Program of Studies - Concord

Transcription

Concord-Carlisle Regional High School
2015-2016
Program of Studies
Class of 2016 – Seniors
Class of 2017 – Juniors
Class of 2018 – Sophomores
Class of 2019 – Freshmen
500 Walden Street
Concord, MA 01742
(978) 318-1400
Language Support
If you are unable to read English well enough to understand school documents or information, please
contact Mr. Badalament, CCHS Principal, at 978-341-2490. The school will provide assistance.
CHINESE (TAIWAN)
語言支援如果你不能讀英語不夠好，瞭解學校的檔或資訊，請聯繫先生 BADALAMENT，CCHS 主體，在
978-341-2490。學校會提供援助。
FRENCH
Support de langue si vous êtes incapable de lire l'anglais assez bien pour comprendre l'école documents ou
renseignements, veuillez communiquer avec m. Badalament, directeur de l'escc, à 978 341 2490. L'école fournira
une assistance..
GERMAN
SPRACHE UNTERSTÜTZUNG WENN SIND SIE NICHT IN DER LAGE, ENGLISCH GUT GENUG ZU LESEN, ZU VERSTEHEN,
SCHULE UNTERLAGEN UND INFORMATIONEN, KONTAKTIEREN SIE BITTE HERR BADALAMENT, CCHS PRINCIPAL, BEI
978 341 2490. DIE SCHULE WIRD UNTERSTÜTZUNG BIETEN.
ITALIAN
LINGUA 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. LA SCUOLA
FORNIRÀ ASSISTENZA.
SPANISH
SOPORTE 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.
BADALAMENT, DIRECTOR DE CCHS, A 978 341 2490. LA ESCUELA PROPORCIONARÁ ASISTENCIA.
UKRAINIAN
ПІДТРИМКА МОВИ ЯКЩО ВИ НЕ В ЗМОЗІ ЧИТАТИ АНГЛІЙСЬКА ДОСИТЬ ДОБРЕ РОЗУМІТИ ШКОЛИ ДОКУМЕНТІВ
АБО ІНФОРМАЦІЇ, БУДЬ ЛАСКА, ЗВЕРТАЙТЕСЯ ПАН BADALAMENT, ГОЛОВНОГО CCHS, НА 978-341-2490. ШКОЛА
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。
RUSSIAN
ЯЗЫКОВОЙ ПОДДЕРЖКИ ЕСЛИ ВЫ НЕ МОЖЕТЕ ПРОЧИТАТЬ АНГЛИЙСКИЙ ДОСТАТОЧНО ХОРОШО, ЧТОБЫ
ПОНЯТЬ ШКОЛЬНЫХ ДОКУМЕНТОВ ИЛИ ИНФОРМАЦИИ, ПОЖАЛУЙСТА СВЯЖИТЕСЬ С Г-Н BADALAMENT,
ГЛАВНЫЙ CCHS, НА 978-341-2490. ШКОЛА БУДЕТ ОКАЗЫВАТЬ ПОМОЩЬ.
SWEDISH
SPRÅK STÖD OM DET INTE GÅR ATT LÄSA ENGELSKA TILLRÄCKLIGT VÄL FÖRSTÅ SKOLDOKUMENT ELLER
INFORMATION, VÄNLIGEN KONTAKTA MR. BADALAMENT, CCHS UPPDRAGSGIVAREN, VID 978-341-2490. SKOLAN
KOMMER ATT GE BISTÅND.
VIETNAMESE
NGÔN 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 978-341-2490. NHÀ TRƯỜNG SẼ CUNG
CẤP HỖ TRỢ.
1
PORTUGUESE
SUPORTE DE IDIOMA SE VOCÊ NÃO CONSEGUIR LER INGLÊS BEM O SUFICIENTE PARA ENTENDER A ESCOLA
DOCUMENTOS OU INFORMAÇÕES, ENTRE EM CONTATO COM O SR. BADALAMENT, DIRETOR DO CCHS, ÀS 978 341
2490. A ESCOLA IRÁ FORNECER ASSISTÊNCIA.
KOREAN
언어 지원 경우 있습니다 학교 문서 또는 정보를 이해, 씨 BADALAMENT, 978-341-2490 에서 CCHS 교장을
문의 영어를 충분히 읽을 수 있습니다. 학교 지원을 제공할 것입니다.
DUTCH
TAAL 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 978-3412490. DE SCHOOL ZAL ASSISTENTIE.
GREEK
ΓΛΏΣΣΑ ΥΠΟΣΤΉΡΙΞΗ ΕΆΝ ΕΊΣΤΕ ΔΕΝ ΕΊΝΑΙ ΔΥΝΑΤΉ Η ΑΝΆΓΝΩΣΗ ΑΓΓΛΙΚΆ ΑΡΚΕΤΆ ΚΑΛΆ ΏΣΤΕ ΝΑ
ΚΑΤΑΝΟΗΘΟΎΝ ΣΧΟΛΕΊΟ ΈΓΓΡΑΦΑ Ή ΠΛΗΡΟΦΟΡΊΕΣ, ΕΠΙΚΟΙΝΩΝΉΣΤΕ ΜΕ ΤΟΝ Κ. BADALAMENT, CCHS ΚΎΡΙΟΣ,
ΣΕ 978-341-2490. ΤΟ ΣΧΟΛΕΊΟ ΘΑ ΠΑΡΆΣΧΕΙ ΒΟΉΘΕΙΑ.
POLISH
JĘZYK WSPARCIA JEŚLI JESTEŚ NIE MOŻNA ODCZYTAĆ ANGIELSKI WYSTARCZAJĄCO DOBRZE ZROZUMIEĆ SZKOŁY
DOKUMENTÓW LUB INFORMACJI, SKONTAKTUJ SIĘ Z MR. BADALAMENT, GŁÓWNY CCHS, NA 978-341-2490.
SZKOŁA BĘDZIE ZAPEWNIAĆ POMOC TECHNICZNĄ.
TURKMEN
DIL K̈ ÖMEGI: EGER-DE-SIZ MEKDEP RESMINAMALARYNY YA-DA MAGLUMATLARY I LIS
DILINDE DOLY OKAP WE DÜ ÜNIP BILMESE IZ MEKDEP MÜDIRINE 978-341-2490 BELGI BO
UNÇA ÜZ TUTMAGY YSY HA Y ED ÀRIS. MEKDEP SIZE GOLDAW BERER
2
CCHS – Program of Studies 2014-2015
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
10
Board Guidelines for Colleges and Universities in General
11
Additional Information
12
Graduation Requirements
13
Applied Technology Courses
14
Art Courses
22
Community Service
31
Counseling Programs
31
English Program
34
Foreign Language Program
41
Health and Fitness Program
53
Mathematics Program
57
Music Program
68
Rivers and Revolutions
76
Science Program
78
Engineering Program
89
Senior Project
94
Social Studies Program
95
Theatre Studies Program
105
Interdisciplinary Program
106
Special Education Program
107
Additional Academic Courses
108
3
History of Concord-Carlisle Regional High School
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 four-classroom 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.”
The school’s football team, which had originally formed in 1883, played its first scheduled
game in 1893. This contest between Concord High School and Lexington High School began
the great Thanksgiving Day rivalry, which continued until 1972 when Bedford High School
became the new regular Thanksgiving Day opponent.
In 1895, The Voice, Concord High’s student newspaper was first published. Its aim was to
promote better relationships between classes, give students an outlet for their views and
acquaint the townspeople with the activities and interest of the high school students. By this
time William Eaton, who had become the Superintendent of Schools in 1892, had established
the tradition of personalized service and support for students, which continues to this day. His
successor, Superintendent Wells A. Hall, stressed the “giving of individual help to slower
students during recitation periods.” This idea, considered revolutionary when introduced in
1910, is at the core of CCHS’s strong commitment to individual attention for students today.
The Concord High School was moved to the Emerson Building soon after its completion in
1929. This new facility included seven classrooms, chemistry and physics laboratories, a
cafeteria that could accommodate 225 persons and a 480-seat auditorium. During World War
II period, courses in radio code, electricity, auto mechanics and aeronautics were added to the
curriculum. In 1947 a full time guidance program, which included group counseling and
guidance trips to business workplaces, was initiated. A student council, “Graduates’ Return
Day,” the student traffic guide system, choral group, science fair, and on-the-job training for
students in commercial courses, were also initiated in 1947.
Concord High School became Concord-Carlisle Regional High School in 1960. The current
building, located at 500 Walden Street was dedicated in 1960. New facilities were added to the
core building in 1965 and 1975, and a major building renovation project was completed in
1993.
Located on more than 80 acres, Concord-Carlisle Regional High School today offers a firstrate academic and extra-curricular program for approximately 1200 students. We are grateful
for the outpouring of support for the new Building Project (anticipated completion 2015). Our
professional team of educators and support staff are among the best found anywhere.
Through all of its growth in size, change in sites and modifications in programs, the school has
placed and continues to place, a major focus on the development of the individual.
4
CONCORD-CARLISLE HIGH SCHOOL ADMINISTRATION
Peter Badalament, Principal
Brian Miller, Assistant Principal
Colleen Meaney, Assistant Principal
CONCORD-CARLISLE REGIONAL SCHOOL DISTRICT ADMINISTRATION OFFICE
Ripley School Building
120 Meriam Road
Concord, Massachusetts 01742
CONCORD-CARLISLE 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
Kathleen Snook – Chairperson
Jennifer Munn – Chairperson
Phil Benincasa – Vice Chairperson
Johanna Boynton – Vice Chairperson
Mary Storrs
William Fink
Wallace Johnston
CONCORD-CARLISLE PARENTS ASSOCIATION
Christine Kielar, President
Please Note:
The description of a course in this Program of Studies indicates the ability of the ConcordCarlisle 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.
5
EQUAL EDUCATION OPPORTUNITY STATEMENT
No person shall be excluded from or discriminated against in admission to the public schools
of Concord and the Concord-Carlisle 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 nondiscrimination 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.
CONCORD-CARLISLE REGIONAL SCHOOL DISTRICT MISSION STATEMENT
The mission of the Concord Public Schools and the Concord-Carlisle 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 Concord-Carlisle High School and
Colleges, Inc., a non-governmental, nationally recognized organization whose affiliated
institutions include elementary schools through collegiate institutions offering post-graduate
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
6
DECLARATION OF COMPLIANCE
All Concord-Carlisle 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) 341-2490, X7101. 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. Jessica
Murphy, Director of Special Education, Concord-Carlisle Regional School District, 120
Meriam Road, Concord, MA 01742 – Telephone: (978) 341-2490, X8142)
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. Kelly McCausland, Director of Human Resources, Concord-Carlisle Regional School
District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341-2490, X8117)
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. Kathryn Codianne, Director of
Teaching and Learning, Concord-Carlisle Regional School District, 120 Meriam Road,
Concord, MA 01742 – Telephone: (978) 341-2490, 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. Kathryn
Codianne, Director of Teaching and Learning, Concord-Carlisle Regional School District, 120
Meriam Road, Concord, MA 01742 – Telephone: (978) 341-2490, 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. Kathryn Codianne, Director of Teaching and Learning,
Concord-Carlisle Regional School District, 120 Meriam Road, Concord, MA 01742 –
Telephone: (978) 341-2490, 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.
