced Placement Examination.
Evaluation is based on participation, homework, and performance on oral, aural and written tasks and projects.
Note: In years when there is not sufficient enrollment to have an AP2 section, students may be assigned the same section as AP students. Most of the readings and activities of the course alternate from year to year, so that there is little repetition of content. AP2 students may be asked to do alternate or additional assignments. 91
SPANISH COURSES
COURSE #361 SPANISH 1 FULL YEAR – 5.00 CREDITS For students in grade: 9,10,11,12 (Usually taken in grade 9 or 10) Prerequisites: Beginning students are placed in Spanish 1. This is an introductory course in which students have the opportunity to develop their communicative skills in a cultural context. They acquire and expand their knowledge of the language by engaging in guided conversations related to school, family, social situations and travel. Students will read authentic materials such as schedules, headlines and brief news articles and stories. They will also write notes, emails dialogs and stories using the target language. In order to perform these functions, students learn the appropriate grammatical structures and thematic vocabulary through communicative activities and storytelling. Language skills and cultural knowledge are enhanced by the use of Internet, audio and visual programs. Varied methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency. Evaluation will be based on participation, homework, and performance on oral, aural and written ​tasks. COURSE #371 SPANISH 2 FULL YEAR – 5.00 CREDITS COURSE #365 SPANISH 2H FULL YEAR – 5.00 CREDITS For students in grades: 9, 10, 11, 12 (Usually taken in grade 9)
Prerequisites: Spanish 2 requires a C in Spanish 1 or teacher recommendation. Spanish 2H requires an A­ in Spanish 1 or teacher recommendation.
At this level, students have the opportunity to develop their communicative skills in a cultural context. They acquire and expand their knowledge of the language by engaging in guided conversations on topics such as technology, food, home and school; by reading authentic materials such as menus, schedules, and by writing notes and emails. In order to perform these functions, students learn the appropriate grammatical structures. Language skills and cultural knowledge are enhanced by the use of the Internet, audio and visual programs.. Varied methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency.
Evaluation will be based on participation, homework, and performance on oral, aural and written tasks.
COURSE #381 SPANISH 3 FULL YEAR – 5.00 CREDITS COURSE #375 SPANISH 3H FULL YEAR – 5.00 CREDITS For students in grades: 9, 10, 11, 12 (Usually taken in grades 10)
Prerequisites: Spanish 3 requires a C in Spanish 2 or teacher recommendation. Spanish 3H requires an B­ in Spanish 2H or teacher recommendation.
At this level, students have the opportunity to develop and extend their communicative skills in a cultural context. They do so by engaging in spontaneous social conversations; by reading authentic materials, such as articles on current events, short stories, advertisements; and by writing letters and short, guided compositions. In order to perform these functions, students 92
learn the appropriate grammatical structures. Language skills and cultural knowledge are enhanced by the use of the Internet, audio and video programs. Varied methods, such as group​ ​work, paired work, and direct instruction are used to help all students develop communicative proficiency.
Evaluation will be based on participation, homework, and performance on oral, aural, and written tasks and projects.
COURSE #386 SPANISH 4 FULL YEAR – 5.00 CREDITS For students in grades 10, 11, 12 (Usually taken in grade 11)
Prerequisites: Spanish 4 requires a C in Spanish 3 or teacher recommendation.
At this level, students have the opportunity to enhance their communicative skills in a cultural context. They do so by engaging in social conversations on cultural, personal, and social topics such as immigration, identity and human rights. In order to perform these functions, students learn the appropriate grammatical structures. The use of Internet, audio and video programs, and music support reading and writing skills and cultural knowledge. Varied methods such as group work, paired work, class discussions and direct instruction are used to help all students develop communicative proficiency​. Evaluation is based on participation, homework, performance on oral, aural and written tasks and projects.
COURSE #385 SPANISH 4H FULL YEAR – 5.00 CREDITS Usually taken in grades 11
Prerequisites: Spanish 4H requires a B­ in Spanish 3H or teacher recommendation.
