principal’s message 2017 2018national and international education opportunites 12 english...

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PRINCIPAL’S MESSAGE

The Program of Studies for the academic year 2017‐2018 is a tool that students can use to plan their course schedule. As you design your Individual Success plan, set goals and create a pathway to achieve your goals and meet the graduation requirements, this guidebook can assist you by describing the current course offerings for students. In addition to courses available during the school day and during the traditional school year, (fall and spring semester) there are new opportunities for motivated students to accelerate their progress toward meeting their goals and the school graduation requirements. These opportunities are described in the program of studies and include Early College course work, Innovation School pathways and the Summer Semester.

Guidance staff, Department Chairs, Teachers and Innovation School leaders are available to consult with students to assist in the alignment between a student’s goals and their course work. Please seek these staff members out and take the opportunity to design a course of study that is engaging and relevant to you. There has never been a time at Pentucket when students have had the opportunities currently presented to tailor their school program to meet their individual goals. Please seek me out if I can also support you in this exciting planning process. Sincerely,

Jonathan P. Seymour Principal

Click on this link to see a video version of the Principal’s Message

https://vimeo.com/121813969

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TABLE OF CONTENTS

TOPIC Page #

PRINCIPAL’S MESSAGE 1

WHAT IS AN INNOVATION ACADEMY 3

GRADUATION REQUIREMENTS 8

RANK IN CLASS 11

SUMMER SEMESTER 11

EARLY COLLEGE PROGRAM 12

VIRTUAL HIGH SCHOOL 12

NATIONAL AND INTERNATIONAL EDUCATION OPPORTUNITES 12

ENGLISH DEPARTMENT 12

SOCIAL STUDIES DEPARTMENT 20

MATH DEPARTMENT 26

SCIENCE & ENGINEERING TECHNOLOGY DEPARTMENT 31

FOREIGN LANGUAGE DEPARTMENT 40

WELLNESS DEPARTMENT 45

MOVEMENT SCIENCE AND ATHLETICS INNOVATION ACADEMY 47

SAFETY AND PUBLIC SERVICE INNOVATION ACADEMY 48

BUSINESS, FINANCE AND ENTEPRENURSHIP INNOVATION ACADEMY 50

FINE AND PERFORMING ARTS DEPARTMENT 51

ARTS INNOVATION ACADEMY 51

THEATRE ARTS 56

MUSIC CONSERVATORY INNOVATION ACADEMY 57

GUIDANCE DEPARTMENT 61

SPECIAL EDUCATION 62

LIBRARY / MEDIA CENTER 62

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Pentucket is Massachusetts’ Innovation School Leader

What is an Innovation Academy? Innovation Schools or Academies at Pentucket create highly engaging and relevant sequences of courses that allow students to go into greater depth with their studies. They also create real world learning opportunities for students through the application of learning both in the classroom and in the community. Students work with staff to develop connections between their area of interest and their post high school, college and career plans. Students who take at least 25 credits worth of courses that are a part of the academy will receive special recognition at graduation (see courses listed below). Students are not locked into any of the course sequences described below; instead these are opportunities that any student can participate in. Students are able to take courses in multiple areas based on their interests.

Innovative Opportunities for Students Innovation Academies offer students unique learning opportunities not found in most schools. All students in Public Safety I and Sports Medicine I receive CPR certification as a part of the class. Over the past two years approximately 350 students have taken these classes and received CPR certification. Students also have opportunities to take Early College courses in Core academic areas as well as in their area of interest. Innovation Academy students may also benefit from accelerated opportunities in our Summer Semester. Courses offered in Summer Semester allow students to take highly specialized courses in their area of interest, or to take Core classes which create flexibility in their schedule for more Academy specific classes during Fall or Spring Semester. Students have much more choice in the courses they chose and the time of year that they best fit into the individual students’ plan for success. Another exciting opportunity for students is the ability to engage in job shadow, practicum, internship or apprentice programs which allow them to apply their knowledge and skills in real world settings aligned to their future education and career interests.

How do I get Involved? The Innovation Academy leaders (listed below), classroom instructors (listed below) and guidance counselors can help plan a schedule to begin exploring areas of interest. There is an introductory course in each area that students can take to learn more. Survey data in the Naviance system can also assist students in learning more about areas of strength and interest. For additional information visit http://www.prsd.org/WorldClassEducation

Click here to see a video description of Innovation Schools at Pentucket

https://vimeo.com/121818069

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Pentucket Innovation Academies

Movement Science and Athletics Academy Dan Thornton, MSA Academy Leader, HS Assistant Principal / HS Athletic Director, Kate Castiglione, Athletic Trainer, HS teacher, Matt Lovett, Athletic Trainer, HS teacher, Caroline Maloney, Athletic Trainer, MS teacher.

Arts Academy Marcia Nadeau, Arts Academy Leader, 7‐12 Fine and Performing Arts Chairperson, Sean Bixby, Illustrator, mixed medium artist, HS teacher, Aris Moore, painter, illustrator, MS teacher.

Safety and Public Service Academy Dave Evans, SPS Academy Leader, HS Assistant Principal, Lieutenant West Newbury Fire Department, Keith Sherman, HS teacher, Merrimac Firefighter, Blane Goguen, HS Forensics and Chemistry teacher.

Pentucket Music Conservatory Tony Beatrice, Music Conservatory Leader, PRHS Band and 7‐12 Percussion Director, David Schumacher, PRSD Director of Jazz, Tech and Music specialist, Amy Guerriero, PRSD Band Director, music specialist.

STEM Academy (Science, Technology, Engineering, Math) Shawn MacDonald, STEM Academy Leader, 7‐12 STEM teacher, John McNamara, 7‐12 STEM teacher, Dianne Kelly, HS CAD, Robotics and computer teacher.

Business, Finance and Entrepreneurship Academy Ken Kelley, BFE Academy Leader, PRMS Principal, Ed Hickey, 7‐12 Math Department Chairperson, Mike Stevens, 7‐12 Social Studies Chairperson.

Which courses are included in the course sequence? The courses listed below are approved to be included for Academy credit. Please make note of the pre‐requisite or the special circumstances that will allow for inclusion of a course for Academy credit.

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Academy Course

Safety and Public Service

Public Safety I

Public Safety II – Criminal Justice

Public Safety III – Fire Science

Public Safety IV – EMS & Applied Health

Forensics

Topics in Literature

Anatomy and Physiology I

Anatomy and Physiology II

Environmental Science I

Environmental Science II

Sports Medicine I

Sports Medicine II

Chemistry

Physics

Society and Justice in the U.S.

Law and Society

Psychology

Video Production I & II

Photography I & II

Themes in Human History

Themes in Literature

Contemporary Global Issues

Robotics

Independent Studies

Criminology

Fire Science

Law Enforcement

Public Safety I

Psychology of Crime

Junior Firefighter Program ‐ Summer

Teen CERT Program ‐ Summer

NIMS ‐ Summer

CPR/First Aid ‐ Summer

Various Online courses, see Academy Director for more details

Internships:

Law Enforcement

Firefighter

Emergency Medicine

Animal Rescue

Courts/Probation

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Other

Movement Science & Athletics

Sports Medicine I

Sports Medicine II

Anatomy & Physiology I

Anatomy & Physiology II

Introduction to Organic Chemistry

Biomechanics

Strength and Conditioning

Nutrition for the Physically Active

Clinical Practicum I

Clinical Practicum II



Sports Literature

Public Speaking

Psychology

Biology

Chemistry

Physics

Wellness 9

Wellness 10

Independent Wellness

Personal Fitness

Sports Psychology and Medical Ethics

Fitness Specialist

Arts Academy Fundamentals in Art

Drawing

Character Sculpture

Digital Sculpture

Anatomy & Physiology I

Anatomy & Physiology II

Graphic Design


Graphic Novel


Advanced Video Production

Video Production I

Video Production II

Pentucket TV

Painting I

Painting II

3D Design

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Mixed Media

Photography I

Photography II

AP Studio Art/Senior Studio

Virtual High School courses

Dual Enrollment with Mass College of Art

Apprenticeship

Creative Writing

Music Conservatory

Concert Band

Concert Chorus

Percussion Ensemble, Percussion Performance

Jazz Big Band (after school)

Jazz Combo (after school)

Beginning Jazz Improvisation (after school)

Public Speaking

Musicianship I

Musicianship II

Introduction to Rock Band and Songwriting

Composing Music to Film and Video Games

Music Business

Music Education

Sound Recording Technology

Music Therapy

Music Composition

Orchestra

STEM Academy Biology

Chemistry

Physics

AP Biology

AP Chemistry

AP Physics

AP Computer Science A

Electricity

Renewable Energy

Bioethics

Environmental Science I

Environmental Science II

STEM I STEM II

Exploring Engineering

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REQUIREMENTS – CLASS OF 2018, 2019, 2020 & 2021 Beginning with 9th grade, progress toward graduation depends upon the accumulation of credits. A minimum of 105 credits are required for graduation. Students’ programs are checked and rechecked to make certain that each student will have adequate credits to progress with his/her class. All students must have passed the State MCAS assessment to be eligible for a high school diploma. It is the joint responsibility of the school, student and parent to help each student to meet these requirements. Students should know their credit total to date and be certain of what courses they have completed in each required category. Promotion Requirements: In order to move from one grade level to another, the following yearly credit totals are as follows: For entrance to Grade 10: 25 credits including the successful completion of English, Math and Science from grade 9. For entrance to Grade 11: 50 total credits including the successful completion of English, Math and Science from grade 10. For entrance to Grade 12: 75 total credits including the successful completion of English, Math and Science from grade 11.