Kathryn Codianne, Director of Teaching and Learning, Concord-Carlisle Regional School
District, 120 Meriam Road, Concord, MA 01742 – Telephone: (978) 341-2490, X8131)
7
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 co-curricular
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 40-hour graduation requirement. Before making decisions about your program, consider
how you will spend your entire day. It is inadvisable to over-commit your own resources of
time, energy, and interest as it is to under-utilize 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.
8
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:
*HONORS LEVEL (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 longterm assignments, and to seek help when necessary, all on their own initiative. Placement in
honors courses is by teacher recommendation only.
*ACCELERATED/ENRICHED 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.
*STANDARD 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
long-term 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.
9
Massachusetts State College & University of Massachusetts
Minimum Admission Requirements
The following college preparatory course must be taken and passed:
English
Mathematics
4 years
3 years (Algebra I & II and Geometry or Trigonometry, or comparable
course work)
Sciences
3 years (including 2 courses with laboratory work)
Social Science
2 years (including 1 course of US History)
Foreign Language 2 years in a single language
Electives
2 years (from the above subjects or from the arts and humanities or
computer sciences)
*Starting with the class of 2016, the Massachusetts State College and University minimum
requirement for Mathematics will be 4 years.
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 four-year State College
or University. Additional, attainment of minimum admission requirements does not guarantee
acceptance. Students should consult with their counselors for more detailed information.
10
Board Guidelines for Colleges and Universities in General
If you are planning to go to a four-year liberal arts college, you should consider electing:
4 years of English (required)
2-4 years of math (2 years are required)
2-4 years of foreign languages
Note: (A sequence of one language is preferred, and schools rarely allow meeting this
requirement with only a single year of language study.)
3-4 years of science, including one laboratory course (2 years are required)
3-4 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 AN ENGINEERING COLLEGE, you should consider
electing:
4 years of math (2 years are required)
3-4 years of science, including biology, chemistry, physics (2 years are required)
2-3 years of foreign language
Note: (A sequence of one language is preferred, and schools rarely allow meeting this
requirement with only a single year of language study.)
2-3 years of social studies (world Cultures and Civilizations and US History are
required)
If you are planning to go to a two-year college or technical school, you should consider
electing:
2-3 years of math, including algebra (2 years are required)
2-4 years of science including biology and chemistry (2 years are required)
2-3 years of social studies (World Cultures and Civilizations and US History are
required)
Remember, FALL eligibility for athletic and non-athletic co-curricular 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 full-year courses. Credit reduction in a course is considered
to be a non-passing grade for eligibility purposes only.
11
Additional Information
SCHEDULING:
The process begins with the distribution of the Program of Studies in February 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.
ATTENDANCE:
The school keeps a record of attendance for each course and for the school year. Course
credit is related to attendance, and unexcused absence can result in a reduction of the credit
awarded for a given course.
PERFORMANCE 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 e-mails as necessary.
FORMAL 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 • PERMANENT FILE 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.
12
Graduation Requirements
LANGUAGE / LITERATURE / COMMUNICATION SKILLS 20 Credits – English: Required Courses
(20 CREDITS REQUIRED)
Freshmen English (1 year)
Sophomore English (1 year)
Junior/Senior electives (4 semesters)
HISTORY / CIVILIZATION /CULTURE / THE ARTS 10 Credits – Social Studies: Required Courses
(22.50 CREDITS REQUIRED)
World Cultures & Civilizations (1 year)
U. S. History (1 year)
FIVE (5) CREDITS – FROM ONE OR MORE OF THE FOLLOWING DEPARTMENTS:
Art
Foreign Language
Music
Drama
FIVE (5) CREDITS – FROM ONE OR MORE OF THE FOLLOWING DEPARTMENTS:
Art
Foreign Language
Music
Social Studies (in addition to the required course)
Drama
TWO AND A HALF CREDITS (2.50) CREDITS – FROM ONE OR MORE OF THE FOLLOWING
DEPARTMENTS:
Applied Technologies
Art
Music
Drama
MATH / SCIENCE / TECHNOLOGY (30 CREDITS REQUIRED)
10 Credits – Mathematics
10 Credits – Science
10 Credits – From two or more from the following departments:
Applied Technologies
Mathematics (in addition to the 10 required credits)
Science (in addition to the 10 required credits)
HEALTH AND FITNESS / PERSONAL DEVELOPMENT (6.25 CREDITS REQUIRED)
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)
ELECTIVES
(20.25 CREDITS REQUIRED)
Selection from any offering above in addition to those courses, which are selected to meet the
cluster distribution.
COMMUNITY SERVICE
(40 HOURS REQUIRED)
13
ART DEPARTMENT
APPLIED TECHNOLOGY
APPLIED TECHNOLOGY offers courses utilizing the latest computer and video technology in
addition to an architecture class involving traditional drawing and design materials. Technical
courses are offered in computer programming, digital imaging and video courses stress
content and the use of the computer as a creative tool. 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.
Applied Technology Courses
Student Technology Integration: CCHS Help Desk (Semester)
3D Graphics (Semester)
Advanced 3D Graphics (Semester)
Introduction to Digital Animation (Semester)
Advanced Digital Animation (Semester)
Architectural Drafting and Design (Semester)
Digital Imaging and Collage (Semester)
Advanced Topics In Digital Imaging and Multimedia (Semester)
Digital Photography (Semester)
Freshman Technology Skills (Semester)
Introduction to Programming Through Python (Semester)
Advanced Python Programming (Semester)
Introduction to Java Programming (Semester)
Advanced Java Programming (Semester)
Advanced Problem Solving With Java Programming (Semester)
Filmmaking (Semester)
Advanced Filmmaking (Semester)
Advanced Filmmaking (Full Year)
14
COURSE #711
STUDENT TECHNOLOGY INTEGRATION: CCHS HELP DESK
SEMESTER - 2.50 CREDITS
For students in grades 10, 11, and 12
Prerequisites: None
The Student Technology Integration course is a hands-on study of technology integration in an
educational setting. Students will be introduced to a variety of platforms (Mac OS X, iOS,
Kindle, and others). The will be required to assess problems during class and define the best
approach to addressing or solving the problem. In addition to solving problems and working
with students and teachers, students in the class will be required to complete and maintain
several running projects that address problems or solutions in educational technology
integration. One of these projects will be a capstone project of the student’s choice. Students
will also make posts about topics of interest in educational technology to a blog that will be
established. There will be meetings outside of class time (approximately every other week)
where all course participants will meet with each other and the teachers to update everyone on
current technology concerns and projects. The course asks students to have good problem
solving skills and some prior experience with Apple OS X and the iPad iOS. Students will be
required to submit a resume and interview with the course teachers before being accepted into
the course.
Evaluation will be based on help desk performance, written work, and projects.
COURSE #713
FRESHMAN TECHNOLOGY SKILLS
SEMESTER – 2.50 CREDITS
For students in grade: 9
Prerequisites: None.
This quarter-long course will meet one day per week, and will run for the first and second
quarters. Students will learn how to work with the core technology platforms used at CCHS
(Google, Moodle, Noodle Tools, and others as time permits). Students will also learn
research and study skills, and strategies for good digital citizenship. Evaluation will be based
on demonstration of skills presented in the course, and will be rubric-based. The course will
be Pass-Fail.
COURSE #715
3D GRAPHICS (CAD)
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 non-conventional modeling and lighting techniques. Students use Adobe Photoshop to
explore multiple texture-mapping 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
15
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)
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 team-based projects. Students are exposed to various advanced-level 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 texture-mapping techniques and support the production quality of their projects.
Evaluation will be based on projects, reflections and participation in class work and
discussions.
COURSE #722
INTRO TO DIGITAL ANIMATION
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 #720
ARCHITECTURAL DRAFTING AND DESIGN
Prerequisites: None
Ever want to design your own dream home? Well, this course will give you the awareness and
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
16
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. For more information, please visit:
http://mail.colonial.net/~jpickman/architectureweb/Index.html
COURSE #725
DIGITAL IMAGING AND COLLAGE
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 #806
DIGITAL PHOTOGRAPHY (NEW)
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.
17
COURSE #732
INTRODUCTION TO PROGRAMMING THROUGH PYTHON
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.
Description: Where do apps that you use on your computer, iPhone and various other
platforms come from? Computer code (“programs” or “software”) determines the behavior of
computers from the hardware up to browsers, document editors, music players, and image
processors. In this course, students will be introduced to computer programming (“software
development”) using the Python programming language, a powerful language that 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 well-structured, 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 in-class 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/teachers/abeckwith/computer-science/ for more
information on choosing between Java and Python programming.
COURSE #732A
ADVANCED PYTHON PROGRAMMING
SEMESTER 2 -2.50 CREDITS
Prerequisites: Successful completion of Introduction to Programming through Python (course
#731) or permission of instructor.
Description: 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 Object-oriented programming in Python.
The focus of this second semester will be on larger programming projects.
COURSE #733
INTRODUCTION TO JAVA PROGRAMMING
SEMESTER 1 -2.50 CREDITS
Prerequisites: No prior programming experience is required. However, students should have a
strong background in Algebra 2 or prior background in computer programming languages.
Description: Where do all the apps that you use on your computer, iPhone and various other
18
processors. Java is a sophisticated and powerful computer programming language, through
which students will be introduced to computer programming (“software development”), learning
the syntax and semantics of a large part of the Java language, while being exposed to the
criteria for developing well-structured, 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.
completion. A final project will contribute significantly to the final grade.
NOTE: visit http://www.concordcarlisle.net/teachers/abeckwith/computer-science/ for more
information on choosing between Java and Python programming.
COURSE #734
ADVANCED JAVA PROGRAMMING
Prerequisites: Successful completion of Intro. to Java Programming (#733) or permission of
instructor.
Description: Object-oriented methodology will be used throughout this course. This advanced
course will address deeper concepts in object-oriented programming including inheritance, file
I/O, exceptions, interfaces, and graphics, including frames, layout managers, panels, buttons
and listeners.
completion. In this advanced course, there will be a heavier emphasis on significant
programming projects and less emphasis on written assessments.
COURSE #734A
ADVANCED PROBLEM SOLVING WITH JAVA PROGRAMMING
Prerequisites: Intro. and Advanced Java Programming (#733 & #744) or equivalent
coursework.
Description: This course will focus on applying the skills learned in courses #733 and #734 to a
wide variety of real-world 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. Students will also learn more
about the Swing package, including event handling, sliders, menus, lists, etc. The course will
also work with the Canvas class and layout managers, file I/O, applets, threading, and
advanced interfaces. The course may also make use of Processing (a Java-based language
designed to quickly create graphics and simulations) and other programming languages, such
as C# and Python.
19
COURSE #723
ADVANCED DIGITAL ANIMATION
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 post-production
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.