At this level, students have the opportunity to extend and refine their communicative skills in a cultural context. They do so by engaging in social conversations and group discussions based on course readings and topics. Readings upon which discussion is based include essays, articles, short stories and excerpts from novels. In order to perform these functions, students review fundamental grammar structures and acquire more sophisticated ones. Language skills and cultural knowledge are enhanced by the use of films, the Internet, and audio programs.
Varied methods such as group work, paired work, class discussion and direct instruction are used to help all students develop communicative proficiency.
Evaluation is based on participation, homework, and performance on oral, aural and written tasks and projects.
COURSE #387 SPANISH CONVERSATION AND CULTURE THROUGH FILM FULL YEAR – 5.00 CREDITS Usually taken in grade 12
Prerequisites: C in Spanish 4 or Spanish 4H, or teacher recommendation.
This is a full year course, but can be taken as a semester course. In this class, students will 93
build their proficiency in Spanish conversation while learning about the diverse cultures of the Spanish­speaking world through contemporary films and documentaries. Students will view and discuss films from Latin America and Spain. A wide variety of thematic topics will be covered. These include: Democracy and Dictatorship, Sports, Music, Human Rights, Immigration, Fantasy and Reality, Violence and Corruption, Love,Ethnicity and Class Identity, Indigenous Cultures of the Americas, Comedy, and Urban Life. Some of the movies have been rated R for violence, language and sexuality. Classroom time will be devoted viewing the films and discussion and analysis of the cultural themes.
Evaluation is based on participation and homework, as well as spoken and written assessments. Since the emphasis of the course is on speaking, students are expected to use Spanish for all classroom interactions.
COURSE #389
SPANISH AP
FULL YEAR – 5.00 CREDITS COURSE #390
SPANISH AP2
FULL YEAR – 5.00 CREDITS Usually taken in grades 11 or 12
Prerequisites: AP requires a B­ in Spanish 4H, or teacher recommendation. AP2 requires a B­ in AP or teacher recommendation.
In the advanced level, students continue to refine and extend their knowledge and proficiency in all skill areas through an even wider variety of activities. They can function in almost any context including many complex situations that deal with concepts of broader cultural significance. These concepts include social issues in the target culture and abstract ideas pertaining to art, literature, politics, and society. Discussion is based upon reading a variety of journalistic pieces and literature primarily from the 20​th ​and 21​st ​centuries. Language skills and cultural knowledge are enhanced by the use of the Internet, audio programs and films. Varied
methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency. Among the goals of this course is to prepare students for the Spanish Language and Culture Advanced Placement Examination.
Evaluation is based on participation, homework, and performance on oral, aural and written tasks and projects.
Note: In years when there is not sufficient enrollment to have an AP2 section, students may be assigned the same section as AP students. Most of the readings and activities of the course alternate from year to year, so that there is little repetition of content. AP2 students may be asked to do alternate or additional assignments. 94
LATIN COURSES
COURSE #357 LATIN 1 FULL YEAR – 5.00 CREDITS For students in grade: 9,10,11,12. Usually taken in grade 9 or 10. Prerequisites: Beginning students are placed in Latin 1.
In this course, students read stories on Roman and Greek themes in order to develop the vocabulary, grammatical knowledge, reading experience, and cultural awareness needed to prepare them for further study. They answer comprehension and analysis questions based on the stories, and are asked to read aloud accurately. They perform written exercises in sentence completion and translation, chiefly Latin to English. ​Honors credit will be available to individual students, on a contract basis, at the discretion of the teacher.
Evaluation is based on selections from the following: homework, class participation, quizzes and tests.
Note: Students with demonstrated strengths in world language courses who wish to start the study of Latin in the Latin 2 course should speak to a Latin teacher. These students will be given first year materials to study over the summer. COURSE #358 LATIN 2 FULL YEAR – 5.00 CREDITS COURSE #352 LATIN 2H FULL YEAR – 5.00 CREDITS For students in grades: 9, 10, 11, 12. Prerequisites: C in Latin 1 for Latin 2, teacher recommendation for Latin 2H.