CAD I

CAD II

CAD III

CAD IV

Robotics I

Robotics II

Game Design

Problem Solving

Algebra I, II

Geometry

Pre‐Calculus

AP Calculus, Calculus

AP Statistics, Statistics

Advanced Decision Making

Applications in Algebra

Business, Finance and

Entrepreneurship

Business Seminar

Introduction to Personal Finance

Introduction to Accounting

Public Speaking

What if it Never Happened

Web Page Design I

Web Page Design II


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OUTLINE OF GRADUATION REQUIREMENTS

ENGLISH

20 credits of English Literature2.5 credits of Writing Lab

SOCIAL STUDIES

10 credits of American History5 credits of World History 2.5 credits of Politics and Philosophy 2.5 elective credits (if a student takes A.P. History they are only required to take 2.5 credits of World History and 2.5 credits of Politics and Philosophy)

MATH, SCIENCE & ENGINEERING TECHNOLOGY

35 credits of Math and Science required15 or 20 credits of Math 5 credits of Biology 5 credits of Chemistry 5 credits of other science (CAD 1‐4, Engineering I, II, Problem Solving, STEM I, STEM II, Exploring Engineering, Anatomy & Physiology I, II, Sports Medicine I, II, Biomechanics, Organic Chemistry, Zoology, Oceanography, Marine Biology, Environmental Science, Forensics, Electricity, Bioethics, AP Chemistry, AP Biology, AP Physics, AP Computer Science A) *students are encouraged to take 4 years of both math and science

WORLD LANGUAGES

10 credits

WELLNESS 10 credits from:Wellness 9, Wellness 10, Fitness & Nutrition, Personal Fitness, Collaboration and Team Games, Strength and Conditioning, Fitness Specialist, Independent Wellness. The following courses count towards Wellness when paired with a season of a sport: Sports Medicine I, Sports Medicine II, Anatomy & Physiology I, Anatomy & Physiology II & Public Safety III (fire science)

COMPUTER APPLICATIONS

2.5 credits in AP Computer Science A, Web Page Design, Digital Tech Literacy, C.A.D.,Robotics, Game Design, Video Production, Music Production, Music Technology, Photography II, Digital Sculpture, Graphic Design, Invention, Digital Art, VHS/online course or other computer based course

FINE & PERFORMING ARTS

5 credits in visual art, theatre, music

MCAS

Competency Determination in ELA, Math, and Biology

COMMUNITY SERVICE 40 hours, minimum of 10 hours per year

TOTAL CREDITS FOR GRADUATION

105 Credits minimum, students should enroll in a minimum of 32.5 credits each year and are encouraged to participate in Internships, Job Shadows, Apprenticeships, Practicums and other activities that help to connect current learning with exploration of future careers and post high school education.

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COLLEGE ADMISSION STANDARDS FOR THE MASSACHUSETTS

STATE UNIVERSITY SYSTEM AND THE UNIVERSITY OF MASSACHUSETTS If you are considering college after completing your program at Pentucket, it is very important that your high school program be planned with that objective in mind. Students should enroll in a program of studies which is the most challenging for that student. It is most important to maintain high grades throughout high school, including the entire senior year. Outlined below are the MINIMUM admission requirements from the Massachusetts Board of Higher Education. We suggest that you consider these requirements when planning your courses each year. More information and guidance on these requirements can be obtained through your guidance counselor or at the website for Massachusetts Dept. of Higher Education,

http://www.mass.edu. The MINIMUM 16 required college preparatory courses are:

English 4 years

Mathematics 4 years (Algebra I and II, Geometry/Trigonometry, or comparable coursework) including mathematics during the senior year

Science 3 years(drawn from the natural Science and/or Physical Science and/or Technology/Engineering), including 3 courses with laboratory work Technology/Engineering courses must be designated as science courses (taken for science credit

Social Sciences 2 years(1 year of U.S. History)

Foreign Language 2 years (in a single language)

Electives 2 years (choose from subjects listed above or from Arts and Humanities and/or Computer Sciences)

Each year college admission becomes more competitive. Thus we encourage to you take the MOST challenging course of study without overwhelming yourself. A detailed list of additional college admissions requirements including minimum Grade Point Average and SAT/ACT scores can be found at

http://www.mass.edu. We encourage you to meet with your school counselor frequently during each year to help guide you in selecting the best course of study at PRHS and plan for college.

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GRADING SYSTEM

A = High honor grade Outstanding work B = Honor grade Good work C = Average grade Satisfactory work D = Passing grade Not satisfactory work F = Failing grade No credit allowed I = Incomplete Grade No credit allowed until completed

A+ = 97 ‐ 100 A = 93 ‐ 96 A‐ = 90 ‐ 92 B+ = 87 ‐ 89 B = 83 ‐ 86 B‐ = 80 ‐ 82 C+ = 77 ‐ 79 C = 73 ‐ 76 C‐ = 70 ‐ 72 D+ = 67 ‐ 69 D = 63 ‐ 66 D‐ = 60 ‐ 62 F = 59 & below I = Incomplete

RANK IN CLASS

In keeping with the recommendations of the National Association of Secondary School Principals and numerous colleges, Pentucket has adopted a weighting system for determining rank in class. Rank in class and College Board scores are two important factors used by college admission officers in making their decisions. A weighting system helps do justice to those students who regularly take a schedule of more difficult courses. A student's rank in class is determined by totaling points for all courses from the weighted grading chart. These points are totaled throughout the student's high school career. A students GPA is determined by averaging the points earned in the five major subjects (English, History, Math, Science and Foreign Language). This grading chart is not used in determining honor roll. No more than 35 credits per year can be used toward rank. Incoming students who moved to Pentucket after grade 10 will not be ranked as part of their class but will receive a GPA for their Pentucket grades. Students who have been retained and are not with their original class will not be officially ranked but will receive a GPA.

GRADE POINT AVERAGE

GRADE AP H CP A+ 5.2 4.9 4.3 A 4.9 4.6 4.0 A‐ 4.6 4.3 3.7 B+ 4.2 3.9 3.3 B 3.9 3.6 3.0 B‐ 3.6 3.3 2.7 C+ 3.2 2.9 2.3 C 2.9 2.6 2.0 C‐ 2.6 2.3 1.7 D+ 2.2 1.9 1.3 D 1.6 1.3 1.0 D‐ 1.6 1.3 0.7

SUMMER SEMESTER There are three semesters in a school year. Summer semester has traditionally only been used for credit recovery classes. Over the past two

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summers the Early College Program has taken advantage of the Summer Semester to accelerate progress toward the completion of requirements. This has created tremendous opportunities for these students. As a result, Pentucket will begin offering various courses during the summer semester to broaden these opportunities for more students to access. Summer Semester is an opportunity for interested students to both accelerate their program and/or catch up on requirements they have yet to complete. Offerings are varied and encompass electives within the Innovation Academies, as well as core classes that meet requirements. Students should be strategic with their planning to maximize their time to help meet their goals.

EARLY COLLEGE PROGRAM In partnership with Merrimack College, students have the opportunity to take Anatomy & Physiology I and II at Pentucket High School and upon successful completion of the course, will receive both high school and Merrimack College credit. Students must meet all pre‐requisite course requirements to enroll in the program.

VIRTUAL HIGH SCHOOL Pentucket Regional High School provides students an opportunity to take on‐line courses during the day at the high school through the Virtual High School Program. Students need to sign up with the high school coordinator. Courses should be used for enrichment purposes. They will not be calculated into a student’s GPA or rank if they are an additional course beyond the school day schedule. Availability will be on a first come basis, first serve basis. Students should speak with their guidance counselor for additional information concerning this program. Final approval is at the discretion of the guidance director/principal.

NATIONAL AND INTERNATIONAL EDUCATION OPPORTUNITES Pentucket Regional High School is dedicated to providing students with resources that offer a variety of national and international exchange opportunities. The National and International Education Advisor works with students and families to explore available programs and ensure a smooth transition between learning environments. Pentucket students wishing to exchange with a foreign student, or simply wishing to study abroad, may receive five credits for a minimum of three months official enrollment and attendance at the foreign high school, with further credits given for longer stays, not to exceed ten credits. In addition, particularly for longer exchanges, arrangements can be made for the transferal of grades and credits from the foreign school to Pentucket with prior consultation with the program director and the approval of the proper school officials. Students who stay less than three months may be assessed at the discretion of the program director and the approval of the proper school officials. Some students may also wish simply to host a foreign student at their home here in the U.S., and this is greatly encouraged. This requires much detailed planning, the student’s desire to work at becoming fluent, co‐operation among parents, teachers and administrators. All programs need approval from both sites before they can be implemented. For additional information contact the National and International Education Advisor.

ENGLISH DEPARTMENT The English program at Pentucket is designed to develop mastery of the many language arts skills. In a rapidly changing world, these skills continue to be the basic foundation for intellectual and personal growth and are necessary for effective study in every discipline. After successfully completing the program, students should be able: 1. To communicate ideas critically and constructively, using appropriate words, pronunciation, and grammar. 2. To generate ideas and to organize, draft, revise, and edit written material. 3. To ask and answer questions and to express and defend a point of view with evidence. 4. To identify and understand the main ideas (both explicit and implicit) in a written work and then to summarize them in their own words.

The courses which follow represent the offerings of the English Department and are intended to meet the needs of all Pentucket students. Proper class placement is essential in order to effectively serve each student. The courses offered in the English program are grouped according to difficulty: Accelerated, Honors, and College Preparatory. It should be noted that all levels are structured to challenge students to the maximum of their assessed ability. The differentiation between the courses of study will be, in part, based upon the use of supplemental material, the rate at which students proceed, and the academic intensity in relation to critical and creative thinking and writing. Students wishing to change levels should be able to offer evidence based on past performance and testing results that would support any such change. They should also obtain the signature of the teacher and the English department head to effect the change.

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College Preparatory courses provide students with an enriching, engaging, and meaningful academic experience. In general, students will encounter the main ideas, concepts, and content presented in honors level courses. Students will be provided additional support in regards to difficult abstract concepts, readings, and communication skills. Additional emphasis and focus will be provided in regard to the attainment, development, and refining of academic skills necessary for academic success beyond high school. Honors courses are intended to challenge students who demonstrate a strong aptitude and interest in the exploration of English language arts. Honors courses provide an intense, fast‐paced, and rigorous academic experience that requires a great deal of student initiative, participation, and responsibility. Students are expected to independently engage in the literature, be able to demonstrate a superior ability to think analytically, and convey a deep understanding of complex ideas through both written and oral communication. *All English courses include mandatory summer reading*

English 9 (195) 5 credits College Preparatory Students Who Should Consider Taking This Course: Students will be placed in English Grade 9, College Prep based on past performance, available testing, and teacher recommendation in grade 8. Content: The College Preparatory course combines the study of literature with the practice of writing. The study of literature is divided into major units, each emphasizing a specific genre. These will include the study of short stories, essays, poetry, drama, and at least two novels. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level courses, but students will be provided additional support in regards to difficult abstract concepts, the writing process, and study skills. Additional emphasis and focus will be provided in regard to the attainment, development, and refinement of academic skills necessary for academic success beyond high school. While some assignments and assessments will be modified, students will complete major assignments, such as reader response journals, essays of literary analysis, independent reading, and interdisciplinary projects. Evaluation: Students will be evaluated through homework completion (30 minutes a night on average), periodic quizzes, short and long writing assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there will be a mid‐term exam, and at the end of the year, a comprehensive final exam will be given.

English 9 (192) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in English Grade 9, Honors based on past performance, available testing and teacher recommendation in grade 8. Students who consider this course should have strong reading and writing skills and should truly enjoy the subject.