COURSE #817
FILMMAKING (New)
Prerequisites: None
In this course, students will plan, shoot and edit their own productions. Using a hand-on
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 non-fiction (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.
COURSE #726
ADVANCED TOPICS IN DIGITAL IMAGING AND MULTIMEDIA
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 high-resolution printing, animations or web site
content. Evaluation will be based on projects, reflections and participation in class work and
discussions.
20
COURSE #818
ADVANCED FILMMAKING – (New)
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) – (New)
FULL YEAR – 5.0 CREDITS
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.
21
ART COURSES
Introductory and advanced level courses are listed below.
Advanced level classes require the successful completion of the introductory class with a
grade of (B) or better, or permission of the instructor.
Advanced courses may be taken for credit for more than one semester or year.
INTRODUCTORY LEVEL COURSES
Architectural Drafting and Design (Semester)
Ceramics (Semester)
Digital Imaging and Collage (Semester)
Digital Photography (Semester)
Photography (Semester)
Sculpture (Semester)
Filmmaking (Semester)
Two Dimensional Art (Semester)
3D Graphics (Semester)
ADVANCED LEVEL COURSES
Advanced Ceramics (Semester & Full Year)
Advanced Filmmaking (Semester & Full Tear)
Advanced Photography (Semester & Full Year)
Advanced Two-Dimensional Art (Semester)
Advanced Placement Honors Art (Full Year)
Advanced Topics in Digital Imaging and Multimedia (Semester)
Advanced 3D Graphics (Semester)
22
COURSE #715
3D GRAPHICS (CAD)
Prerequisites: None.
using primarily Cinema4D and Truespace. Starting from primitives, students create 3D
models, scenes, and basic animations. Students will undertake multiple projects utilizing
conventional and non-conventional modeling and lighting techniques. Students use Adobe
Photoshop to explore multiple texture-mapping techniques and basic animations of objects
and scenes. Students generate high resolution rendered scenes and animations that meet the
criteria of each lesson and final project. Possible projects include basic vehicle design,
character design and product design.
Evaluation will be based on class assignments, participation, quizzes, exams, and the quality
of the final project. A final grade of B or above is required in order to advance to the Advanced
3D Graphics class.
COURSE #716
ADVANCED 3D GRAPHICS (CAD 2)
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 team-based projects. Students are exposed to various advanced-level 2D and
3D computer graphic tools and techniques currently being used to create artwork for
computer gaming, designing products and tools for industrial and commercial applications,
animated short films and character design. Students choose between programs to integrate
two or more of them with combinations of tools and techniques that best suit the needs and
fulfill the prescribed outcomes of their projects. Programs used are: Cinema4D ,Truespace,
Maya, 3dsMAX, Blender, Vegas and Terogen. Students also use Adobe Photoshop, Adobe
Illustrator to refine their texture-mapping techniques and support the production quality of their
projects.
Evaluation will be based on class assignments, class participation, performance exams, and
the quality of the final projects.
COURSE #720
ARCHITECTURAL DRAFTING AND DESIGN
Prerequisites: None
23
Ever want to design your own dream home? Well, this course will give you the awareness and
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. For more information, please visit:
http://mail.colonial.net/~jpickman/architectureweb/Index.html
COURSE #725
DIGITAL IMAGING AND COLLAGE
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 one of the
schools computer labs and will use a variety of programs including Adobe Photoshop and
Adobe Image Ready. 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 navigate through a Macintosh or Windows computer is helpful though
not required.
Evaluation will be based on class work, projects, written work, class participation and final
portfolios.
COURSE #726
ADVANCED TOPICS IN DIGITAL IMAGING AND MULTIMEDIA
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 Adobe Photoshop, Image Ready, and Illustrator. Part of the class work
will involve combining images to create digital animations of their collages. Emphasis will be
placed on students creating proposals for their own work intended for high-resolution printing
or web site content. Student will publish their work to CD as well as the web.
Evaluation will be based on class work, projects, written work, class participation and final
24
portfolios.
COURSE #805
INTRODUCTION TO PHOTOGRAPHY
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
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 #807
ADVANCED PHOTOGRAPHY
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
Evaluation will be based on class work, projects, written assignments, class participation, and
a final examination.
COURSE #808
TWO DIMENSIONAL ART
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
25
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.
For more information, please visit: http://mail.colonial.net/~jpickman/pickmanweb/Index.html
COURSE #809
ADVANCED TWO-DIMENSIONAL ART
Prerequisites: Grade (B) or better in Two-Dimensional Art or permission of the instructor.
This course is for students who have completed one semester of Two-Dimensional 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. For more
information, please visit: http://mail.colonial.net/~jpickman/pickmanweb/Index.html
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 Two-Dimensional Art or the equivalent
This Honors level course is for students who have completed one semester of TwoDimensional 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. For more information, please visit:
http://mail.colonial.net/~jpickman/pickmanweb/Index.html
COURSE #811
CERAMICS
26
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.
Evaluation will be based on class work, projects, student journals, class participation, critiques
and final portfolios.
COURSE #812
ADVANCED CERAMICS
COURSE #812FY
ADVANCED CERAMICS
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 class work, projects, student journals, class participation, critiques
and final portfolios.
COURSE #814
ADVANCED PHOTOGRAPHY
Students entering their senior year may request the fall term:
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
27
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 # 815
SCULPTURE
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 three-dimensional 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 three-dimensional art in our
culture and throughout the world.
Evaluation will be based on studio work, projects, student journals, class participation,
critiques and final portfolios.
COURSE #806
DIGITAL PHOTOGRAPHY
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
Evaluation will be based on class work, projects, writing, class participation, and a final
examination.
28
COMMUNITY SERVICE
The Concord-Carlisle 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 11th grade is one requirement for open campus privileges
junior year and the completion of thirty hours of community service prior to the 12th grade is
one requirement for off-campus privileges senior year.
COUNSELING PROGRAMS
COURSE #096A
INSIGHT AND UNDERSTANDING
For students in grades 9, 10, 11, and 12
Prerequisites: Participation to be determined by High School Counselor
This course is designed to promote personal growth in each student. Students will develop
their personal growth and development through the use of books, magazine articles,
newspapers, and print materials. Videos, DVD’s, audio CD’s, and the Internet will also be
used to supplement topics being covered. Students will relate topics to their personal lives
and apply messages through journal writing and completing projects. Students will also
research topics and discuss their research in class through presentations. Some topics
covered include: Responsibility for behavior, making positive choices, understanding the
world around us (current events), relationships, parenting, learning styles, accepting
differences, and overcoming obstacles. The course will culminate with a finished paper
summarizing topics discussed and identifying insights that students have on their growth as a
student and as a person.
COURSE #630
INTERNSHIP PROGRAM
For Students in Grades: 11 & 12
CCHS internships are designed to complement classroom learning by extending what
students learn in the classroom to hands-on training in the community. Students work in the
field for at least four hours per week during the second semester. They develop career
search, resume writing and interview skills, and they discuss workplace issues and other
career related topics during weekly seminars. Students earn 2.5 credits for successful
completion of the Internship Program. An internship site mentor and the CCHS Career
Coordinator supervise them.
Evaluation: Students are evaluated on job performance, journal writing and the completion of
a final project.
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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.
COURSE #935
INTENSIVE COLLEGE PLANNING WORKSHOP
For Students in grade 11:
Meets once/week - 1 month in Spring
COURSE #936
For Students in grade 12:
Meets once/week – October – January
Prerequisites: Participation is limited and determined by Counselor
This small group workshop is geared specifically for students from families with little or no
experience in the college application process. Using computers, catalogs, guidebooks and the
CCHS spring mini-fairs; students will create a list of programs of interest. Topics such as
interviewing and college visits will also be covered. Students will complete senior information
sheets, application forms, college essays and record consent forms. They will also become
familiar with the process of applying for financial aid.
COURSE #937
GROUP WORKSHOP IN STRESS MANAGEMENT
For Students in grades: 9, 10, 11, and 12
Prerequisites: Participation to be determined by High School Adjustment Counselor
Stress is a part of everyday life. Students experience stress concerning tests, grades, getting
into college, the future, family and friends. Unmanaged stress can adversely affect physical
and mental health, as well as successful functioning. This workshop will help students to
distinguish between healthy and unhealthy amounts of stress and teach them how to avoid,
reduce or manage stress.
COURSE #938
GROUP WORKSHOP FOR TRANSFER STUDENTS
This program provides outreach to students, who have recently moved into the CCHS
community or have transferred from private school. Students will meet in a small group to
learn about the academic, athletic, cultural and extra-curricular opportunities available at
CCHS. Students will also receive support in getting connected with the CCHS community.
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COURSE #939
GROUP WORKSHOP IN HUMAN RELATIONS
In these small groups, students will learn to be more aware of their feelings about themselves
and others, express their feelings more comfortably and effectively, understand how others
see them and what impact they have on others, and change their behaviors (should they wish
to do so). While all workshops will generally adopt these goals, each group will have its own
particular focus (e.g., loss and bereavement, divorce, etc.) and meeting frequency/duration.
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ENGLISH DEPARTMENT
Successful completion of a four-year English program is a requirement of Concord-Carlisle High
School. The freshman, sophomore, and junior courses must be scheduled during grades nine, ten, and
eleven. Elective courses are available for seniors. 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; they learn to explore and analyze texts,
which develops their understanding of language as a medium and leads to their growth as writers.
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, 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;
Semester I is the literature-based Junior English, with a College Preparatory and an Honors section,
and in Semester II juniors choose between two writing-based courses, Writing Workshop (College
Preparatory) or Rhetoric (Honors) in order to ensure that they have the writing skills necessary for
senior year work, and to give all juniors an opportunity to work on their personal narrative writing in
preparation for college applications. Juniors interested in taking the Language and Composition
AP Exam are advised to enroll in Rhetoric.
Any senior who has successfully completed the freshman, sophomore, and junior English requirements
may select courses from the senior electives. Students choose their Semester I electives in
consultation with their current junior English teacher and their guidance counselor. All seniors choose
their Semester II courses from five high interest senior-only electives, designed to be both accessible
and challenging to students of all abilities. The English department strongly advises seniors who
plan to take the English Literature AP Exam to have taken at least two literature electives,
especially one course that offers readings in nineteenth-century texts (American Rebels and
Romantics, British Literature, and European Literature).
English Department Courses
Freshman English (Full Year)
Sophomore English (Full Year)
Junior English – Semester 1
Junior English Honors
Junior English CP
Senior English – Semester 1
Senior English Honors
Senior English CP
Junior English – Semester 2
Writing Workshop CP
Rhetoric & Advanced Language (Honors)
Senior English – Semester 2
Autobiography & Memoir
World Literature
Creative Writing
Visions of the Future
English for the Digital Age
To prepare for the AP Literature exam Senior Year, take Senior English Honors
To prepare for the AP Language and Composition at the end of Junior Year, take Rhetoric.
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Information available to students interested in taking AP exams through the English
Department.
COURSE #111 FRESHMAN ENGLISH HONORS
COURSE #112 FRESHMAN ENGLISH CP
For Students in grade 9 (Required)
Prerequisites: Students are placed in the appropriate level based on the recommendation of
their 8th 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 Night-time, 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
two exams.