This course continues the sequence of readings and cultural topics begun in the Latin I course. Students increase their knowledge of Latin vocabulary and sentence structure, including the study of several complex sentence patterns. The goal of the course is to prepare students for reading works by Roman authors in Latin 3 and Latin 4.
Evaluation is based on selections from the following: class participation, homework, projects, quizzes and tests.
COURSE #359 LATIN 3 FULL YEAR – 5.00 CREDITS COURSE #353 LATIN 3H FULL YEAR – 5.00 CREDITS For students in grades 9, 10, 11, 12.
Prerequisites: C in Latin 2 for Latin 3, teacher recommendation for Latin 3H.
After reviewing the grammar topics from the first two years, students continue their study of grammar by completing the sequence of readings and cultural topics begun in the prior course. Later in the year, they read selections from ancient Roman authors. Along with reading for comprehension, students also start to develop skills at critical writing.
Evaluation is based on selections from the following: class participation, homework, critical writing, quizzes and tests.
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COURSE #360 LATIN 4 FULL YEAR – 5.00 CREDITS COURSE #354 LATIN 4H FULL YEAR – 5.00 CREDITS For students in grades 11 and 12.
Prerequisites: C in Latin 3 for Latin 4, teacher recommendation for Latin 4H.Students review intermediate level grammar and add some advanced patterns while reading selections from ancient authors including: Petronius (life styles of the newly rich); fables by Phaedrus (animal stories containing human truths); selections from Vergil’s Aeneid, the epic poem which treats the mythological origin and the destiny of the Roman nation; Catullus, poetry about friends and rivals, hate and love; Caesar, military memoirs with himself as hero; Pliny, letters on government business and on personal themes; Ovid, myths and legends in verse; and Cicero, a defense of a poet in particular and of the humanities in general.
Evaluation is based on selections from the following: class participation, homework, critical and creative writing, quizzes and tests.
Note: Because the readings in the course can vary from year to year, this course may be repeated for credit. 96
CHINESE COURSES
COURSE #305 CHINESE 1 FULL YEAR – 5.00 CREDITS For students in grade: 9,10,11,12 (Usually taken in grade 9 or 10) Prerequisites: Beginning students are placed in Chinese 1
This course is a beginning course in which students will learn the four basic language skills: listening; speaking; reading; and writing. For the first part of the year the student will master the Pinyin system and Chinese character writing system. The focus of the second part of the year will be developing basic writing skills and conversational skills in authentic situations.
Information about Chinese culture is also incorporated into the curriculum.
Evaluation will be based on class participation, homework assignments, and mastery of course content as demonstrated in listening and speaking exercises, written homework, guided conversation, quizzes and tests.
COURSE #306 CHINESE 2 FULL YEAR – 5.00 CREDITS For students in grade: 9,10,11,12
Prerequisites: C in Chinese 1, or department approval
This course is for students who, having successfully developed strong basic skills, are ready to increase proficiency in oral comprehension, speaking, reading and writing. Readings are real­ life dialogues emphasizing proper use of Mandarin Chinese with the goal of developing vocabulary and fluency. Once the class has begun, honors credit will be available to individual students on a contract basis, at the discretion of the teacher. Chinese 2 Honors is for students who are able to continue the rapid acquisition of new characters and structures. Written and oral precision will be emphasized.
Evaluation will be based on class participation, homework assignments, and mastery of course content as demonstrated in listening and speaking exercises, written homework, guided conversations, quizzes and tests.
COURSE #307 ​CHINESE 3​ ​FULL YEAR – 5.00 CREDITS COURSE #303 ​CHINESE 3H​ ​FULL YEAR – 5.00 CREDITS For students in grade: 9,10,11,12
Prerequisites: C in Chinese 2 for Chinese 3, B in Chinese 2H or teacher recommendation for Chinese 3H.