Content: The Honors level course is a demanding and fast‐paced course that requires students to be able to thoroughly examine literature, participate regularly and substantively, and to possess superior writing skills. This course also requires a great deal of student independence and responsibility. During the year, the course will include the study several major units, each emphasizing a specific genre. These will include the study of short stories, essays, poetry, drama, and at least three novels. Some units may be studied concurrently due to time constraints. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will complete major assignments, such as reader response journals, independent reading projects, essays of literary analysis, and interdisciplinary projects. Evaluation: Students will be evaluated through homework completion (at least 45 minutes per night on average), periodic quizzes, oral presentations, short and long writing assignments, and major unit tests. In addition, regular participation in class discussion is expected and evaluated. At the completion of the 2nd quarter, there will be a mid‐term exam, and at the end of the year, a comprehensive final exam will be given.

Accelerated English 9 (1921) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in English Grade 9 Accelerated based on past performance, available testing and teacher recommendation in grade 8. Students in this course should have demonstrated a strong base in written expression and literary analysis. They should have a strong understanding of grammar, mechanics, and usage. Students who consider this course should have strong reading and writing skills and should truly enjoy the subject.

Content: The Accelerated level course is a demanding and fast‐paced course that will prepare students to enroll in AP Language and Composition as a sophomore or junior. The primary difference between accelerated and honors classes is that is that the curriculum is presented at a faster pace than honors, allowing time for more in‐depth discussions, projects, and extension activities. At least two additional

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literature units are also included. Discussion will be primarily through a Socratic seminar approach, and students will be expected to prepare

discussion questions regularly. Emphasis is placed on developing skills for significantly deeper interpretative responses to a variety of poetry, fiction, drama and other literary works of merit. Evaluation: Students will be evaluated through homework completion (at least 40 minutes per night on average), participation, periodic quizzes, oral presentations, short and long writing assignments, and major unit tests. At the completion of the 2nd quarter, there will be a mid‐term exam, and at the end of the year, a comprehensive final exam will be given.

English 10 (125) 5 credits College Preparatory Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, College Prep based on past performance, available testing and teacher recommendation in grade 9.

Content: The College Preparatory course combines the study of literature with the practice of writing. The study of literature is divided into 5 major units, each emphasizing a specific genre. These will include the study of short stories, non‐fictional essays, poetry, drama, and at least one novel. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level courses, but students will be provided additional support in regards to difficult abstract concepts, the writing process, and study skills. Additional emphasis and focus will be provided in regard to the attainment, development, and refinement of academic skills necessary for academic success beyond high school. While some assignments and assessments will be modified, students will complete major assignments, such as reader response journals, essays of literary analysis, independent reading, and interdisciplinary projects. Evaluation: Students will be evaluated through homework completion (40 minutes a night on average), periodic quizzes, short and long writing assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there will be a mid‐term exam, and at the end of the year, a comprehensive final exam will be given.

English 10 (123) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, Honors based on past performance, available testing and teacher recommendation in grade 9. Students who consider this course should have strong reading and writing skills and should truly enjoy the subject.

Content: The Honors level course is a demanding and fast‐paced course that requires students to be able to thoroughly examine literature, participate regularly and substantively, and to possess superior writing skills. This course also requires a great deal of student independence and responsibility. Students will be required to read a novel over the summer and complete several writing assignments in relation to the novel and in relation to literature in general. During the year, the course will include the study of 5 major units, each emphasizing a specific genre. These will include the study of short stories, non‐fictional essays, poetry, drama, and at least three more novels. Some units will be studied concurrently due to time constraints. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will complete major assignments, such as reader response journals, independent reading projects, essays of literary analysis, and interdisciplinary projects. Evaluation: Students will be evaluated through homework completion (at least one hour per night on average), periodic quizzes, oral presentations, short and long writing assignments, and major unit tests. In addition, regular participation in class discussion is expected and evaluated. At the completion of the 2nd quarter, there will be a mid‐term exam, and at the end of the year, a comprehensive final exam will be given.

Chasing The American Dream (1292) 5 credits College Preparatory Grade 11 The United States has always imagined itself as a land of pure possibility. Since the Puritans landed, the idea of the American Dream has motivated all who have come to its shores. This class will consider how the dream began and how it has evolved through time, region, and culture. Students will study a variety of literary voices and other media throughout the semester. Essential Questions: Is the American Dream still attainable? Does the American Dream mean different things to different people? Do Americans have a responsibility to ensure the dream can be realized by all Americans? To what extent has the ideal of the American Dream shaped individual attitudes toward and understanding of happiness? Texts include The Great Gatsby and selected works.

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Chasing The American Dream (1298) 2.5 credits College Preparatory Grade 11 (companion to summer course) Students who take the first half of this course in the summer will continue the course in the fall. The United States has always imagined itself as a land of pure possibility. Since the Puritans landed, the idea of the American Dream has motivated all who have come to its shores. This class will consider how the dream began and how it has evolved through time, region, and culture. Students will study a variety of literary voices and other media throughout the semester. Essential Questions: Is the American Dream still attainable? Does the American Dream mean different things to different people? Do Americans have a responsibility to ensure the dream can be realized by all Americans? To what extent has the ideal of the American Dream shaped individual attitudes toward and understanding of happiness? Texts include The Great Gatsby and selected works.

American Individualism: The Search for Self (1293) 5 credits College Preparatory Grade 11 Beginning with the rugged individualism intertwined with a strong sense of community that characterized early American society, there has always been a conflict for Americans between realizing individual achievement and self‐fulfillment and adhering to societal mores and expectations. This course will investigate how American Literature explores this conflict and guides people to individual achievement and self‐fulfillment. Texts include Into The Wild and selected works.

Eleventh Grade English (113) 5 credits American Literature Honors Grade 11 Students Who Should Consider Taking This Course: This course is designed for the student seeking an in‐depth understanding of American literature Students who have displayed an aptitude for analytical reading and writing and who are highly motivated are encouraged to enroll. Enrollment is based on past performance, available testing data, and teacher recommendation. Students must complete a variety of readings during the summer as a prerequisite for entry into the course.

Content: The course will deal with major literary works from the time of the Puritans to the present. Students will be expected to read widely and to carefully evaluate the works of major American writers. The first half of the course will deal with the development of the American literary tradition. Taylor, Edwards, Franklin, Jefferson, Emerson, Thoreau, Hawthorne, and others will be read. Emphasis will be placed upon philosophical and ideological concepts that reflect our growth and literary tradition. American Puritanism, Neo‐Classicism, and Transcendentalism will be discussed at length. The second half of the course will deal with major literary works from the latter part of the Nineteenth Century to the present time. Realism, Naturalism, Modernism, and Post‐Modernism will be carefully evaluated. In prose, Twain, Hemingway, Fitzgerald, and others will be discussed. Major literary works such as The Scarlet Letter, The Adventures of Huckleberry Finn, The Crucible, A Farewell To Arms, The Great Gatsby, Of Mice And Men, Into The Wild, A Prayer For Owen Meany, and The Things They Carried will be discussed at length along with significant essays and works of poetry. Students will further their understanding of American literature with several independently chosen books throughout the year. Essential questions such as “what is American about American literature?” and “How does American literature reflect the changing values, beliefs, and ideals of Americans?” will be discussed throughout the year. The course will culminate with a student focused, multi‐genre paper addressing specific aspects of American literature. Evaluation: This course will be evaluated on the basis of quizzes, essays written both in and out of class, essay tests, creative assignments, and class participation. There will be mid‐year and final examinations.

AP Language and Composition/American Literature (102) 5 credits Advanced Placement Students Who Should Consider Taking This Course: The AP Language and Composition course is created for the capable, independent college bound junior who is interested in taking on the challenge of a college level English course. Due to the advanced nature of this course, enrollment will be based on their academic record, teacher recommendations, standardized test scores, and parental approval. Content: This course is designed as a component of the AP Humanities program. Students will also be enrolled in the AP United States History course. Students will be required to complete both AP exams in the spring. Successful completion of those exams could result in college credit. Where appropriate, students will participate in activities and assessments that make connections from their learning in the two courses in the humanities program. Throughout the course, students will consider the development of American literature, considering ways in which the literature shaped and mirrored America over the past 400 years. Works read include The Scarlet Letter, The Adventures of Huckleberry Finn, Into the Wild, A Farewell to Arms, and The Great Gatsby. Combined with the study of American history, students will gain an in depth understanding of an appreciation for American literature. At the end of the school year, students will participate in a culminating summative assessment that requires students to apply their learning and understanding from both courses. Evaluation: Students will be graded based on a combination of essays, quizzes, tests, and a variety of other assignments.

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Twelfth Grade English (107) 2.5 credits Topics in Literature College Preparatory Essential question: How can creating one's own course of study impact one's learning experiences? This class functions as an alternative to Grade 12 World Literature. Instead of following the traditional course of study with literature chosen for the entire class to read in sync, students will follow his/her own interests in literature with an accompanying action plan that would require extensive reading, writing, and some discussion. With the guidance of the teacher, students will select a different topic, author, or genre to study each quarter of the school year. Possible topics may include nature writing, Charles Dickens, and/or memoir. The possibilities are endless.

Sports Literature (1281) 2.5 credits College Preparatory

Essential question: How do sports mirror society? Why are team sports so important in Western Culture? In what ways can sports be considered art forms? In this course students will understand literature as a timeless method of exchanging ideas and beliefs and appreciate athletics as a vehicle for delivering themes about the human condition. Texts include The Art of Racing in the Rain by Garth Stein, The Art of Fielding by Chad Harbach Bleachers by John Grisham, Boy 21 by Matthew Quick, and selected short stories, poems, and articles.

Dystopian Novels (1283) 2.5 credits College Preparatory Essential Question: How do dystopias reveal the truth about our current society? In most cases, dystopias are either commentaries on our current society or warnings about where our society is headed. Students will read a variety of dystopias and discuss them as both literature and political commentary. Possible texts include: Brave New World, 1984, The Circle, The Road, Fahrenheit 451

Graphic Novels (1284) 2.5 credits College Preparatory

In this class, students will consider how the words and images in graphic novels interact in order to create meaning. They will read graphic novels that cover a variety of topics from the Holocaust to the Islamic Revolution in Iran to modern society. Essential Questions: How does one express or convey a story in a graphic novel format? How do graphic novels enhance how a story is told? Possible texts include: Maus, Persepolis, V for Vendetta, American Born Chinese, Batman, A Contract with God, “The Immigrant”

War Literature (1285) 2.5 credits College Preparatory

Essential Question: How do writers express the horrors of war, and how do we as readers begin to understand these horrors? Is war a part of human nature? This course studies writers who examine the nature of war. Students will compare a wide variety of ways authors have written about these painful parts of our history. Possible texts include: Lord of the Flies, Slaughterhouse Five, All Quiet on the Western Front, The Things They Carried

Experiential Leadership: 2.5 credits A Self‐Directed Internship (1288, 1289) College Preparatory, Honors

In this hands‐on, student driven course, students will develop an independent project based on their passion for effecting change in their community and/or beyond. Students will work with the teacher to identify potential projects, research those projects, develop a plan of action, network with community members, and implement this project. Students will develop knowledge, skills, and values from direct experiences outside a traditional academic setting. There are opportunities for students to grow intellectually, creatively, emotionally, and socially through personally designed learning experiences based on their chosen research and passion. Due to the nature of this course, students must be able to have a flexible afternoon schedule and must be on track for completion of all core curriculum requirements for graduation. At the

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recommendation of an English teacher, students can apply for Honors credits by doing additional assignments within the course.