COURSE #121 SOPHOMORE ENGLISH HONORS
COURSE #122 SOPHOMORE ENGLISH CP
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
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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 Part-Time Indian, A Gathering
of Old Men, and other works of fiction and non-fiction.
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.
two exams.
JUNIOR COURSES
COURSE #141 JUNIOR ENGLISH HONORS
COURSE #142 JUNIOR ENGLISH CP
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
curriculum-centered 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 non-fiction.
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 pre-20th
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
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good writing (grammar, mechanics, spelling and sentence/paragraph structure). Students read
extensively, focusing especially on narrative and attention to detail.
two exams.
COURSE #154
WRITING WORKSHOP CP
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 semester examinations.
COURSE #162
RHETORIC & ADVANCED LANGUAGE (HONORS)
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 documents-based 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, written assignments, quizzes, tests,
projects and presentations, and a semester examination.
SENIOR ENGLISH – SEMESTER 1
COURSE #151 SENIOR ENGLISH HONORS
COURSE #152 SENIOR ENGLISH CP
For Students in grade 12 - REQUIRED
Prerequisites: English (H) requires a B- or higher in English 141 (H) or teacher
recommendation; English (CP) requires completion of a Junior English course.
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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 curriculum-centered 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 pre-20th century texts. Students
are excellent expository and narrative writers who can use grammar, mechanics, spelling and
sentence/paragraph structure correctly.
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 two exams.
SENIOR ELECTIVES OFFERED – SEMESTER 2
All second semester courses for seniors are designed to challenge and engage students of all
reading and writing ability; each course offers a range of reading and writing assignments that
will prepare students for their post-secondary experiences. These courses each invite seniors
to consider the questions and issues that will engage them in life-long learning. Students are
inspired to stretch their critical thinking skills and powers of inquiry.
COURSE #138
AUTOBIOGRAPHY & MEMOIR
Prerequisites: Successful completion of seven semesters of English
Autobiographical works inscribe the self into language. This course will examine stories of
selfhood, framed by different historical periods, in relation to beliefs about memory and
imagination, original sin and innocence, authenticity and appearance. We will compare the
ways in which such narratives engage and negotiate varying social, aesthetic, religious or
political liberties and restrictions.
Classroom activity will be conducted in large part as a seminar. In order for this atmosphere to
work, all students must participate in studying the material intensively and reporting to the
group his/her findings and reactions to the texts. This "reporting" will take two forms, one less
formal in structure (class discussion) and one more formal in structure (group presentation).
Sharing perspectives and our stories will be important aspects of the course. Texts will include
works by nonfiction writers such as Mary Karr, David Sedaris, Bill Bryson, Tobias Wolff, and
Richard Wright.
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COURSE #148
WORLD LITERATURE
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 there own.
Evaluation is based on class participation, quizzes, tests, essays, independent projects, oral
reports, and a semester examination.
COURSE #156
CREATIVE WRITING
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 in-group assignments, on the quality of work produced,
and on demonstrated ability to revise creative pieces through several stages of development.
Assessment also considers self-reflections on this process, the quality of the student’s
portfolio, and an oral presentation of selected work.
COURSE #186
VISIONS OF THE FUTURE
This is a literature-based 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
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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 project-based 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.
COURSE #173
ENGLISH FOR THE DIGITAL AGE
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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FOREIGN LANGUAGE DEPARTMENT
Four foreign 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 oral-aural
skills needed for communication in everyday situations. Reading and writing are of increasing
importance as student’s progress into culture-related 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 Conversation
& Culture
French 4H
French AP/AP2
Foreign Language Department Courses
Spanish 1
Latin 1
Spanish 2
Latin 1H*
Spanish 2H
Latin 2
Spanish 3
Latin 2H
Spanish 3H
Latin 3
Spanish 4
Latin 3H
Spanish Conversation Latin 4
& Culture through Film Latin 4H
Spanish 4H
Spanish AP/AP2
Chinese 1
Chinese 2
Chinese 2H*
Chinese 3
Chinese 3H
Chinese 4
Chinese 4H
Chinese 5
Chinese 5H
Chinese 5H Adv.
*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
non-honors course.
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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:
Ø Whenever possible, there will be full-year 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.
Ø 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 semester-length courses:
o Spanish C&C
o French C&C
o 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 four-year 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 foreign language department for details.
Spanish/French Conversation & Culture
Spanish AP/AP2/French AP/AP2
Spanish 4/French 4
Spanish 4H/French 4H
Spanish 3/French 3
Spanish 2/French 2
Spanish 1/French 1
Concord Middle School and
Carlisle School Programs
Course descriptions begin on the next page
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FRENCH COURSES
__________________________________________________________________________
COURSE #311
FRENCH 1
For students in grade: 9,10,11,12 (Usually taken in grade 9 or 10)
Prerequisites: Beginning students are placed in French 1
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 setting such as the café, the home, and the school; by reading authentic
materials such as menus, schedules, and signs; and by writing notes, postcards, and short
letters. 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 visual programs, and DVD’s. 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 #321
FRENCH 2
COURSE #325
FRENCH 2H
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.
conversations in settings such as the café, the home, and the school, by reading authentic
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.
COURSE #331
FRENCH 3
COURSE #335
FRENCH 3H
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 narratives, advertisements, tickets, and brochures; and by writing
letters and short, guided compositions. 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,
42
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
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, art, school, family life and jobs; by reading short stories, essays,
and articles, and by writing journals, letters and essays. 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
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 popular short stories like Petit Nicolas and accompanying film, 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
COURSE #344
FRENCH CONVERSATION AND CULTURE
Usually taken in grade 12
Prerequisites: C in French4 or 4H, or teacher recommendation.
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This is a full year course, but can be taken as a semester elective in special circumstances. In
this class, students will build their proficiency in French conversation while learning about the
diverse cultures of the French-speaking 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, travel, traditions and family. Students will
explore these topics as well as draw on personal experiences; they will gain an understanding
and appreciation for various cinematic movements and directors in French cinema. Previously
learned grammar will be reviewed and new advanced grammar topics will be introduced to
assist students in their overall communication and communication around these cultural and
social topics.
Evaluation is based on participation, homework and performance on oral, aural and written
COURSE #346
FRENCH AP
Usually taken in grades 11 or12
Prerequisites: AP requires a B- in French 4H, or teacher recommendation. AP2 requires a Bin 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 community
proficiency. Among the goals of this course is to prepare interested students for the French
Language Advanced Placement Examination.
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 are help to a higher standard of evaluation in essays and speaking work, and
may be asked to do alternate or additional assignments.
44
SPANISH COURSES
__________________________________________________________________________
COURSE #361
SPANISH 1
Prerequisites: Beginning students are placed in Spanish 1
conversations in setting such as the café, the home, and the school; by reading authentic
structures. The use of Internet and audio and visual programs, and DVD’s enhance language
skills and cultural knowledge. Varied methods such as group work, paired-work, and direct
instruction are used to help all students develop communicative proficiency.
written tasks.
COURSE #371
SPANISH 2
COURSE #365
SPANISH 2H
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.
conversations in settings such as the café, the home, and the school, by reading authentic
structures. Language skills and cultural knowledge are enhanced by the use of the Internet,
audio and visual programs, and DVDs. Varied methods such as group work, paired work, and
direct instruction are used to help all students develop communicative proficiency.
written tasks.
COURSE #381
SPANISH 3
COURSE #375
SPANISH 3H
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 narratives, advertisements, tickets, and brochures; and by writing
letters and short, guided compositions. 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, video programs and DVDs. Varied methods, such as group
45
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
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
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.
tasks and projects.
COURSE #387
SPANISH CONVERSATION AND CULTURE THROUGH FILM
Prerequisites: C in Spanish 4 or Spanish 4H, or teacher recommendation.
This is a full year course, but can be taken as a semester elective in special circumstances. In
this class, students will build their proficiency in Spanish conversation while learning about the
diverse cultures of the Spanish-speaking 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,
46
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. Films will be
viewed primarily outside of class; classroom time will be devoted to 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
COURSE #390
SPANISH AP2
Usually taken in grades 11 or 12
Prerequisites: AP requires a B- in Spanish 4H, or teacher recommendation. AP2 requires a Bin 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 20th and 21st 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 interested
students for the Spanish Language Advanced Placement Examination.
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 are help to a higher standard of evaluation in essays and speaking work, and
may be asked to do alternate or additional assignments.
47
LATIN COURSES
COURSE #357
LATIN 1
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 foreign 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
COURSE #352
LATIN 2H FULL YEAR – 5.0 CREDITS
For students in grades: 9, 10, 11, 12 (Usually taken in grades 10)
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
COURSE #353
For students in grades: Usually taken in grades 11
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.
COURSE #360
LATIN 4
COURSE #354
Prerequisites: C in Latin 3 for Latin 4, teacher recommendation for Latin 4H.
48
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.
49
CHINESE COURSES
COURSE #305
CHINESE 1
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
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 reallife 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
COURSE #303
CHINESE 3H
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 self-expression, 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
foundation of structures and vocabulary. The rapid acquisition of grammatical structures and
50
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
COURSE #304
CHINESE 4H
For students in grade: Usually taken in grades 11 and 12
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 real-life 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
COURSE #310
CHINESE 5H
For students in grade: Usually taken in grades 12
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 Chinese-speaking 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.
COURSE #310A CHINESE 5H Advanced
For students in grade:12
Prerequisites: B in Chinese 5 Honors, or teacher recommendation.
This course aims to provide students with a variety of opportunities to study the language and
cultures represented by the Chinese language at an advanced level. This course will deepen
51
students’ immersion into the language and culture of the Chinese-speaking world by focusing
on language proficiency while interweaving level- and age-appropriate cultural content
throughout. It prepares students to demonstrate their level of Chinese proficiency across the
three communicative modes (Interpersonal, Interpretive, and Presentational) and the five goal
areas (Communication, Cultures, Connections, Comparisons, and Communities).
52
HEALTH AND FITNESS DEPARTMENT
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 separate course in
addition to an activity-based Fitness Education course. The sophomore level program has
Health Education topics integrated within the Health Fitness course.
COURSE #910
FRESHMEN HEALTH AND FITNESS
FULL YEAR – 3X WEEK – 2.5 CREDITS
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 a textbook, Looking Good, Feeling Good, and
complete written homework assignments, tests and fitness assessments. One quarter is
dedicated to classroom-based 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
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 our Fitness Center. All
sophomores are scheduled two times a week for the entire year.
COURSE #911S
SOPHOMORE HEALTH AND FITNESS
SEMESTER 2 – 2X WEEK – .625 CREDIT
For students in grade: 10 who also sign up for the Life Guard Training Course in semester one.
Prerequisites: None
The sophomore program concentrates on the health related and skill related components of
53
physical fitness. Students participate in a wide variety of physical activities and fitness
assessments, including a quarter length unit on muscle fitness in our Fitness Center. All
sophomores are scheduled two times a week for the second semester.