At this level, there will be increased opportunities for idiomatic usage and self­expression, both orally and in writing. Students continue to learn more complex sentence patterns and grammar. In addition to learning how to react appropriately in various social situations, students also examine the cultural contributions of diverse groups; discussion of current political and economic affairs concerning the United States and China; and connect to other disciplines. Chinese 3 Honors is for motivated students who are able to build a strong 97
foundation of structures and vocabulary. The rapid acquisition of grammatical structures and
idiomatic vocabulary is emphasized. The ability to question, to present, to tell stories and express opinions will be developed.
Evaluation will be based on class participation, homework assignments, and mastery of course content as demonstrated in written homework, guided conversations, quizzes and tests (both written and oral).
COURSE #308 CHINESE 4 FULL YEAR – 5.00 CREDITS COURSE #304 CHINESE 4H FULL YEAR – 5.00 CREDITS For students in grade: Usually taken in grades 11 and 12
Prerequisites: C in Chinese 3 for Chinese 4, B in Chinese 3H or teacher recommendation for Chinese 4H.
This course continues the sequence of reading and of cultural, social, and economic topics begun in Chinese 3. Students will enhance their ability to initiate, sustain, and close a conversation in a variety of real­life situations. They will start to train their ability to read analytically and write effectively. They will also discuss issues and problems that are of concern to Chinese communities. Chinese 4 Honors is for motivated students who are able to build upon a strong foundation of structures and vocabulary. The rapid acquisition of grammatical structures and idiomatic vocabulary is emphasized. Students are expected to be independent learners. Students in Chinese 4H will read and discuss a variety of authentic materials. Oral and written reports will be an integral part of the course.
Evaluation will be based on class participation, homework, critical and creative writing, unguided conversation, quizzes and tests.
COURSE #309 CHINESE 5 FULL YEAR – 5.00 CREDITS COURSE #310 CHINESE 5H FULL YEAR – 5.00 CREDITS For students in grade:11 and 12. Usually taken in grades 12
Prerequisites: C in Chinese 4 for Chinese 5, B in Chinese 4H or teacher recommendation for Chinese 5H.
This course continues the sequence of reading and of cultural, social, and economic topics begun in Chinese 4. The goal of this course is to immerse students into the language and culture of the Chinese­speaking world; it will provide students with ongoing and varied opportunities to further develop their proficiencies across the range of listening, speaking, reading and writing. In the second semester there will be more emphasis on culture and conversation; the students will have leadership roles in various projects that involve all four classes in the Chinese Program. They will start to train their ability to read analytically and write effectively. They will also discuss issues and problems that are of concern to Chinese communities. Honors credit will be available to individual students on a contract basis, at the discretion of the teacher.
Evaluation will be based on class participation, homework, critical and creative writing, unguided conversation, quizzes and tests.
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COURSE #395 CHINESE AP FULL YEAR – 5.00 CREDITS For students in grade 11 and 12. Usually taken in grade 12.
Prerequisites: B in Chinese 5 Honors, or teacher recommendation. The overall goal of this course, as set forth by the College Board, is to deepen students’ immersion into the language and culture of the Chinese speaking world, providing students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills: listening, speaking, reading and writing. These areas include social issues in the target culture and abstract ideas concerning art, literature, politics and society. Language skills and cultural knowledge are enhanced by the use of Internet, and audio and video programs. Varied methods such as group work, paired work, and direct instruction are used to help all students develop communicative proficiency. One of the goals of this course is to prepare interested students for the Chinese Language Advanced Placement Examination. Evaluation is based on participation, homework, and performance on oral, aural and written tasks and projects​. Students can choose to prepare for the AP Exam using simplified or traditional characters.
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​INTERDISCIPLINARY
COURSE #600 SENIOR PROJECT SEMESTER 2 – 2.50 CREDITS
For students in grade: 12 Prerequisites: See Description
Senior Project is an opportunity for second semester seniors to engage in individual and collaborative projects of their own design. Throughout the process, students will work individually, with one another, and with faculty mentors and community guides.