Twelfth Grade English (1280) 5 credits British Literature Honors Students Who Should Consider Taking This Course: This course is designed for the student seeking an in‐depth understanding of British literature. Students who have displayed an aptitude for analytical reading and writing and who are highly motivated are encouraged to enroll. Enrollment is based on past performance, available testing data, and teacher recommendation. Students must complete a variety of readings during the summer as a prerequisite for entry into the course. Content: This course introduces students to British writers and their work from the Anglo‐Saxon Period through modern times. British Literature will examine literature through the 18th Century focusing among others on Chaucer, Shakespeare, Milton, and Swift. Students can expect to read extensively and write analytically. Students will also complete a unit on the college essay. Evaluation: Quizzes, examinations, papers, oral participation, and presentations will be used for evaluation. A mid‐term and a final examination will be given.

British Literature (1299) 2.5 credits Honors (companion to summer course) Students who begin this course in the summer will complete it during the fall semester. This course introduces students to British writers and their work from the Anglo‐Saxon Period through modern times. British Literature I will examine literature through the 18th Century focusing among others on Chaucer, Shakespeare, Milton, and Swift. Students can expect to read extensively and write analytically. Students will also complete a unit on the college essay.

AP English Literature (101) 5 credits Advanced Placement Students Who Should Consider Taking This Course: This course is designed to enable capable, qualified seniors to take part in an English program that is equivalent of a college level course. Past performance, testing data, teacher recommendations, class rank, and interviews by the instructor and the guidance counselors will form the basis recommendations. An average grade of "B" or better in a previous honors English course is a prerequisite. Content: The course will concentrate on the intensive reading and interpretation of various works of literature including short stories, novels, poetry, and drama. It will also stress writing improvement. A considerable amount of class time will be devoted to discussion and analysis of student writing.

Evaluation: Students will be evaluated on the basis of papers written in and out of the classroom, by examinations, and by class participation and quizzes. In addition, all students will be expected to take the Advanced Placement English Examination administered in the spring.

General English electives (do not count toward English graduation requirement) Creative Writing (153) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is geared toward students who have a serious interest in, love of, and commitment to writing. All students who elect Creative Writing will have completed the 9

th grade and passed Freshman Writing Lab.

Content: Students will be required to keep a daily journal and will participate in weekly, in‐class readings and discussions of their works. They must be willing to give and to accept thoughtful, constructive criticism and to consider revision as a given in all finished writing. Appropriate readings from both classroom handouts and books obtainable from the school media center will be assigned. Among the genres covered will be the short‐short story (sometimes called “flash fiction”), the short story, the dramatic dialogue, numerous poetic forms, the personal essay, and, possibly, the arts review. Students will also learn the fundamentals of the submission process; they will be encouraged to enter contests and to aim for publication. Evaluation: While it may seem impossible to place a letter grade on creative work, it is entirely feasible to make determinations about style, clarity, and effectiveness. Class participation, earnestness of effort in the completion of assignments, and the overall expressive quality of works produced will be the basis for grading.

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Film as Literature (155) 2.5 credits College Preparatory

Essential Question: How does one “read” a film? Students will analyze a classic film along with a contemporary film in order to see how society and film has changed over time. They will study twelve different ways of “reading” film, including Marxist, existentialist, and psychoanalytic. They will also be expected to apply these in their writing. Films include: Gold Diggers of 1933, Moulin Rouge, Pillow Talk, You’ve Got Mail, Rebel without a Cause, Donnie Darko, Vertigo, Rear Window, Memento

Journalism/Broadcast Journalism I (157) 2.5 credits College Preparatory or Honors (or 5 credits‐year) Students Who Should Consider Taking This course: This course is open to any sophomore, junior or senior interested in writing, taking photos, designing webpages or making videos. Due to the nature of the course, students can retake this course up to three times. They can also choose whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher, students can apply for Honors credit by doing additional assignments and fulfilling additional roles. Content: This course will be intended to produce a school website that will include articles, photos, and video links. Students can take part in all of these areas or can just focus on writing. Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.

Journalism/Broadcast Journalism II (158) 2.5 credits College Preparatory or Honors (or 5 credits‐year) Students Who Should Consider Taking This course: This course is open to any student who has successfully completed Journalism I with a B or better. They can also choose whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher, students can apply for Honors credit by doing additional assignments and fulfilling additional roles. Content: This course will be a continuation of the work done in Journalism I. Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.

Journalism/Broadcast Journalism III (159) 2.5 credits College Preparatory or Honors (or 5 credits ‐ year) Students Who Should Consider Taking This course: This course is open to any student who has successfully completed Journalism II with a B or better. They can also choose whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher, students can apply for Honors credit by doing additional assignments and fulfilling additional roles. Content: This course will be a continuation of the work done in Journalism II. Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.

Ninth Grade Writing Lab (199) 2.5 credits College Preparatory Students Who Should Take This Course: This course must be taken by every ninth grade student. It is a graduation requirement. Emphasis will also be placed upon the elimination of grammatical and mechanical errors, and the course will include a basic grammar review as well as a study of internal punctuation. Evaluation: Every assignment in the 9

th grade course syllabus will be outlined and discussed. Each paper will be conferenced with the teacher,

rewritten and reevaluated in terms of structure, content, grammar, usage, mechanics, overall effectiveness, and on the progress made by students in relation to composition skills.

ENGLISH SUMMER COURSE OPTIONS The summer courses are hybrid courses. Classes will be held on campus once or twice a week as well as online. Teachers will be available online and on campus to provide support. Taking this course over the summer will satisfy ½ of your senior English requirement. Students taking

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summer courses are exempt from other English summer reading assignments British Literature (seniors only) (S102) 2.5 credits Honors Students who begin this course in the summer will complete it during the fall semester. This course introduces students to British writers and their work from the Anglo‐Saxon Period through modern times. British Literature I will examine literature through the 18th Century focusing among others on Chaucer, Shakespeare, Milton, and Swift. Students can expect to read extensively and write analytically. Students will also complete a unit on the college essay.

Topics in Literature (seniors only) (S107) 2.5 credits College Preparatory Essential question: How can creating one's own course of study impact one's learning experiences? This class functions as an alternative to Grade 12 World Literature. Instead of following the traditional course of study with literature chosen for the entire class to read in sync, students will follow his/her own interests in literature with an accompanying action plan that would require extensive reading, writing, and some discussion. With the guidance of the teacher, students will select a different topic, author, or genre to study each quarter of the school year. Possible topics may include nature writing, Charles Dickens, and/or memoir. The possibilities are endless.

Chasing the American Dream (S129) 2.5 credits College Preparatory Grade 11 Students who take the first half of this course in the summer will continue the course in the fall. The United States has always imagined itself as a land of pure possibility. Since the Puritans landed, the idea of the American Dream has motivated all who have come to its shores. This class will consider how the dream began and how it has evolved through time, region, and culture. Students will study a variety of literary voices and other media throughout the semester. Essential Questions: Is the American Dream still attainable? Does the American Dream mean different things to different people? Do Americans have a responsibility to ensure the dream can be realized by all Americans? To what extent has the ideal of the American Dream shaped individual attitudes toward and understanding of happiness? Texts include The Great Gatsby and selected works.

Writing Lab (S199) 2.5 credits College Preparatory Grade 8‐9 Summer Writing Lab is a five week program that allows students to get a head start on high school level academic writing. This course is also available to freshmen during the school year and is a graduation requirement. Summer Writing Lab will run for five weeks, from Monday, June 19

th through Saturday, July 22nd. Additionally, there will be a makeup week from July 24th to July 28th. This makeup week is for students who

are unable to participate in each scheduled week due to prior commitments (vacation, camp, etc.). Students will complete five essays, closely following the writing process. All essays must be completed satisfactorily in order to receive course credit. Essays have been chosen to develop a variety of writing skills. Students enrolling in this course should be self‐motivated as much of the work is independent.

READING DEPARTMENT

Within a laboratory setting, students receive individualized instruction as often as it is possible to do so. Students may work at the same or at different levels and may deal with a particular skill or with a variety of skills depending on individual need. Emphasis is placed upon increasing comprehension, strengthening study skills, and increasing reading rate. Students may also remediate or sharpen existing skills in such areas as vocabulary development and critical thinking.

High School Reading (141, 143) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: Students enter the Reading Lab program by recommendation only. Content: The Reading Lab 9‐12 is designed to hone skills for students who need reading skill development. Individualized and group instruction in the areas of reading comprehension, literal, inferential and critical reading skills, vocabulary development, and instruction and practice in study skills and strategies are emphasized. Programs will be individualized based on each student’s needs. Students are required to read a book each quarter and to complete an assigned project that demonstrates their understanding of the book as well as improvement to their reading skills.

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Evaluation: Grading is based on class work, quizzes, tests, and the completion of the quarterly reading project.

SOCIAL STUDIES DEPARTMENT Social Studies is the discipline that deals with the study of people and the social world—the human experience. The essential elements of social studies are knowledge about the human experience, skills which help students understand more about themselves and society, and attitudes which help students participate more effectively in their social interactions. Social studies students study the past, but they also examine the present and consider the future. The Pentucket Regional School District offers students a balanced program of social studies education. Underlying the Social Studies curriculum are two major goals:

1. To prepare students to be effective, concerned, “thinking” citizens. 2. To provide for the personal development of each student.

Students have changing abilities, interests, needs, concerns, joys and fears. Their personal growth is a primary concern of social studies teachers and the district’s curriculum. The Social Studies program is based on a conviction that students must be actively and purposely prepared for the future. Social studies knowledge, skills, and attitudes are taught not just as components of the curriculum, but as essential learning and preparation for life. It is towards this end that the Social Studies curriculum has been designed.