COURSE #911LG
SOPHOMORE LIFE GUARD TRAINING
SEMESTER 1 – 2X WEEK – .625 CREDIT
For students in grade: 10 who also sign up for the Life Guard Training Course in semester one.
Prerequisites for Life Guard Training: Must be 15 years of age, have the ability to swim 300
yards of front crawl and breast stroke without stopping, is able to complete one lap then
retrieve a 10 pound object from a depth of 10 feet and complete one lap while carrying the
object.
Life Guard Training is a 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. This course meets two times a week for a semester.
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
For students in grade: 11 or 12
Prerequisites: None
The Junior/Senior Program consists of one required quarter-long course: Life Skills and three
activity quarter-long courses. Each quarter-long course meets two times a week. This year
long course also includes the quarter length Health requirement: Life Skills. Life Skills
considers many health topics, including dating and domestic violence, human sexuality
(pregnancy prevention and the prevention of sexually transmitted diseases), underage alcohol
use and abuse, and sexual harassment. Students explore different topics through a
discussion-based program, in-class activities, student presentation and a brief research
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 Life Guard Training in semester two.
Prerequisites: None
This Junior Program consists of two required quarter-long courses: Life Skills and an activity
54
course. Each quarter-long course meets two times a week. This year long course also includes
the quarter length Health requirement: Life Skills. Life Skills considers many health topics,
including dating and domestic violence, human sexuality (pregnancy prevention and the
prevention of sexually transmitted diseases), underage alcohol use and abuse, and sexual
harassment. Students explore different topics through a discussion-based program, in-class
activities, student presentation and a brief research project. Evaluation for all Junior/ Senior
Program courses is based on class participation, attendance, effort, preparedness, homework,
COURSE #912LG
JUNIOR/SENIOR LIFEGUARD TRAINING
SEMESTER 2 – 2X WEEK – .625 CREDITS
Prerequisites for Life Guard Training: must be 15 years of age, have the ability to swim 300
yards of front crawl and breast stroke without stopping, is able to complete one lap then
retrieve a 10 pound object from a depth of 10 feet and complete one lap while carrying the
object.
Life Guard Training is a 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. This course meets two times a week for a semester.
Evaluation is based on class participation, attendance, effort, preparedness, homework, written
assignments and tests. Students receive a letter grade.
COURSE #918
JUNIOR/SENIOR YOGA
The Junior/Senior Yoga course 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 during quarter 3. The course will also include some instruction in mindfulnessbased stress reduction techniques. Students will have an opportunity to improve their flexibility,
muscular strength, muscular endurance, balance and stress management techniques. This
year long course also includes the quarter length Health requirement: Life Skills. Life Skills
considers many health topics, including dating and domestic violence, human sexuality
(pregnancy prevention and the prevention of sexually transmitted diseases), underage alcohol
use and abuse, and sexual harassment. Students explore different topics through a
discussion-based program, in-class activities, student presentation and a brief research
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
55
Prerequisites: None
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 four research articles, and write a self-evaluation.
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 outside
the Health & Fitness Office and on the CCHS web site: www.colonial.net. Grading for the
Senior Wellness Project is Pass or Fail with Distinction.
COURSE #913
JUNIOR/SENIOR ADVANCED MUSCLE FITNESS
Prerequisites: None
ADVANCED MUSCLE FITNESS is a course that covers advanced concepts, 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. This year
long course (quarter 1, 3, & 4) also includes the quarter length Health requirement, Life Skills
during quarter 2.
Life Skills considers many health topics, including dating and domestic violence, human
sexuality (pregnancy prevention and the prevention of sexually transmitted diseases),
underage alcohol use and abuse, and sexual harassment. Students explore different topics
through a discussion-based program, in-class activities, student presentation and a brief
research 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.
56
MATHEMATICS DEPARTMENT
The Mathematics Department offers courses designed to help students develop skills in a
number of areas in mathematics. The program attempts to achieve a balance of instruction in
algebra, data representation, functions, geometry and measurement, number systems and
problem solving. The course sequences, with differences in rigor, pacing and methodologies,
consider the areas of basic skills, algebra, geometry, trigonometry, analysis and calculus.
This course sequence chart, which follows the listing of courses below, is intended to be a
reference for a four-year-math program for each ability level of students. Although the
Mathematics Department is responsible for the placement of each student in the most
appropriate course and sequences, it is hoped that sufficient information is provided in the
description of each course and sequences so that the meaning of each student placement is
understood.
Colleges, National Testing Service, and the business communities have placed new
technological demands on our students. In response, the Mathematics Department has
integrated the graphing calculator into all courses starting with Algebra 2 in each sequence
(although some Geometry courses do use graphing calculators). If students intend to
purchase a calculator for use in mathematics and science courses, we strongly recommend
that they obtain one of the TI-83 or TI-84 graphing calculator models.
The Mathematics Department also provides a Math Resource Center (MARC), which is
available to students throughout the school day. The purpose of the MARC, which is staffed
by regular math teachers, is to provide support to students who need assistance with math
homework, with make-up assignments, or review of learned concepts.
Students are reminded that while successful completion of two* 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. (*the State may increase the
number of years of required mathematics for a particular student, based on MCAS
performance)
COURSES OFFERED BY THE MATHEMATICS DEPARTMENT INCLUDE:
Algebra
Advanced Math
CP3 Algebra 1
CP2 Algebra 1
CP3 Algebra 2
CP2 Algebra 2
CP1 Algebra 2
Honors Algebra 2
Financial Literacy
CP2 Precalculus
CP1 Precalculus
Honors Precalculus
Geometry
Calculus
Statistics
CP3 Geometry
CP2 Geometry
CP1 Geometry
Honors Geometry
Introduction to Calculus
CP1 Calculus
AP Calculus AB
AP Calculus BC
Statistics
Biostatistics
AP Statistics
Note: CP= College Preparatory
AP=Advanced Placement
57
MATHEMATICS PROGRAM: TYPICAL COURSE SEQUENCES
Note: Arrows indicate typical paths through the Mathematics sequence and do not
preclude other movement between levels.
NOTES:
CP = College Preparatory
AP=Advanced Placement
*
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.
*
AP Statistics can be selected as an elective by any student completing CP2 Algebra 2, CP1
Algebra 2, or Honors Algebra 2 (see course prerequisites)
58
LEVEL DESCRIPTIONS
The four levels in mathematics are designed to meet the different learning style needs for each
of our students. To a large extent, the curriculum and the order in which the topics are taught
remains constant 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, pacing of the
class, and the amount of review of previously learned topics. Students who have demonstrated
the highest level of proficiency with advanced material, learn at a very fast pace, and retain
prior learning with no review are best suited for Honors level courses. Students who have
demonstrated a high level of proficiency with advanced material, learn at a fast pace, and
retain prior learning material with minimal review will be best suited for CP1 level courses.
Students who have demonstrated some proficiency with advanced material, learn at a
moderate pace, benefit from review of prior learning and guided practice for new learning will
be best suited for CP2 level courses. Students who demonstrate proficiency with material
given support, a pace that includes time for review and re-teaching of prior learning, and
extensive practice for new learning will be best suited for CP3 level courses. 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 critical thinking,
problem solving and self-assessment skills.
COURSE #415
CP3 ALGEBRA 1
Prerequisites: Satisfactory completion of Pre-Algebra or its equivalent and 8th grade teacher
recommendation.
This course consists of the topics covered in a first year Algebra course in addition to a review
of pre-algebra. Such topics include the language of algebra, integer operations, functions,
solving linear functions, graphing linear functions, solving 1-variable linear equalities,
applications of linear equations and 1-variable 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
Prerequisites: Successful completion of Pre-Algebra or its equivalent and 8th grader teacher
recommendation.
The course consists of al 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.
59
examinations.
COURSE #421
CP3 GEOMETRY
Prerequisites: C- or better in CP3 Algebra 1 and teacher recommendation.
This is a non-proof 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 re-teaching of algebraic
skills.
examinations.
COURSE #423
CP2 GEOMETRY
Prerequisites: C or better in CP2 Algebra 1 or 8th grade equivalent and 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.
examinations.
COURSE #424
CP1 GEOMETRY
Prerequisites: 8th grade teacher recommendation
This is a fast paced, proof-based course consisting of topics generally included in a Euclidean
Geometry course such as geometric definitions, theorems, and symbols related to angles,
triangle properties and congruency, 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 two-column proofs, and indirect proofs.
It is expected that students have strong Algebra 1 skills that require little review.
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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
Prerequisites: 8th grade teacher recommendation
This is an intensive, very fast-paced, proof-based course consisting of all topics in a Euclidean
Geometry course such as geometric definitions, theorems, and symbols related to angles,
triangle properties and congruencies, 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 threedimensional 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
Prerequisites: C- or better in CP3 Geometry and teacher recommendation
This course consists of topics in a standard second-year 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.
examinations.
COURSE #433
CP2 ALGEBRA 2
Prerequisites: C or better in CP2 Geometry and teacher recommendation
This course reviews and extends the topics introduced in Algebra 1 and contains topics in a
second-year 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,
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exponents and radicals, complex number systems, and arithmetic and geometric sequences
and series.
examinations.
COURSE #434
CP1 ALGEBRA 2
Prerequisites: B- or better in CP1 Geometry, achieving requisite score on the Algebra 2
Placement Exam, and teacher recommendation.
This course consists of topics in a standard second-year 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, real-world 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.
examinations.
COURSE #435
HONORS ALGEBRA 2
Prerequisites: B- or better in Honors Geometry, achieving requisite score on the Algebra 2
Placement Exam, and teacher recommendation.
This intensive course features the more demanding methods and problems in a second-year
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.
examinations.
COURSE #442
CP2 PRECALCULUS
For students in grade: 11 and 12
Prerequisites: C in CP2 Algebra 2 and 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
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identities, graphs of the trigonometric functions, inverse trigonometric functions, Law of Sines
and Law of Cosines.
standards as demonstrated through homework, quizzes, tests and semester examinations.
COURSE #444
CP1 PRECALCULUS
Prerequisites: B- in CP1 Algebra 2 and 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
functions, Law of Sines and Law of Consines.
COURSE #446
HONORS PRECALCULUS
Prerequisites: B- or better in Honors Algebra 2 and teacher recommendation.
This is a fast-paced, intensive course which provides an in-depth 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 Consines), polar
coordinates, DeMoivres’s Theorem, roots of complex numbers, parametric equations and
vectors.
core learning standards as demonstrated through quizzes, tests and semester examinations.
Students receive some credit for their homework.
COURSE # 438
FINANCIAL LITERACY
SEMESTER 1 OR 2 – 2.50 CREDITS
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 self-supporting 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
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today. Students will be evaluated based on their level of achievement as demonstrated
through homework, quizzes, tests, and projects.
COURSE #449
STATISTICS
Prerequisites: Successful completion of an Algebra 2 course and teacher recommendation.
This course is a non-calculus-based introductory level statistic course. Students are descriptive
statistics (summarizing, analyzing, and interpreting both quantitative and qualitative real-world
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.
standards as demonstrated through homework, quizzes, short-term assignments, tests, midyear exam and a final culminating project.