During the first few weeks of the semester, students will attend several mandatory classes. Once students have declared projects, much of the work will be done independently or with a team. There is no regular block meeting, but students are expected to regularly post progress on the course website, and to hold frequent meetings with mentors, guides, and one another. Prior to graduation, all students will display their completed work at the Senior Project Festival. Members of the school community and the public at large will be invited to view all projects.
There are two types of projects: individual and collaborative. Each student will major in one type, and minor in the other.
Individual Projects: ​A student engaged in an individual project will work independently to create a sophisticated, polished product. These projects may be largely academic, creative, career, or service oriented. Many projects will be a blend of these types of projects. ​Examples include: ​composing a book of poetry, performing a one (wo)man show, creating a site specific art installation, building and populating a hen house, constructing a solar powered generator, cataloguing all nesting birds in Estabrook Woods, writing a comprehensive history of CCHS, working with a nonprofit organization on a specific project.
Collaborative Projects: ​Students engaged in collaborative projects will work together to accomplish a stated goal. ​Examples include​: writing/producing/performing a play, planning developing and executing a large scale community service project, developing and presenting school improvement projects, organizing and carrying out a political protest action, the Senior Project Festival.
Major/Minor: ​Students will largely be invested in one type of project or the other, but must interact with both types. For example, if a student majors in an individual project, he/she will still have to minor in a collaborative project. The ​minor ​entails providing feedback to an individual or a group involved in another project.
Evaluation​: At the end of the third marking period, students receive no grade on their report cards but do receive short written evaluations of their progress to date. At the end of the semester, each student receives one of three grades: Distinction (P+), Pass (P), or No Credit
(N) – as well as a written assessment of his/her work.
The grade and assessment are based on mentor/guide conferences, website updates, a presentation to the Evaluation Committee, participation in the Senior Project Festival, and the 100
student’s overall participation throughout the semester. COURSE #615 SEMINAR CAPSTONE (AP) FULL YEAR – 5.00 CREDITS For students in grade: 11 & 12 Prerequisites: None
The AP Capstone is a two­year program that focuses on developing research skills. The first year is AP Seminar, which is a foundational course that provides students with opportunities to think critically and creatively, research, explore, pose solutions, develop arguments, collaborate, and communicate using various media. Students explore real­world issues through a cross­curricular lens and consider multiple points of view to develop deep understanding of complex issues as they make connections between these issues and their own lives. ___________________________________________________________________________ COURSE #616 RESEARCH SENIOR CAPSTONE (AP) FULL YEAR – 5.00 CREDITS For students in grade: 12
Prerequisites: Successful completion of Seminar Capstone (AP)
The AP Capstone is a two­year program that focuses on developing research skills. AP Research allows students to design, plan, and conduct a yearlong research­based investigation on a topic of individual interest. Through this inquiry and investigation, students demonstrate the ability to apply scholarly understanding to real­world problems and issues. Students further their skills acquired in the AP Seminar Course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information to build, present, and defend an argument.
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SPECIAL EDUCATION
The SPECIAL EDUCATION PROGRAM offers a variety of specialized courses in response to the individual special need of students. Descriptions of frequently offered courses are available in the Special Education office.