Grade 9 U.S. HISTORY I The Long Century 1790 to 1920 (293, 291) 5 credits College Preparatory, Honors Essential Question: What were the significant events, causes and consequences of the development of the United States from a colony to a leading nation in the world? Course Description: A survey style course in which students study The Long Century 1790 to 1920 in American history. The course will be taught chronologically. The first half of the course will explore the establishment of the country through the crises of the Civil War. Special emphasis will be given to the competing forces of unification and division. The second half of the course will examine the transformation of America into a leading economic power. Special emphasis will be given to the effect rapid industrialization had on the social, political, cultural and economic landscape of the United States. The course is built on a foundation of essential questions that are used to connect important themes throughout the year, as well as establishing connections to their future social studies courses.

Grade 10 U.S. HISTORY II Modern America 1900 to 2010 (207, 205) 5 credits College Preparatory, Honors Essential Question: What were the significant events, causes and consequences of the emergence of modern day America? Course Description: A survey style course in which students study the development of Modern America 1900 to 2010. The course will be taught chronologically. Special emphasis will be given to the struggle for citizenship rights, the role of technological change, the effect of popular culture on American society, and the transition of the United States into a global superpower. Students will extend their knowledge and understanding of critical concepts and themes introduced in US History I. In addition, students will examine the forces that shaped the world they live in today. The course is built on a foundation of essential questions that are used to connect important themes throughout the year, as well as establishing connections to their future social studies courses.

Social Studies Junior/Senior Sequence (10 Credits)

“I am a human being. I consider nothing that is human alien to me.” The Junior/Senior History program is designed with the intention of allowing a student to “Know Thyself.” Regardless of career path, students must have an understanding of themselves and the world which they inhabit. The Junior/Senior sequence is designed to elevate students’ literacy skills through the analysis of challenging text and analytical writing assignments. Students will also be encouraged to explore experiential learning opportunities through guest speaker programs, community outreach, and class outings. The program presents historical and contemporary case studies, connected thematically, allowing students to explore the way in which events reverberate over time. Each of the courses, except for AP courses, will be offered at both the college preparatory and honors levels. History is not predictive but the tools students will develop in these courses will allow them to better understand future events. The program is designed to allow each student to acquire a foundation in the social studies. To that end every student must successfully complete:

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Two Courses in World History

One course in Politics and Philosophy

One general elective course

Students may take additional courses as electives if space allows. Students enrolled in AP US History must take at least one course

selection from the world history section and at least one course selection from Politics & Philosophy.

World History Politics & Philosophy Electives

War & Peace CP War & Peace Honors

Contemporary Global IssuesCP Summer Option Contemporary Global Issues H Summer Option

AP U.S. History (full year course, juniors only)

Revolution, Politics and Protest CP Revolution, Politics and Protest Honors

Hollywood versus History CP Seminar in Philosophy & Film Honors

AP Psychology (full year course)

Genocide Humanitarianism CP Genocide Humanitarianism Honors

Law and Society CP Law and Society Honors

Novel as History INovel as History II On‐line course only

What if it Never Happened? CP What if it Never Happened? Honors

AP Government (full year course)

Psychology CP Psychology Honors

Global Pop Culture CP Global Pop Culture Honors

Revolution, Politics and Protest CP Revolution, Politics and Protest Honors

Womb to Tomb CPWomb to Tomb Honors

Perspectives in World History ‐ Honors summer option ONLY

History Intern IHistory Intern II

*Revolution, Politics and Protest can be taken as either a world history or politics science and philosophy requirement Each of these Courses is focused on a theme which will allow students to explore historical and contemporary events. All of these courses will require students to:

Read for meaning, analyze, and evaluate challenging text‐ primary and secondary sources (nonfiction and

fiction)

Analyze, evaluate, and reflect on documentary and narrative films

Research, write, and defend a thesis paper

Synthesize and evaluate material for essays, discussions, and debates

Communicate/Present ideas in individual and group settings

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Course Descriptions WORLD HISTORY ELECTIVES War & Peace (206, 208) 2.5 credits College Preparatory, Honors Essential Question: What is humanity’s natural state – war or peace? Chris Hedges has written, “The failure to dissect the cause of war leaves us open for the next installment.” Understanding the nature of conflict and what leads to war is essential for the survival of our species. This course will examine historical and contemporary conflicts with a goal of understanding the causes and costs both political and personal. Potential topics include: World War I, The Treaty of Versailles, The War on Terror, and The United Nations.

Genocide & Humanitarianism (214, 216) 2.5 credits College Preparatory, Honors Essential Question: Are individuals responsible for the actions of their leaders? This course examines two extreme sides of the human experience – the desire to destroy life and the desire to save it. Through a careful examination of genocides and humanitarian campaigns, students will understand the causes of these horrible crimes and the ways in which people have organized to prevent them. Potential topics include: Congolese Genocide, Armenian Genocide, The Holocaust, The Cambodian Genocide, The Rwandan Genocide, Famine Relief, Disaster Relief, world health programs, and vaccination programs.

Revolution, Politics and Protest (2091, 210) 2.5 credits College Preparatory, Honors

“I hold it that a little rebellion now and then is a good thing, and as necessary in the political world as storms in the physical.” –Thomas Jefferson

Essential Question: Is a little rebellion a good thing? Revolution, Politics, and Protest examines movements which develop to challenge the status quo. The course is organized around a series of essential questions through which students will study the political foundations of revolution and protest movements as well as the conditions which inspire movements for change. Additional Questions for Consideration: What is revolution? Why do revolutions happen? What are the characteristics of a revolutionary leader? What is the proper response to oppression? Can ideas be revolutionary? Can revolutions be directed from above? Can revolutions be directed from below? Can art inspire revolutionary movements?

Hero or Villain (2171, 2181) 2.5 credits College Preparatory, Honors Essential Question: Can a person be both a hero and a villain? Biographical history is enormously important and popular. Hero or Villain examines the lives of a series of controversial figures with a special focus on the importance of perspective and the desire to understand these people as complex human beings. Potential subjects include: Qin Shi Huang, Julius Caesar, Napoleon Bonaparte, Otto von Bismarck, Che Guevara, and Yasser Arafat.

Global Pop Culture (2300, 2301) 2.5 credits College Preparatory, Honors Essential Question: Can pop culture give us insight into the people who create and consume it? Pop Culture is not simply disposable. Music, film, sport, and literature is created and consumed across the globe. Understanding and analyzing a nation’s popular culture can lead us to a better understanding of people and place. This course will examine human and cultural geography through the lens of pop culture. Additional questions to consider: How does geography shape popular culture? Why does some popular culture cross national boundaries? Can understanding a nation’s popular culture allow us to empathize more fully with other people? Can popular culture unite us as human beings?

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What If It Never Happened? (2281, 2282) 2.5 credits College Preparatory, Honors Essential Question: Does human progress have a price? Jaron Lanier has written, “The most important thing about a technology is how it changes people.” This course will look at the intended and unintended consequences of technology and its impact on the way in which humans experience the world. The course will examine critical leaps in technology and the resulting changes to human society. The course will provide opportunities to consider current and future technologies and the potential consequences of these changes. Potential topics include: The Printing Press, The Industrial Revolution, The Internet, and Artificial Intelligence.

Human Interaction: Race, Ethnicity, Class and Gender in the world (2343, 2344) 2.5 credits College Preparatory, Honors Essential question: Does who you are determine what you are? We are all members of a variety of groups, sometimes of our own choice and other times these groups are pre‐established. This course will use a sociological approach to examine how groups are defined; how groups drive human interaction; how these groups are connected in human society; and how membership in these various groups help to shape the individual.

POLITICS AND PHILOSOPHY ELECTIVES Contemporary Global Issues (219, 220) 2.5 credits College Preparatory, Honors Essential Question: What does it mean to be a global citizen? This course explores contemporary issues and affairs with a special focus on what it means to be a global citizen in the 21

st Century. This course

also examines the American political system and students will be required to be aware of, and analyze important current events. Students will explore and debate controversial issues that have both personal and political dimensions. Potential topics include: Civil Liberties, Education, Disaster Response, Media Literacy, American Foreign Policy and International Relations.

Seminar in Philosophy and Film (2042) 2.5 credits Honors Essential Question: How do we know what we believe is true? Philosophy and Film introduces students to philosophic texts while pairing readings with contemporary, thematically‐ linked films. Students will debate and defend conventional thinking and beliefs while engaging with some of the deepest thinkers of the past and present. Additional Questions for Consideration: What is philosophy? What is real? What does it mean to be alive? Do our lives have meaning?

Law & Society (2273, 2272) 2.5 credits College Preparatory, Honors Essential Question: How is justice applied in the United States? This course investigates the idea of justice within the United States by studying and analyzing our nation’s jus commune, the Constitution. Students enrolled in this course will gain credits for political science requirements in social studies and will be allowed to apply for credit in the Innovation Academy in Safety and Public Service. The central focus of this course will be the development and growth of the American legal system; the evolution of individual rights; and the role of that legal system in our society today. Students will examine the intersection between citizens and the legal system with special emphasis placed on the establishment of legal precedents through important Supreme Court decisions and landmark cases. Opportunities will be provided for students to investigate the functions of the jurisprudence and law enforcement system through academic research, classroom activities, and interaction with professionals in the field. Students will complete a thesis paper and defense as a component of the course.

Revolution, Politics and Protest (2091, 210) 2.5 credits College Preparatory, Honors

“I hold it that a little rebellion now and then is a good thing, and as necessary in the political world as storms in the physical.” –Thomas Jefferson

Essential Question: Is a little rebellion a good thing? Revolution, Politics, and Protest examines movements which develop to challenge the status quo. The course is organized around a series of

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essential questions through which students will study the political foundations of revolution and protest movements as well as the conditions which inspire movements for change. Additional Questions for Consideration: What is revolution? Why do revolutions happen? What are the characteristics of a revolutionary leader? What is the proper response to oppression? Can ideas be revolutionary? Can revolutions be directed from above? Can revolutions be directed from below? Can art inspire revolutionary movements?

PSYCHOLOGY ELECTIVES Introductory Psychology (235, 225) 2.5 credits College Preparatory, Honors Essential Question: What makes each individual unique? This introductory course offers a theoretical approach towards the study of behavior and mental processes. Relationships between historical psychological theories and contemporary psychological ideas of human behavior will be studied. Concepts such as learning, motivation and emotion, personality development, abnormality and treatment, and group behavior will be covered. Course will include the integration of personal experiences, knowledge of psychology, and observations of human development

Womb to Tomb (2321, 2322) 2.5 credits College Preparatory, Honors Essential Question: How does experience and environment shape human development? This course provides an introduction to the milestones of human growth and development from conception to death. Through the examination of the life cycle: prenatal, infancy, childhood, adolescence, adulthood, advanced aging, and death, students will explore the physical, cognitive, and social growth of individuals. This course will include the integration of personal experiences, knowledge of psychology, and observations of human development.