COURSE #450
AP STATISTICS
Prerequisites: Successful completion of an Honors or CP1 Algebra 2 course or an A in CP2
Algebra and teacher recommendation.
This course is designed for students who wish to complete studies equivalent to a onesemester, non-calculus-based, 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 evaluation based on their level of achievement of the learning
standards as demonstrated through tests, semester exams, and a final culminating project.
COURSE # 447
BIOSTATISTICS
Prerequisites: Successful completion of Algebra 2 and recommendation. Juniors can take it in
addition to, not instead of, Pre-Calculus.
Biostatistics is an unleveled interdisciplinary elective open to any junior or senior that has met
the prerequisites. Students will be exposed to the use of applied mathematics in the real world,
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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 gene-therapy, 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 studentchoice project where students will ask a “big” question and use the tools they have been
exposed to all semester to conduct their own research. Students will be evaluated based on
their level of achievement as demonstrated through homework, quizzes, tests, and projects.
COURSE # 448
BIOSTATISTICS
Prerequisites: Successful completion of Algebra 2 and teacher recommendation. Juniors can
take this course in addition to, not instead of, Precalculus.
This is a continuation of semester 1 of Biostatistics and is open to all students including those
who didn’t take semester 1. Students will be evaluated based on their level of achievement as
demonstrated through homework, quizzes, tests and projects.
COURSE #453
INTRODUCTION TO CALCULUS
Prerequisites: B in CP2 Pre-calculus course and teacher recommendation.
This course reinforces Pre-calculus skills and provides a more in-depth study of functions,
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 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
Prerequisites: B- in CP1 Pre-calculus and teacher recommendation.
This full-year course is the equivalent of a first-semester 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.
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Evaluation of student progress will be based on the students’ 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)
Prerequisites: C+ in Honors Pre-calculus and teacher recommendation.
This college-level 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.
COURSE #456
AP CALCULUS BC (HONORS)
Prerequisites: Superior performance in Honors Pre-calculus and teacher recommendation.
This intensive, fast-paced 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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MUSIC 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 tuition-based 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.
PERFORMANCE COURSES
Pep Band/Concert Band (Semester I Only) - Adv. – Placement by audition
Pep Band/Concert Band Honors (Full Year) - Adv. – Placement by audition
Pep Band/Repertory Band (Semester I Only) - Intro. – Placement by audition
Pep Band/Repertory Band Honors (Full Year) - Intro. – Placement by audition
Concert Band (Semester I & II)
Repertory Band (Semester I & II)
Jazz Band “A” (Full Year 3x/wk) Adv.
Jazz Band “B” (Full Year 2x wk) Intro.
String Orchestra (Full Year)
String Orchestra Honors (Full Year)
Combined Chorus (Full Year) -Four Sections
Select Choir (Full Year) - Placement by audition
Women’s Ensemble (Full Year) - Placement by audition
Men's Chorus (Full Year) - Placement by audition
Music Theory 1 & 2
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COURSE #850
PEP BAND/CONCERT BAND
For students in grade: 11 and 12 with selected 9th and 10th graders by audition only.
Prerequisites for 11th and 12th Graders: Ability to play a band instrument
Prerequisites for 9th and 10th Graders: Ability to play a band instrument at an exceptional skill
level. Acceptance as space permits.
Course #850 is offered to students who wish to participate in both the Pep Band and the
Concert Band. During the football season, students will devote half of their class time,
generally two rehearsals per week, preparing music to be performed in the stands at all home
and a select few away 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. At the
conclusion of the football season, all class time will be devoted to concert literature. Pep
Band requires NO after school rehearsals. Students will be asked to report one and one-half
hours prior to each football game. This course, is offered during the first semester is followed
by Concert Band (Course #852) during the second semester. The overwhelming majority of
band students, register for both semesters and take band for the entire year. Therefore, to
register for both semesters, it is necessary that students sign up for both Course #850 and
Course #852.
Evaluation will be based on regular demonstration of repertoire preparation, attendance at
performances, and class participation.
COURSE #851
CONCERT BAND
For students in grade: 11 and 12 with selected 9th and 10th graders by audition only.
Prerequisites for 9th and 10th Graders: Ability to play a band instrument at an exceptional skill
level. Acceptance as space permits.
Course #851 is offered to students who, during the first semester, choose to participate in
Concert Band only. 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 11th and
12th graders, but select 9th and 10th graders will be admitted based on their musical skill and
as space allows. The course is offered during the first semester and is followed by Concert
Band (Course #852) during the second semester. The overwhelming majority of Concert
Band students, register for both semesters and take band for the entire year. Therefore, to
register for both semesters, it is necessary that students sign up for both Course #851 and
Course #852.
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COURSE #852
CONCERT BAND
For students in grade: 10, 11 and 12 with selected 9th graders by audition only.
Prerequisites for 9th Graders: Ability to play a band instrument at an exceptional skill level.
Acceptance as space permits.
Follow up course to Courses #850 & 851. For descriptions, please see above. Please be
reminded that the overwhelming majority of band students register for both semesters and
take band for the entire year. Therefore, to register for both semesters, it is necessary that
students sign up for Courses #850, #851, and #852.
COURSE #850H
PEP/CONCERT BAND – HONORS
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 or #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 #853
STRING ORCHESTRA
FULL YEAR – 5 TIMES/WEEK – 5.0 CREDITS
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
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.
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COURSE #853H
HONORS STRING ORCHESTRA
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)
requirement)
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 #856 (4X WEEK)
COURSE #856S (4X WEEK)
COMBINED CHORUS
FULL YEAR – 2.0 TO 5.0 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 Concord-Carlisle. Usually
numbering between 90 and 120 members, this chorus is made up of male and female voices
from grades 9-12. 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.
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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 #858
MUSIC THEORY 1
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 fourpart writing.
COURSE #859
MUSIC THEORY 2
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 four-part writing skills and will introduce students to basic ear and voicetraining skills. Students will experience melodic and harmonic dictation of intervals, triads, and
elementary melodies in addition to metric and rhythmic analysis and dictation.
COURSE #864
JAZZ BAND “B”
FULL YEAR – 2 TIMES/WEEK – 2.5 CREDIT
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 9th graders who are interested in jazz study register for this course.
Evaluation: Evaluation will be based on class attendance, class participation, and attendance
at performances.
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COURSE #866
COMBINED CHORUS/SELECT CHOIR
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. 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).
COURSE #866M
COMBINED CHORUS/MEN’S CHOIR
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.
COURSE #866W
COMBINED CHORUS/WOMEN’S CHOIR
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,
Mezzo-Sopranos 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.
COURSE #870
PEP BAND/REPERTORY BAND
Prerequisites: Ability to play a band instrument
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This course is offered to students who wish to play in both the Pep Band and the Repertory
Band. During the football season, students will devote half of their in school class time,
generally two rehearsals per week, to the preparation of music to be performed in the stands
during all home and a select few away 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. At the conclusion of the football season, all class time will be devoted to the
preparation of concert literature. Pep Band requires NO after school rehearsals. Students may
play in Pep Band and still participate in after school sports. Pep Band students are asked to
report one and one-half hours prior to each football game. This course if offered during the
first semester is followed by Repertory Band Course #872. The overwhelming majority of
Repertory Band students, register for both semesters and take band for the entire year.
Therefore, to register for both semesters, it is necessary that students sign up for both
courses #870 and #872.
There may be an opportunity for select 9th and 10th graders to audition for Concert Band (an
advanced level course intended for 11th and 12th graders) as space in Concert Band permits.
Auditions for Concert Band will be held in January for current 9th graders and in February for
current 8th graders in order to allow plenty of time to register for the appropriate course. If a
current 8th or 9th grader does not audition for Concert Band in January or February, they will
automatically be placed in Repertory Band.
concerts, and class participation.
COURSE #870H
PEP/REPERTORY BAND – HONORS
Concert Band is offered for Honors credit. Honors level students are still obligated to complete
all of the core expectations of Course #850 or #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)
requirement).
instrument.
COURSE #871
REPERTORY BAND
Course #871 is available to students who, during the first semester, choose to participate in
Repertory Band only. 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. This course is offered during the first semester and is followed by
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Repertory Band Course #872 in the second semester. The overwhelming majority of
Repertory Band students, register for both semesters and take band for the entire year.
Therefore, to register for both semesters, it is necessary that students sign up for both
Courses #871 and #872. There may be an opportunity for select 9th and 10th graders to
audition for Concert Band (an advanced level course intended for 11th and 12th graders) as
space in Concert Band permits. Auditions for Concert Band will be held in January for current
9th graders and in February for current 8th graders in order to allow plenty of time to register
for the appropriate course. If a current 8th or 9th grader does not audition for Concert Band in
January or February, they will automatically be placed in Repertory Band.
concerts, and class participation.
COURSE #872
REPERTORY BAND
Follow up curse to Course #870 and #871. For descriptions, please see above. Please be
reminded that the overwhelming majority of Repertory Band students register for both
semesters and take band for the entire year. Therefore, to register for both semesters, it is
necessary that students sign up for both Course #870 or #871 and #872.
concerts, and on class participation.
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RIVERS AND REVOLUTIONS
COURSE #760RR-E
(English)
COURSE #763RR-A
(Art)
COURSE #761RR-SS
(Social Studies)
COURSE #764RR-S
(Science)
COURSE #762RR-M
(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.
NOTE: Students should NOT select this course when completing the Course Request
Sheet for 2015-16. After students have registered for their full program and have been
accepted into the program, this course will be assigned.
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 in-depth
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, hands-on 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
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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.
Rivers and Revolutions runs every block of the day except for A block, during which time
students are free, where possible, to continue their foreign 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 co-curricular activities.
Rivers and Revolutions is being 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
program by mid-May. Students are encouraged to 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 full-day 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 DEPARTMENT
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 lecture-reading 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 Concord-Carlisle High School.
COURSES OFFERED BY THE SCIENCE DEPARTMENT
Earth Science (Full Year)
Human Anatomy & Physiology (Full Year)
Introductory Chemistry (Full Year)
Introductory Biology (Full Year)
Introductory Physics (Full Year)
Advanced Placement Chemistry (Full Year)
Advanced Placement Biology (Full Year)
Advanced Placement Physics B (Full Year)
Advanced Placement Physics with Calculus (Full Year)
Advanced Earth Science - Meteorology (Semester 1) Not offered 2014-2015
Advanced Earth Science – Environmental Science (Semester 1)
Forensic Science (Semester 2)
Advanced Earth Science – Physical Geology & Geologic Mapping (Semester 2)
Biotechnology (Semester 1) Next offered 2015-2016
Botany (Semester 2) Next offered 2015-2016
Organic Chemistry (Semester 1)
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SCIENCE PROGRAM SEQUENCE
Common paths taken by students. Alternative paths can be created with teacher
permission.