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ADDITIONAL ACADEMIC COURSES You must see your Guidance Counselor to enroll in the following classes. COURSE #071 ACADEMIC SUPPORT FULL YEAR – CREDITS ­ 5.00 This course provides support for classroom material in the humanities and in freshmen/sophomore sciences classes. COURSE #015 ADOLESCENT ISSUES FULL YEAR – CREDITS ­ 5.00 This course provides insight and understanding to the issues affecting teenagers as they make their journey through high school and plan for post­secondary endeavors. COURSE #013 APPLIED STUDIES FULL YEAR – CREDITS ­ 5.00 This course provides students with organizational and test taking strategies as well as study skill habits that can be utilized in post­secondary education. COURSE #088 COMMUNICATION SKILLS FULL YEAR – CREDITS ­ NONE This course provides strategies for improving expressive and receptive language skills as well as verbal problem solving, memorization, and oral language expression. COURSE #073 & # 073A ENGLISH LANGUAGE ARTS FULL YEAR – CREDITS – 5.00 This course provides thematic instruction in basic literacy skills as they are applied throughout the curriculum. COURSE #014 ENGLISH WRITING FULL YEAR – CREDITS – 5.00 This course provides instruction in writing (grammar and mechanics) and in the development of greater depth and breadth in composition. COURSE #011 LITERATURE IN CONTEMPORARY SOCIETY FULL YEAR – CREDITS – 5.00 This course is designed to improve competence and confidence in understanding and interpreting literature. 103
ADDITIONAL ACADEMIC COURSES (CONTINUED) You must see your Guidance Counselor to enroll in the following classes COURSE #077 HEALTH + FITNESS FULL YEAR – CREDITS – 1.25 This course provides individual instruction in the areas of cardio­vascular fitness and muscle/strength training. COURSE #081 & #082 INDIVIDUALIZED MATH FULL YEAR – CREDITS – 2.50 This course provides an individualized math curriculum for students who need a comprehensive review of fundamental math skills. COURSE #096A INSIGHT AND UNDERSTANDING FULL YEAR – CREDITS – 5.00 This course provides an intense examination of issues that impact adolescents in the 21st
​ century. COURSE #086A, # 086B, #086C &# 086D LITERACY STRATEGIES FULL YEAR – CREDITS – 5.00 This course provides additional instruction in understanding and using language across the curriculum. Skills targeted in this course include all areas of reading including comprehension, mechanics, and the writing process. The course uses practical applications of writing skills in order to improve students’ abilities to understand and use language for effective communication. COURSE #070C LIFE­SKILLS FULL YEAR – CREDITS – 5.00 This course provides instruction in the areas of culinary arts, nutrition, wellness, and civic responsibility. COURSE #090 MATH STRATEGIES FULL YEAR – CREDITS – 5.0 This course supplements the Algebra curriculum. Students are taught strategies and short­cuts that allow them to organize and to compute problems. COURSE #091 & #092 MATH TUTORIAL SEMESTER – CREDITS – NONE This course provides additional support for classroom material, including drill in concepts and skills. 104
ADDITIONAL ACADEMIC COURSES (CONTINUED) You must see your Guidance Counselor to enroll in the following classes COURSE # 071A ​OCCUPATIONAL DEVELOPMENT FULL YEAR – CREDITS – 5.0 This course provides instruction in the three critical vocational behaviors associated with a career (exploration, acquisition, retention). COURSE #020 PHYSICAL FITNESS FULL YEAR – CREDITS – 1.25 This course provides individual instruction in the areas of cardio­vascular fitness and muscle/strength training. COURSE #075 & #076 SPEECH AND LANGUAGE SKILLS FULL YEAR – CREDITS – 1.25 This course provides strategies for improving verbal problem­solving, memorization, and oral language expression. COURSE #084A COURSE #084B COURSE#084C COURSE#084D COURSE 085A COURSE#085B COURSE#086C COURSE#087D Semester CREDITS ­ 2.5 CREDITS ­ 1.875 CREDITS – 1.25 CREDITS – 0.625 CREDITS – 2.5 CREDITS – 1.875 CREDITS – 1.25 CREDITS – 0.625 STUDY SKILLS This course focuses on the development of study skills and strategies. These skills include organization, reading comprehension, writing strategies, and test­taking skills. COURSE #012A TOPICS IN U.S. HISTORY FULL YEAR – CREDITS – 5.0 This course provides instruction in the state required U.S. History course. COURSE #070A & #070B TRANSITION FULL YEAR – CREDIT – 5.0 This course provides support to students in the areas of independent living, vocational skill development and post­secondary planning. 105
END OF PROGRAM OF STUDIES KEEP THIS BOOKLET HANDY TO REVIEW COURSES, CREDITS, AND INFORMATION ABOUT COURSE SELECTIONS