ADVANCED PLACEMENT ELECTIVES AP Psychology (224) 5 credits Advanced Placement Essential Question: Why do we behave the way we do? This course will introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice. Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental approval, and approval from the department chair. Class time will be devoted to reinforcing concepts, discussions, testing, writing and designing of experiments. Hand‐outs and video will be employed to help facilitate greater understanding of difficult topics. It is imperative that students possess good note‐taking skills. Students, who are self‐motivated, responsible, possess strong reading/reading‐comprehension and writing skills and have an interest in psychology are encouraged to enroll. All students participating in this program will be expected to take the AP Psychology exam in May.

A.P. United States Government & Politics (223) 5 credits Advanced Placement Essential Question: What do we want for society and how should we best work to achieve that? What is the purpose of government? This year long course is designed to enable capable and interested students the opportunity to take a college level American Government and Politics course. Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental approval, and approval from the department chair. Students who might best benefit from the course are those considering a future in law, government, public policy or history. This course covers material equivalent to an introductory college course. Students will continually prepare for the A.P. exam in May. This course will be a survey of United States Government with an emphasis placed on the study of American political ideology and the evolution of its democratic institutions. Students will examine the rapidly changing political culture in the United States and the way in which these changes affect voting patterns, trends and the way that government operates. Topics will include the Constitution, Political Beliefs and Behaviors, Elections, Interest groups, the Media, Congress and Civil Rights. Student progress is monitored through class discussions and debates, essays, oral presentations, research papers, A.P. practice tests, Free Response Questions, midterms and finals. All students participating in this program will be expected to take the Advanced Placement United States Government exam in May.

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A.P. United States History – Juniors only (201) 5 credits Advanced Placement Essential Question: What is the American experience? How have the developments in American history and American literature affected the way we think today and helped to shape the world we live in today? Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental approval, and approval from the department chair. This course allows students to have the opportunity and the challenge of completing a college level course as high school students. Students will be required to complete the AP exam in the spring. Successful completion of that exam could result in college credit. Throughout the course, students will investigate and consider the social, political, international, cultural, environmental and technological developments in the history of the United States. Students will analyze the consequences of these developments on our country and on the world today. At the end of the year, students will participate in a culminating summative assessment that requires students to apply their learning and understanding from the course.

OTHER ELECTIVES The Novel as History I or II (237, 238) on‐line only 2.5 credits College Preparatory, Honors Essential Question: How can fiction illuminate historical truth? A novel can often capture the mood and essence of an historic event or time period in a more palatable way than textbooks and reference books. This on‐line, semester long course will examine American history through reading novels of historical fiction. Semester I will cover topics up to 1900. Semester II will cover topics from 1900 to the present. These courses may be taken independent of one another. This is a reading based course. Students will read a novel every two to three weeks, as well as supplemental companion nonfiction text. A research project will be the culminating assessment. All discussions, assessments, and projects will be executed in online forums. (Maximum enrollment 10 students)

Hollywood vs. History (2341) 2.5 credits College Preparatory Essential Question: Given that many people gain an understanding of history through film, do filmmakers have an obligation to present events accurately? Some of the most popular films are based on or inspired by actual events. In Hollywood vs. History, students will examine a number of films that purport to recreate history and analyze them versus the historical record. Potential topics include: Lawrence of Arabia, Gladiator, Gone With the Wind, Lincoln, Unbroken, Bridge of Spies and Malcolm X.

Introduction to Economics (222, 221) 2.5 credits College Preparatory, Honors Essential Question: If money makes the world go round, then how is wealth attained, retained and distributed in today’s world? The focus of this course will be to give students a real‐world understanding of how the American economy works today and the challenges facing it as America competes in the global economy. This course will provide an introduction to basic economic concepts, examine the function and role of the stock market, and investigate critical issues in economics today. Emphasis will be placed on economic awareness and understanding that students will need to interact with the financial system in their daily lives.

History Intern I & II (2400, 2401) 2.5 credits Honors Essential question: How can I practice the tools of an historian? The History Internship is designed for students who have displayed a passion for history and may have an interest in pursuing post‐graduate work in the field. Admission to the course requires a completed application and review by the history department. Students may consider experiences such as working on the Social Studies publication; working with a local historical society; museum; or other professional entity. Students may act as teaching assistants or research and publish original work. Students will work under the guidance of a faculty member after being accepted into this program. Students may consider a second semester if it is appropriate to their independent work.

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SOCIAL STUDIES SUMMER COURSE OPTIONS Perspectives in World History (S200) 2.5 credits Honors Essential Question: How does location and culture impact the way people see the world? Students in this course will investigate and examine critical events and situations in world history. Students will begin the course with an introduction to historical development, international affairs, diplomacy, and the interconnectedness among nations. As the course develops, students will pursue a self‐selected research topic. Student topics will serve as case studies intro critical aspects and concepts in world history. The research component and the thesis paper will serve as the foundation of the course. Students at the end of the course will share their research and findings with the class.

Contemporary Global Issues (S222, S223) 2.5 credits College Preparatory, Honors Essential Question: What does it mean to be a global citizen? This course explores contemporary issues and affairs with a special focus on what it means to be a global citizen in the 21st Century. This course also examines the American political system and students will be required to be aware of, and analyze important current events. Students will explore and debate controversial issues that have both personal and political dimensions. Potential topics include: Civil Liberties, Education, Disaster Response, Media Literacy, American Foreign Policy and International Relations.

MATHEMATICS DEPARTMENT The Mathematics Department offers a four‐year sequence of college‐preparatory courses for all students. Our courses attempt to accommodate the diverse backgrounds, learning styles, and aptitudes of our students so as to enable every student to reach his or her potential in a supportive, academically focused environment. We want our students to realize that the power of mathematics derives from more than accurate computational skills. Mathematics encompasses the science of finding patterns, in quantities or shapes, to model behavior in the real world. These patterns allow us to understand current behavior and to predict future trends. To achieve these goals, our courses help students reason inductively (by collecting data, observing patterns, making conjectures, and generalizing conclusions), as well as deductively (by applying rules logically to specific problems). We encourage our students to apply the mathematical concepts they are learning to analyze and solve problems. We want our students to represent their solutions through a variety of means, including analytically (e.g. formulas), geometrically (e.g. graphs), numerically (e.g. tables), and verbally. Our mathematics instruction includes accessibility strategies for all learners. We strive to guide our students toward higher‐level critical thinking and problem solving skills. We hope that they will be able to apply the mathematical concepts they learn at Pentucket to both familiar and unfamiliar circumstances that they will encounter in their lives. The Mathematics Department offers several courses of mathematics instruction for all four years of high school. All courses are designed to prepare the student for college and are aligned with the Common Core Standards. The differences between college preparatory and honors level lie primarily in the degrees of abstract versus concrete thinking skills, repetition of instruction, expected mastery of previously learned material, independent versus directly supported learning, and application of concepts to familiar versus unfamiliar circumstances. Honor level courses require more independence in terms of thinking and work outside of the classroom. Our program offers opportunities for students to move between college preparatory and honors level courses as their mathematical performance progresses. Calculator Policy Consistent with the progress in the business and home environments, we continue to integrate technology into our mathematics curricula. Consequently, we strongly recommend that all students enrolled in Algebra II or higher purchase a graphing calculator, which will be utilized in class work, on homework, and on assessments. We suggest that students invest in a graphing calculator beginning in the ninth grade so that they can familiarize themselves with its capabilities in class prior to Algebra II. The Mathematics Department currently uses the TI‐83 and/or TI‐84 Plus graphing calculator in classroom demonstrations. Students enrolled in courses before Algebra II are strongly recommended to have at least a scientific calculator if they choose not to purchase a graphing calculator.

Geometry (330) 5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for all students that have completed Algebra I and any other high school student who has not yet successfully completed a course in Geometry. Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Algebraic skills are required and basic trigonometry is also introduced. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may

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be used at the teacher’s discretion.

Geometry (3330) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for all students that have successfully completed Algebra I honors and have demonstrated academic achievement through a combination of ability and motivation. Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Algebraic skills are required and basic trigonometry is also introduced. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Accelerated Geometry (333) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for students that have demonstrated exceptional academic achievement in Algebra I and are planning to take Calculus in high school. This course contains considerable enrichment and acceleration. Teachers will assume that students are able to grasp concepts on initial presentation, and will, therefore, emphasize analysis, synthesis and problem solving. Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Strong algebraic skills are required and trigonometry is also introduced. Honors Geometry is more demanding, intensive, and extensive than Geometry Honors. Each topic will be treated in greater depth and complexity. Evaluation: Student progress will be assessed through homework, quizzes, and tests, projects and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra I (342) 5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for students who would benefit from additional work in Algebra I before moving to Algebra II. Content: This course includes the topics of operations on real numbers, polynomial operations, analyzing, graphing and solving linear equations and inequalities. Students will also solve systems of linear equations, factor algebraic expressions and analyze quadratic and exponential functions. Students will learn to use graphing calculators as a tool for analyzing mathematical relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra I (343) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed to provide students with an in‐depth level of instruction, an accelerated pace and a cooperative learning environment. The course guides students in the development of critical thinking skills and algebraic problem solving skills which provide the foundation for real world problem‐solving. It is targeted to highly motivated students. Content: This course includes the topics of operations on real numbers, polynomial operations, analyzing, graphing and solving linear equations and inequalities. Students will also solve systems of linear equations, factor algebraic expressions and analyze quadratic and exponential functions. Graphic calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes, tests, projects and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra II (319) 5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for those students who would like to satisfy high school competency

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in high school mathematics and want to proceed to additional math courses in high school and college. Geometry (CP), teacher recommendation and approval of Math Department is required. Content: Students will analyze scatter plots and functions. Students will solve and graph linear relationships and study composite functions, vertical and horizontal translations, and direct and indirect variation. The course will also include solving one and two variable equations and inequalities, matrices and inverse matrices, solving systems of linear equations graphically and algebraically. Quadratic equations and polynomial expressions will also be studied. Graphic calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra II (321) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for students planning to take Pre‐Calculus and/or Calculus in high school and who have received a grade of B/C or better in Geometry (H) or a teacher recommendation from Geometry (CP) and have exhibited enough strength in their understanding of algebraic concepts to imply readiness for an accelerated pace in Algebra II. Content: This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and inequalities, linear programming, quadratic equations and functions. This course will also include polynomial functions, logarithmic, trigonometric and conical functions and matrices if time permits. Students will develop models to solve problems involving these functions as well as systems of equations and inequalities. They will also explore series and sequences. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Accelerated Algebra II (3210) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for students planning to take Calculus in high school and who have received a grade of B‐ or better in Geometry (Accelerated) and have exhibited a strong foundation in their understanding of algebraic concepts to imply readiness for an accelerated pace and complexity in Algebra II. An accelerated student has shown strong aptitude in mathematics that go beyond grade level expectations. Teachers will assume that students are able to grasp concepts on initial presentation, and will, therefore, emphasize analysis, synthesis and problem solving. Content: This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and inequalities, linear programming, quadratic equations and functions. This course will also include polynomial functions, logarithmic, trigonometric and conical functions and matrices if time permits. Students will develop models to solve problems involving these functions as well as systems of equations and inequalities. They will also explore series and sequences. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations using the HOL rubric as an evaluation tool. Other types of evaluations may be used at the teacher’s discretion.