GRADE
COLLEGE PREP
ENRICHED
HONORS
9
Earth Science (CP)
Earth
Science (H)
10
Introductory Biology (CP)
Introductory
Biology (H)
11
Introductory Chemistry (CP)
Introductory Chemistry (E)
Chemistry in the Community (CP)
Introductory Physics
Introductory Physics (CP)
Introductory Physics (E)
12
Introductory
Chemistry (H)
Introductory
Physics (H)
Introductory
Biology (H)
Earth
Introductory
Science (H) Chemistry (H)
Introductory
Organic
Physics (H) Chemistry (E)
AP Biology
Environmental Science (E)
Human Anatomy and
AP Physics C (H) AP Chem. (H)
B (H)
AP Physics
Physiology (E)
Meteorology (E)
Forensic Science (E)
Organic Chemistry (E)
Physical Geology &
Geologic Mapping (E)
Botany (E)
Biotechnology (H)
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 above 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.
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COURSE #511
EARTH SCIENCE (CP)
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, audiovisual 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)
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, audio-visual 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.
Evaluation will be based on homework, class participation, special projects, tests, laboratory
work and reports, and the semester examinations.
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COURSE #516
ADVANCED EARTH SCIENCE – METEOROLOGY (E)
Prerequisites: Completion of two years of H, CPI or II level math or its equivalent and/or teacher
recommendation.
This fast paced course will explore everyday weather phenomena, winter storms, hurricanes,
severe weather, climate, and global warming. Class time will be devoted to lectures and
presentation, analysis of School WeatherNet data, and hands on activities. Textbook and
Internet resources will support this. Students will gain an understanding of the daily weather,
and how variables such as temperature, dew point, wind speed, and air pressure contribute to
meteorological events. They will gain an appreciation of local and global weather as well as
climate concerns. Students will be able to interpret sounding graphs, weather maps, and
models. They will critically review television, newspaper, and on-line forecast and learn how to
generate their own weather forecasts that may be presented on the morning announcements,
WIQH-FM, and CCTV.
projects, tests, and the semester examination.
NOTE: Not offered 2015-2016
COURSE #517
ADVANCED EARTH SCIENCE – PHYSICAL GEOLOGY & GEOLOGIC MAPPING (E)
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 field-based study. Class time will be devoted to detailed
study through lectures, discussion, audio-visual presentations, demonstrations and laboratory
and field-based investigations and will reinforce concepts discussed in the next text, with a
focus on the geology of New England. Student will attend several field trips to view geologic
phenomena in situ (including a weekend trip to the coast of Maine). Additionally, with the aid of
high accuracy GPS, students will collect data and samples for lab analysis as well as learn the
GIS softwear applications ArcView and Google Earth to present high quality geologic maps of
their findings.
projects, tests, and the final examination.
COURSE #518
ADVANCED EARTH SCIENCE – ENVIRONMENTAL SCIENCE (E)
recommendation.
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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.
projects, tests, and the final examination.
COURSE #521
INTRODUCTION TO BIOLOGY (CP)
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)
Prerequisites: Concurrent enrollment in honors or CPI math and/or recommendation of previous
teacher.
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 in-depth study.
Because of the math prerequisite, the instructor will assume that students will be able to solve
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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 #539
BOTANY (E)
Prerequisites: Successful completion of Biology
Where does the food on your plate really come from? What type of plant will help soothe a
burn? Can plants be used to treat cancer? This course will address these questions and many
more! The course will provide an overview of the major groups of plants and begin by focusing
on their structure, function and development. Students will continue their study by learning
techniques to propagate plants and will investigate the many uses of plants including edible
and medicinal uses. Finally, students will explore the interrelationship between plants and
animals and will examine the importance of plants to humans. The course format will include
lecture, labs, field studies, hands-on activities and projects.
Evaluation will be based on homework assignments, class participation, laboratory reports,
projects, quizzes, tests and a semester examination.
COURSE #524
BIOTECHNOLOGY (E)
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.
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.
COURSE #525
ADVANCED PLACEMENT BIOLOGY (H)
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
82
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)
Prerequisites: Above average achievement in all levels of Biology, or teacher recommendation.
Co-requisites: Above average achievement in all levels of Chemistry, or teacher
recommendation.
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 long-term independent project. Evaluation will be based on homework,
laboratory activities, class participation, quizzes, tests, and semester examinations.
NOTE: Not offered in 2015-2016
COURSE #531
INTRODUCTORY CHEMISTRY (CP)
Prerequisites: Successful completion of two years of CPIII math courses or equivalent, and
completion of the departmental math evaluation.
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)
Prerequisites: Concurrent enrollment in CPI or II level math and/or teacher recommendation,
and completion of the departmental math evaluation.
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
83
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.
projects, quizzes, tests and semester examinations.
COURSE #533
INTRODUCTORY CHEMISTRY (H)
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 honors course will include a more intensive and in-depth 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.
projects, quizzes, tests and semester examinations.
COURSE #535
ADVANCED PLACEMENT CHEMISTRY (H)
Prerequisites: A minimum grade of B+ Introductory Chemistry (H) and/or teacher
recommendation.
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.
COURSE #536
FORENSIC SCIENCE (E)
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
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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.
projects, quizzes, tests, and semester examinations.
COURSE #537
CHEMISTRY IN THE COMMUNITY (CP)
Prerequisites: Successful completion of two years of CPIII math courses or equivalent, and
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 decision-making situations.
Evaluation will be based on homework, laboratory reports and techniques, class participation,
COURSE #538
ORGANIC CHEMISTRY (E)
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.
projects, quizzes, tests, and a semester examinations.
COURSE #541
INTRODUCTORY PHYSICS (CP)
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 hands-on class with many activities, laboratory
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investigations and projects. Topics that will be addressed in this course include one and twodimensional 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.
COURSE #542
INTRODUCTORY PHYSICS (E)
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.
principles that govern the universe with an emphasis on connection to daily life. It is a handson, 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 college-level science courses. Other instructional
practices include lecture, group discussion, demonstration, and problem solving. The topics
addressed in this course include one and two-dimensional 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,
COURSE #543
INTRODUCTORY PHYSICS (H)
Prerequisites: Exemplary achievement in science accompanied by a consistent demonstration
of sound study skills/habits. Strong proficiency in algebraic concepts and skills. For example,
completion of and concurrent enrollment in Honors or CPI Math with an A-average and
principles that govern the universe with an emphasis on connection to daily life. It is a
laboratory driven course that involves extensive individual and collaborative laboratory work.
Students will design investigative procedures in response to stated research goals, collect
appropriate data, and draw meaningful conclusions from the data. Students will be required to
document their research in a laboratory notebook and prepare formal laboratory reports
modeled directly after scientific journal articles. Other instructional practices include lecture,
group discussion, demonstration, and problem solving. 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, periodic motion, geometrical and physical optics,
and electricity. This honors course assumes that students will be able to solve quantitative
problems independently; background math skills will not be taught in the classroom.
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Evaluation will be based primarily on laboratory reports, class participation, homework, test,
COURSE #544
AP PHYSICS C (H)
Prerequisites: A minimum grade of B+ Introductory Physics (H) along with teacher’s
recommendation..
This course meets one additional period per week for lab
Co-requisite: Students must be enrolled in BC, AB, or CP-1 Calculus.
AP Physics ‘C’ is designed for students who have taken a first year physics course and are
enrolled in AB, BC or CP-1 Calculus as co-requisite. 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 twodimensional 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.
COURSE #545
AP PHYSICS B (H)
Prerequisites: Teacher’s recommendation is required along with a minimum grade of B+ in
Introductory Physics (H). Students should have already taken or be taking CPI, or Honors
Trigonometry and Analysis and completion of the departmental math evaluation.
The topics addressed in this honors course include heat, kinetic theory, thermodynamics, fluid
statics, fluid dynamics, electrostatics, direct current circuitry, magnetism, atomic and nuclear
physics, waves and sound, and special relativity. Students will be required to integrate first year
physics concepts into their study of the advanced topics listed above. Those who successfully
complete this course will prepared to take the non-calculus based Advanced Placement
Examination (AP) Physics “B” in May.
Evaluation will be based on class participation, homework, laboratory reports, quizzes, tests,
and semester exams.
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ENGINEERING PROGRAM
The Science Department is offering a series of Engineering Courses designed to expose
students to some of the major concepts they would encounter in a post-secondary engineering
course of study. Students will have an opportunity to investigate engineering and high-tech
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 the fields of 3-D Graphics (CAD), Mechanical Engineering, Electrical Engineering and
Robotics. In the future, if there is a demand we hope to increase the number and variety of
engineering courses.
ENGINEERING COURSES
3D Graphics (CAD)-Art Department (Semester)
Engineering Problem Solving & Technical Communication (Semester)
Mechanical Engineering (Semester)
Electrical Engineering (Semester)
Introduction to Java Programming (Semester)
Advanced Java Programming (Semester)
Advanced Problem Solving with Java (Semester)
Introduction to Programming Through Python (Semester)
Advanced Python Programming (Semester)
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.
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COURSE #715
3D GRAPHICS (CAD)
Prerequisites: None
using primarily Cinema4D and Truespace. Starting from primitives, students create 3D models,
scenes, and basic animations. Students will undertake multiple projects utilizing conventional
and non-conventional modeling and lighting techniques. Students use Adobe Photoshop to
explore multiple texture-mapping techniques and basic animations of objects and scenes.
Students generate high resolution rendered scenes and animations that meet the criteria of
each lesson and final project. Possible projects include basic vehicle design, character design
and product design.
Evaluation will be based on class assignments, participation, quizzes, exams, and the quality
of the final project. A final grade of B or above is required in order to advance to the Advanced
3D Graphics class.
COURSE #551
ENGINEERING PROBLEM SOLVING & TECHNICAL COMMUNICATION
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
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
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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
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 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 multi-meters 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 #733
INTRODUCTION TO JAVA
Prerequisites: Honors or CP1 Algebra 2 or permission of the instructor.
Computer programs specify the behavior of computers from the hardware up to the user
applications such as network browsers, document editors and photograph processors.
Students will be introduced to programming using the Java programming language. Objectoriented methodology will be used throughout the course. The student will learn the syntax and
semantics of a large part of the Java language, and be exposed to the criteria for developing
well-structured, readable and maintainable programs. Computer labs will be based on the
development environments with rich educational features. This introductory course will provide
the basic skills of programming, including class definition, method definition, procedural use of
methods, variables and operators, and control flow with conditionals and loops.
that they develop in the computer lab, but also by written in-class assignments.
COURSE #734
ADVANCED JAVA PROGRAMMING
Prerequisites: Course #735 and Honors or CP1 Algebra 2 or permission of the instructor.
Computer programs specify the behavior of computers from the hardware up to the user
applications such as network browsers, document editors and photograph processors.
Students will be introduced to programming using the Java programming language. Objectoriented methodology will be used throughout the course. The student will learn the syntax and
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semantics of a large part of the Java language, and be exposed to the criteria for developing
well-structured, readable and maintainable programs. Computer labs will be based on the
development environments with rich educational features. This advanced course will address
deeper concepts in object-oriented programming and, to the degree possible, explore the
content of the AP Computer Science curriculum.
Students will be evaluated primarily on the quality and functionality of programs that they
develop in the computer lab, but also by written in-class assessments.