Applications in Algebra (315) 5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for Juniors who want to proceed to additional math courses in high school and college and have successfully completed Geometry (CP). Content: This course is for students with a background in algebra and geometry, but who have not mastered all the algebraic concepts and skills necessary to be placed in an Algebra 2 course. This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and inequalities, linear programming, quadratic equations and functions possibly including exponential growth and decay. Graphing calculators are used in this course. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

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Pre‐Calculus (307) 5 credits Honors Students Who Should Consider Taking This Course: The course is designed for students who have successfully completed Algebra II (H) with a C or better and who wish to continue and increase their knowledge of math. It provides a foundation for those students who are planning to take Calculus and/or wish to enter college with a strong math background, possibly to pursue a math‐oriented career. Content: The course includes a review of Algebra II concepts, graphing, data analysis, trigonometric functions and identities, vectors, induction, conic sections, limits and an introduction to calculus. Parametric and polar equations, the 3‐d coordinate system, and matrices will also be studied time permitting. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Accelerated Pre‐Calculus (308) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for students planning to take Calculus in high school and who have received a grade of B‐ or better in Algebra 2 (Accelerated) and have exhibited a strong foundation in their understanding of algebraic concepts to imply readiness for an accelerated pace and complexity in Pre‐calculus. An accelerated student has shown strong aptitude in mathematics that go beyond grade level expectations. Teachers will assume that students are able to grasp concepts on initial presentation, and will, therefore emphasize analysis, synthesis and problem solving. Content: The course includes a review of Algebra II concepts, graphing, data analysis, trigonometric functions and identities, vectors, induction, conic sections, limits and an introduction to calculus. Parametric and polar equations, the 3‐d coordinate system, and matrices will also be studied. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Function, Statistics, Trigonometry (312) 5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for students who have completed Algebra II (H) or Algebra II (CP) with an A and may not be ready to advance to Pre‐Calculus. Content: This course is intended as a follow‐up to Algebra II or an equivalent course. The course is designed to complete the study of the elementary functions (linear, quadratic, exponential, logarithmic, and trigonometric) and will include an introduction to probability and statistics. Computers with Fathom software are used in class and at home to analysis to real world data. Throughout the entire course modeling of real phenomena is emphasized. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Calculus (303) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for those students who have successfully completed Pre‐Calculus and wish to increase their knowledge of mathematics. It provides a foundation in differential and integral calculus for those students who plan to continue their studies in mathematics or science. Content: The topics studied include methods of differential and integral calculus, and applications of the derivative and integral. Use of technology is integrated throughout. This course briefly reviews analytic geometry and trigonometry and then proceeds to the calculus topics of limits, the derivative, and methods of differentiation, applications of the derivative, the definite and indefinite integral, techniques of integration, and applications of the integral. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

AP Calculus AB (301) 5 credits Advanced Placement

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Students will be recommended by their teacher based on past performance and demonstrate high academic performance in Pre‐Calculus with Limits. AP Calculus AB. This is a college‐level course in differential and integral calculus, equivalent to one semester of calculus at most universities. Topics include a review of functions, an introduction to limits and continuity, derivatives and their applications, integrals and their applications, anti‐derivatives and the Fundamental Theorem of Calculus, and an introduction to differential equations using slope fields. There is an emphasis on conceptual understanding and working with functions represented graphically, numerically, analytically, and verbally. The TI‐83 graphing calculator is used extensively. The Advanced Placement Calculus AB exam is expected of all students in this course.

AP Calculus BC (302) 5 credits Advanced Placement Students Who Should Consider Taking This Course: Students will be recommended by their teacher based on past performance and demonstrate high academic performance in Pre‐Calculus honors. The Calculus BC course is designed to allow students to earn college credit for one additional class beyond that earned for Calculus AB. Calculus BC covers all of the concepts taught in AB and also includes some additional topics. In the study of functions, graphs and limits, the BC course also examines parametric, polar and vector functions. The class also includes an additional section for study ‐‐ polynomial approximations and series. In this section, students study the concept of series, series of constants and Taylor series. Evaluation: Student progress will be assessed through homework, class work, quizzes and tests. Other types of evaluations may be used at the teacher’s discretion. Timely completion of all homework assignments and maintenance of a passing grade is required for continuation in this course. All students will take the Advanced Placement Exam in May.

Statistics with Probability (310) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for those college bound students who have successfully completed Algebra II and wish to increase their knowledge of mathematics. It provides a foundation in statistical and inferential statistics. Most college students majoring in business, the sciences, education and the social sciences are required to take a statistics course. Content: Students will learn the fundamentals of modern statistical methods. Topics include descriptive statistics, introduction to probability, random variables and sampling distribution, linear regression and correlation, testing of hypothesis concerning one and two population samples, confidence interval estimation of parameters and introduction to one way ANOVA (analysis of variance). Students will develop statistical thinking involving the understanding the need for data, the importance of data production, the omnipresence of variability, and decision making under uncertainty. This course provides students with an introductory hands‐on approach to statistics, and uses the TI‐83 or TI‐84graphing calculator extensively. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

AP Statistics (311) 5 credits Advanced Placement Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed Algebra 2 with a B+ or better and are considering a future in fields such as psychology, business/finance, the social sciences or careers that require extensive research. AP Stats is an excellent alternative to calculus or an additional course for calculus students who are interested in experiencing another type of mathematics. Juniors must enroll in Pre‐Calculus honors and may take this course as an elective. Content: The purpose of the advanced placement course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1) exploring data: observing patterns and departures from patterns 2) planning a study: deciding what and how to measure 3) anticipating patterns: producing models using probability and simulation 4) statistical inference: confirming models. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships. Evaluation: Student progress will be assessed through homework, quizzes and tests, projects and presentations. All students will take the Advanced Placement Exam in May.

Advanced Mathematical Decision Making (340) 5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for students who have completed Algebra II and may not be ready to advance to Pre‐Calculus or Calculus in high school but are interested in exploring applications of mathematical ideas while continuing to support their understanding of algebraic concepts and beyond. This course curriculum focuses on answering the question, “Just what is math used for?” This course will look at mathematical topics such as linear and exponential growth, percentages, finance, demographics, economics,

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medicine, and the environment. These issues and related problems will be investigated in a way that conveys the power of modern mathematics. Content: Students will use and understand mathematics using a quantitative reasoning approach. This course will include the integration and application of mathematical concepts algebra through pre‐calculus. Students will consider how mathematics plays an integral role in all real world problems such as finance, engineering, election theory and many others and learn how the skills and concepts developed in earlier course can be integrated and applied in various ways. Technology will be used as an instructional tool. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Web Page (375) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is an introductory course in computer programming designed for students who have never created a web page. Content: This semester course will explore how to create Web pages. Students will use XHTML and CSS coding to work with text, graphics, links, buttons, tables, frames, forms and image mapping. Evaluation: Student progress will be assessed through homework, class projects, quizzes, tests and a final exam.

Web Page II (376) 2.5 credits College Preparatory Students who should consider taking this course: This course is a continuation of Web Page Design I. This course is for students who would like to explore more advanced and complex web design. Content: During this course, the student will acquire more advanced web page skills such as table format, frames, interactive, video, audio, Java and explore basic practices that contribute to a Web site’s good design and accessibility to people with disabilities. Evaluation: Students will be assessed through homework, study guides, quizzes, tests, hands‐on labs and projects. Pre‐requisite: Intro to Web Page I and prior permission of the instructor

SCIENCE AND ENGINEERING TECHNOLOGY DEPARTMENT

SCIENCE COURSES The Pentucket High School offers a well‐balanced science program to all students. Our primary goal is two‐fold: 1. To establish scientific literacy so that our students, upon entering the work force, can make intelligent decisions regarding science‐based

issues. 2. To provide a strong foundation in science for those students who plan to attend college. Each course is structured to emphasize the process of science as a way of thinking and solving problems. The laboratory experience is a way in which special skills are developed to achieve this goal. With emphasis placed on the laboratory, the student develops both an understanding of and an appreciation for inquiry and scientific methodology.

The Honors classes lead to the Advanced Placement courses in the Science department. The honors courses are enriched; they offer the same material as the college preparatory classes, in greater depth and with a faster pace. Honors courses emphasize critical and independent thinking to produce creative applications of ideas. Students in honors classes are expected to be self‐ motivated and committed to their academics.

The College Preparatory (CP) classes provide a functional approach to the scientific concepts, which encourage scientific literacy. Various classroom practices at a moderate pace allow appropriate time for students to comprehend the new scientific concepts presented to them. The CP classes cover the same content material as the honors classes.

Topics in Biology (437) 5 credits College Preparatory

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Students Who Should Consider Taking This Course: Students will be placed in Topics in Biology based on past performance, available testing, and teacher recommendation. Content: This course and laboratory component is designed to provide a survey of biological principles. Students will explore the concepts of the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology. Evaluation: The teaching team uses different instructional techniques to accomplish course objectives, with a focus on hands‐on activities such as labs and projects. Evaluation is based on laboratory work, projects, and portfolio compilations, all of which can be part of class work as well as homework. Tests and quizzes are also used as assessments. Students will take the Biology MCAS exam at the end of the course.

Biology (435) 5 credits College Preparatory Students Who Should Consider Taking This Course: All freshmen must take Biology as a graduation requirement. Content: This course and laboratory component is designed to provide a survey of biological principles. Students will explore the concepts of the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology. Evaluation: The evaluation of each student will be based on periodic examinations, quizzes, laboratory assignments and homework. Students are required to retain and organize all written work so that they are aware of their own progress. Students will take the Biology MCAS exam at the end of the course.