COURSE #734A
ADVANCED PROBLEM SOLVING WITH JAVA PROGRAMMING
Prerequisites: Intro. and Advanced Java Programming (#733 & #744) or equivalent
coursework.
Description: This course will focus on applying the skills learned in courses #733 and #734 to
a wide variety of real-world 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. Students will also learn more
about the Swing package, including event handling, sliders, menus, lists, etc. The course will
also work with the Canvas class and layout managers, file I/O, applets, threading, and
advanced interfaces. The course may also make use of Processing (a Java-based language
designed to quickly create graphics and simulations) and other programming languages, such
as C# and Python.
COURSE #732
INTRODUCTION TO PROGRAMMING THROUGH PYTHON
SEMESTER 1 - 2.50 CREDITS
Prerequisites: A strong background in Algebra 2 or prior background in computer programming
languages.
Description: Where do apps that you use on your computer, iPhone and various other
processors. Students will be introduced to programming using the Python programming
language, a powerful language 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 well-structured, 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.
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COURSE #732A
ADVANCED PYTHON PROGRAMMING
SEMESTER 2 - 2.50 CREDITS
Prerequisites: Introduction to Programming through Python (course #731)
Description: 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 Object-oriented programming in Python.
The focus of this second semester will be on larger programming projects.
completion. Efficiency and readability of code as well as the aesthetics of the user interface will
play a significant role in assessment.
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SENIOR PROJECT
COURSE #600
SENIOR PROJECT
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
student’s overall participation throughout the semester.
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SOCIAL STUDIES DEPARTMENT
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.
FRESHMEN & SOPHOMORE COURSES
(Offered Every Year)
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GRADE 9
World Cultures and Civilizations (Full Year)
GRADE 10
United States History (Full Year)
FULL YEAR COURSES
COURSE #201
WORLD CULTURES AND CIVILIZATIONS
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
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.
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
Multi-Disciplinary
Current Affairs
Religion
World Religion
Economics
Intro to Economics
Sociology
Intro to Sociology
Area Studies
The History & Future of Russia
U.S. History
19th Century
The Presidency
U.S. History
Making Modern America
Constitutional Law
European History
1789 – 1917: Revolutions
European History
Dictatorships & Democracy
Ancient History
Greece
Rome
SOCIAL STUDIES ELECTIVES OFFERED SEMESTER 1
COURSE #216
PSYCHOLOGY – Brain, Mind & Behavior
SEMESTER 1– 2.5 CREDITS
Prerequisites: None
Psychology is an in-depth 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.
Evaluation: Will be based on preparation for class, written reports, unit tests, individual projects
and a semester exam.
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COURSE #223
POLITICAL SCIENCE – International Issues
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
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.
Evaluation: Student achievement is assessed through on-site visitations, tests, papers and a
final exam.
COURSE #244
SOCIOLOGY – Intro to Sociology
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
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
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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 – 19TH Century U.S. History: Democracy, Slavery, and the Civil War
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 S.A.T. II and the U.S.
History A.P.
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
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? 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? What Democrats and Republicans have the best shot of securing their party’s
nomination in the 2016 election? What are the President’s powers and roles and what
influential presidents redefined these powers? 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 current Obama Administration. This year, we will also
closely follow and analyze the upcoming 2016 presidential primaries and election.
Evaluation: Student achievement will be assessed through homework assignments, tests,
active participation in class discussions and debates, papers, and a final exam.
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COURSE #261
EUROPEAN HISTORY – 1789 – 1917: Revolutions
Prerequisites: None
The 19th 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 though homework, demonstration of
preparation for class through class participation, tests, essays, reports, and a final exam.
Note: This class is not offered 2015-2016
SOCIAL STUDIES ELECTIVES OFFERED SEMESTER 2
COURSE #219
PSYCHOLOGY – Normal & Abnormal Behavior
Prerequisites: None (Psychology 1 is not a prerequisite)
Psychology is an in-depth 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.
COURSE #220
PSYCHOLOGY – Senior Psychology
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,
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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 – Intro to Economics
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
Prerequisites: None
Russian president Vladimir Putin has become one of the most powerful people in the world.
He leads a nuclear-armed country that covers one-eighth 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
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.
Note: This class will not be offered 2015-2016
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COURSE #235
ANCIENT HISTORY – Rome
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.
Note: This class will not be offered 2015-2016
COURSE #238
ANCIENT HISTORY – Greece
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.
COURSE #226
MULTI-DISCIPLINARY – Current Affairs
For students in grade: 12 only
Prerequisites: None
This will be a culminating course for seniors, which focus 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. The goal is to solidify the habit of being interested in and aware
of the world around them. Students will read articles from a wide variety of newspapers,
magazines 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 have included gender, crime and punishment, gay marriage, gun control,
leadership, the role of technology in our lives, parenting, challenges facing the two political
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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 grab on to and 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 – 20th Century U.S. Society & Culture
Prerequisites: None
This course focuses on the emergence of modern American society in the 20th Century and will
focus on how our culture is defined. Unlike other history courses we offer, this one emphasizes
the experience of the people: their music, their recreation (we will examine how public parks,
movie theaters, and commercial amusements like Coney Island shaped our values), their art,
and their political movements (like women’s suffrage and the early civil rights movements).
We will explore how jazz helped blacks define later American musical styles and how World
Wars helped make inner city immigrants Americans. There is a multi-cultural emphasis to this
course, with specific attention given to the role that African-Americans and Hispanics play in
defining our historical experience. The approach will be 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
S.A.T. II and the U.S. History A.P.
Evaluation: Student achievement will be assessed through homework assignments, tests,
class participation, written reports and a final exam.
COURSE #254
US HISTORY – Constitutional Law
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.
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COURSE #262
EUROPEAN HISTORY – Dictatorships and Democracy
Prerequisites: None
This course will examine the challenges of 20th 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: This course will not be offered 2015-2016
SOCIAL STUDIES CONSORTIUM
Three seniors are selected in their junior year by the Social Studies Department to participate
in this four-school consortium program including:
Concord-Carlisle High School
Concord Academy
Middlesex School
Weston High School
For complete information about this program, which is designed to recognize outstanding
students of Social Studies, please contact the chairperson of the Social Studies Department.
Note: This course will not be offered in 2015-2016
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THEATRE STUDIES PROGRAM
COURSE #841B
MUSICAL PRODUCTION AND PERFORMANCE – Winter Musical
Prerequisites: None
Students participating in the Winter Musical will explore all aspects of staging a Broadway
musical from read through to performance and strike. Actors, technical crew and musicians will
learn rehearsal techniques, receive professional coaching and assessment, and learn how to
build an ensemble and manage a large team through a complex project through production.
Assessment is based on performance, attendance, weekly journaling and a final reflection
paper.
___________________________________________________________________________
COURSE #844
INTRODUCTION TO ACTING
Prerequisites: None
This class focuses on introducing students to the fundamentals of acting and public speaking.
Students will learn various methods of warm up, character development, vocal and physical
exploration, monologue and scene preparation. Students will spend their first quarter
developing and refining a monologue and second quarter preparing a two-person scene.
Subjects of study may include: Alexander technique, Chekov approach, Boal exercises and
Suzuki technique. The course will consist of two-quarter projects (monologue and scene),
technical demonstrations, in class critique, discussions and workshops with visiting artists.
Most of the theatre assignments will consist of both homework and classroom projects focused
on the development of your quarter projects. This class can be taken for Honors credit by
Juniors and Seniors looking to develop their college audition materials.
Evaluation will be based on class work, class participation, and a performance examination.
COURSE #841
THEATRE PRODUCTION: DEVISE, DESIGN AND PRODUCTION
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 ten-minute 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.
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INTERDISCIPLINARY PROGRAM
AP CAPSTONE
The AP Capstone is a two-year program that focuses on developing research skills.
COURSE #615
SEMINAR CAPSTONE (AP)
For students in grade: 11 & 12
Prerequisites: None
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 real-world
issues through a cross-curricular 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)
Prerequisites: Successful completion of Seminar Capstone (AP)
AP Research allows students to design, plan, and conduct a yearlong research-based
investigation on a topic of individual interest. Through this inquiry and investigation, students
demonstrate the ability to apply scholarly understanding to real-world 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 DEPARTMENT
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 - 5.0
This course provides support for classroom material in the humanities and in
freshmen/sophomore sciences classes.
COURSE #015
ADOLESCENT ISSUES
This course provides insight and understanding to the issues affecting teenagers as they make
their journey through high school and plan for post-secondary endeavors.
COURSE #013
APPLIED STUDIES
This course provides students with organizational and test taking strategies as well as study
skill habits that can be utilized in post-secondary 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 – 5.0
This course provides thematic instruction in basic literacy skills as they are applied throughout
the curriculum.
COURSE #014
ENGLISH WRITING
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
This course is designed to improve competence and confidence in understanding and
interpreting literature.
107
ADDITIONAL ACADEMIC COURSES (CONTINUED)
You must see your Guidance Counselor to enroll in the following classes
COURSE #077
HEALTH + FITNESS
This course provides individual instruction in the areas of cardio-vascular fitness and
muscle/strength training.
COURSE #081 & #082
INDIVIDUALIZED MATH
This course provides an individualized math curriculum for students who need a
comprehensive review of fundamental math skills.
COURSE #096A
INSIGHT AND UNDERSTANDING
This course provides an intense examination of issues that impact adolescents in the 21st
century.
COURSE #086A, # 086B, #086C &# 086D
LITERACY STRATEGIES
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
LIFE-SKILLS
This course provides instruction in the areas of culinary arts, nutrition, wellness, and civic
responsibility.
COURSE #090
MATH STRATEGIES
This course supplements the Algebra curriculum. Students are taught strategies and short-cuts
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.
108
ADDITIONAL ACADEMIC COURSES (CONTINUED)
You must see your Guidance Counselor to enroll in the following classes
COURSE # 071A
OCCUPATIONAL DEVELOPMENT
This course provides instruction in the three critical vocational behaviors associated with a
career (exploration, acquisition, retention).
COURSE #020
PHYSICAL FITNESS
This course provides individual instruction in the areas of cardio-vascular fitness and
muscle/strength training.
COURSE #075 & #076
SPEECH AND LANGUAGE SKILLS
This course provides strategies for improving verbal problem-solving, memorization, and oral
language expression.
COURSE # 084A
CREDITS - 2.5
SEMESTER
COURSE #084B
CREDITS - 1.875
COURSE #084C
CREDITS – 1.25
COURSE #084D
CREDITS – 0.625
COURSE #085A
CREDITS – 2.5
COURSE #085B
CREDITS – 1.875
COURSE #086C
CREDITS – 1.25
COURSE #087D
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 test-taking skills.
COURSE #012A
TOPICS IN U.S. HISTORY
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 post-secondary planning.
109
END OF PROGRAM OF STUDIES
KEEP THIS BOOKLET HANDY TO
REVIEW COURSES, CREDITS, AND
INFORMATION ABOUT COURSE
SELECTIONS
110

Program of Studies - Concord

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