Biology (431) 5 credits Honors Students Who Should Consider Taking This Course: Freshmen are recommended for this course on the basis of past performance, ability, teacher recommendations, and parent approval. This course is designed for the capable and motivated student who desires more depth to his / her secondary school science experience. Students are expected to have reading skills above grade level, the ability to work with abstract concepts and the ability to work collaboratively and independently. Content: This course and laboratory component is designed to provide an in‐depth introduction of biological principles to students who are interested in the subject and have demonstrated high motivation. Students will explore the concepts of the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology. Evaluation: Student evaluation will be based on periodic examinations, including midterm and finals, quizzes, laboratory assignments, and homework. Students are required to retain and organize all written work so that they are aware of their own progress. Students will take the Biology MCAS exam at the end of the course.

AP Biology (401) 7.5 credits Advanced Placement Students Who Should Consider Taking This Course: The science department will recommend students for AP Biology on the basis of past achievement, science teacher recommendations, performance on standardized tests (PSAT), parental approval and personal interest. This program is designed for students who wish to complete freshman college biology in high school. Students should have completed Algebra II, Honors Biology and Honors Chemistry. They should have received a B+ or better in all of these subjects and / or have the approval of the Science Department Chair. Content: This course is designed to cover a year in Biology at the college level. The program is divided into three broad categories based on the suggestions made by The College Board Educational Testing Service: molecules and cells, genetics and evolution, and organisms and populations. College textbooks are used and laboratory assignments are an integral part of the program. Evaluation: In addition to examinations, homework, laboratory assignments, and multimedia projects / presentations, all AP Biology students are expected to take the National AP Biology Examination in May. Participating colleges may grant credit and / or appropriate placement to those students who qualify.

Topics in Chemistry (419) 5 credits College Preparatory Students Who Should Consider Taking This Course: Students will be placed in Topics in Chemistry based on past performance and teacher recommendation.

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Content: This course and laboratory component is designed to provide a survey of chemistry and its principles. Students will be introduced to the fundamental terms of chemistry, the metric system, and the basic classification system of matter. Students will be able to balance chemical equations and solve problems concerning mass. Students will gain an understanding of the periodic table, elements, compounds, metals, solutions, acids, bases, and salts. Evaluation: The teaching team uses different instructional techniques to accomplish course objectives, with a focus on hands‐on activities such as laboratory activities and projects. Evaluation is based on laboratory work, projects, and portfolio compilations, all of which can be part of class work as well as homework. Tests and quizzes are also used as assessments.

Chemistry (423) 5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who wish to gain a greater understanding of the world around them from the point of view of chemistry. The fundamental concepts and principles of chemistry will be addressed in the study of practical applications. Students will learn to solve unit conversion problems. They need to be able to handle numbers in calculations involving scientific notation. Students must be enrolled in Algebra I or a higher level math.

Content: The study of matter and energy and their interrelationships will be explored. The areas of concentration will include atomic structure, nuclear chemistry, periodicity, ionic and covalent bonding, reactions and stoichiometry. Kinetic theory, acid/base, electro‐ and/or organic chemistry may be addressed. Underlying themes are the preservation of our environment and consumer oriented chemistry. An emphasis is placed on the improvement of laboratory skills and problem‐solving techniques. Evaluation: The student will be evaluated by standardized as well as teacher‐constructed tests and quizzes, laboratory work, and homework assignments. Mid‐term and final examinations are administered to all students.

Chemistry (421) 5 credits Honors Students Who Should Consider Taking This Course: Emphasis will be placed on laboratory experiences that are designed to improve critical thinking skills. Students enrolling in this course should demonstrate sincere interest and high achievement in science and math. They should use this course, with its emphasis on problem solving and laboratory inquiry, as a springboard to advanced study in scientific disciplines. Students will be expected to work effectively both in teams and independently towards using chemical principles to solve problems in a logical and efficient manner. Chemistry places a strong emphasis on the use of algebra in problem solving. Skills include the use of scientific notation, manipulating base ten exponents, and solving rate and ratio problems using dimensional analysis. Students must have completed Algebra I Honors with a B+ average or better and have completed honors Biology with a B average or better. Content: The study of matter and energy and their interrelationships will be explored. The areas of concentration will include atomic structure, nuclear chemistry, periodicity, ionic and covalent bonding, reactions and stoichiometry, and kinetic theory. Acid / base, electro‐, and/or organic chemistry may be addressed. An emphasis is placed on the improvement of laboratory skills and problem solving techniques.

Evaluation: The student will be evaluated by standardized as well as teacher‐constructed tests and quizzes, laboratory work, and homework assignments. Mid‐term and final examinations are administered to all students.

AP Chemistry (424) 7.5 credits Advanced Placement Students who should take the course: The science department will recommend students for AP Chemistry on the basis of past achievement, science and math teacher recommendations, performance on standardized tests (PSAT), counselor and teacher interviews, parental approval and personal interest. This program is designed for students who wish to complete freshman college chemistry in high school. Students should have completed Algebra II, Honors Biology and Honors Chemistry. They should have received a B+ or better in all of these subjects and / or have the approval of the Science Department Chair.

Content: The course is designed to cover the content of freshman college chemistry. The course assumes a mastery of basic concepts covered in Honors Chemistry I and will not include extensive review but will require understanding of these concepts as a foundation. The course topics include thermodynamics, kinetics, equilibrium and electrochemistry. Laboratory activities will include a combination of lab problems where students will design their own experiments and more extensive College Board approved laboratory investigations.

Evaluation: In addition to exams, homework, laboratory assignments and projects, all AP Chemistry students are expected to take the National Advanced Placement Chemistry in May. Participating colleges may grant credit and / or appropriate placement to students who qualify.

Physics (415) 5 credits College Preparatory

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Students Who Should Consider Taking This Course: This course is designed for those students who wish to increase their knowledge of the physical universe. Students who do not plan to major in the physical sciences, but who wish to take a course that meets the standards and requirements for college entrance may select this course. Students must be currently enrolled in Algebra II CP or higher. Content: The topics in this course include 1‐ and 2‐dimensional motion, forces and motion, circular motion and gravitation, and energy. Evaluation: The evaluation of students’ performance will be based upon lab reports, homework assignments, tests, quizzes, mid‐year and final examinations.

Physics (413) 5 credits Honors Students Who Should Consider Taking This Course: This course will provide a strong foundation in the fundamental laws of Physics as well as critical thinking and problem solving techniques. This course is recommended for any student planning to continue the study of science or engineering. Students must be currently enrolled in Algebra II Honors or higher. Content: The topics in this course include 1‐ and 2‐dimensional motion, forces and motion, circular motion and gravitation, and energy.

Evaluation: The evaluation of students’ performance will be based upon lab reports, homework assignments, tests, quizzes, mid‐year and final examinations.

AP Physics C: Mechanics (411) 7.5 credits Advanced Placement Students Who Should Consider Taking This Course: The science department will recommend students for AP Physics on the basis of past achievement, science and math teacher recommendations, performance on standardized tests (PSAT), parental approval and personal interest. Students considering a future in engineering, physics, or chemistry should consider this course. Students must take AP or Honors Calculus concurrently in order to take this course. Content: This course offers a conceptual and rigorous mathematical approach to physics. An advanced understanding of high school math is assumed. Differential and integral calculus are applied to many topics. The topics included are those outlined by College Board for the AP Physics C: Mechanics exam. They are 1‐ and 2‐dimensional motion, forces, work, energy, power, momentum, circular motion, gravitation, rotational motion, and simple harmonic motion. Evaluation: The evaluation of students’ performance will be based upon lab reports, homework assignments, tests, quizzes, mid‐year and final examinations. In addition, all AP Physics students are expected to take the National AP Physics C: Mechanics examination in May. Participating colleges may grant credit and / or appropriate placement to those students who qualify.

Renewable Energy (4082) 2.5 credits College Preparatory We are on the verge of destroying most of the species on the planet if we continue using so much fossil fuel. This course will study what kinds of energy human civilization needs, how energy is transformed from one type to another, and how renewable sources of energy can be used to meet our energy needs. We will learn how we get energy from solar, wind, biomass, geothermal and hydropower and what kinds of energy we get from each one. This course is open to juniors and seniors who completed Algebra II with a C or better.

Oceanography (405) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is open to juniors and seniors who are interested in an interdisciplinary approach to the study of oceans. Students should have successfully completed Biology and Physical Science or Chemistry. Content: This course will cover physical, chemical, and geological aspects of the oceans. Topics in the course include the study of hurricanes, ocean and atmospheric circulation, sea‐floor spreading, plate tectonics, bathymetry, chemistry of sea water, waves, tides, and coastlines. Evaluation: The student will be evaluated on project‐based lessons, laboratory investigations, the construction of an e‐portfolio, homework, the ability to express concepts effectively and accurately, and by periodic tests and quizzes.

Marine Biology (406) 2.5 credits College Preparatory

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Students who should take this course: This course is open to juniors and seniors who are interested in studying marine organisms. Students should have successfully completed Biology and Physical Science or Chemistry. Content: This course will cover the living aspects of the ocean including marine ecosystems and a survey of marine organisms. All students will be required to create a portfolio of marine organisms including plankton, algae or plants, invertebrates, fish, birds and reptiles as well as marine mammals. Evaluation: The student will be evaluated on project‐based lessons, laboratory investigations, the construction of an e‐portfolio, homework, the ability to express concepts effectively and accurately, and by periodic tests and quizzes.

Anatomy & Physiology I (403) 2.5 credits Honors Students Who Should Consider Taking This Course: This course is intended for sophomores, juniors and seniors who plan to major in the medical / paramedical fields as well as physical and health education. It is also open to those juniors and seniors who express a special interest and ability in this area of biological science. Juniors and Seniors must have successfully completed Honors Biology and Honors Chemistry with a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair. Sophomores that are concurrently taking Honors Chemistry may also choose to enroll in the course. Content: Anatomy and Physiology I is a half year course which examines the structure and function of human tissues as well as the following organ systems: skeletal, muscular and nervous. Emphasis will be placed on the interrelationships among the systems. Related topics such as diseases and injuries of the systems will be integrated where applicable. Students will learn basic anatomy and will apply that knowledge to study the workings and failures of anatomical structure and systems. This course will present complicated ideas and complex relationships that represent the essence of Anatomy and Physiology, illustrating the relationship between structure, function and homeostasis of the human body. Material will be presented through lectures, readings, demonstrations, discussions, and laboratory experiences. Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, and homework assignments. Each student is required to organize all classroom materials provided.

Anatomy & Physiology II (402) 2.5 credits Honors Students Who Should Consider Taking This Course: This course is intended for sophomores, juniors and seniors who plan to major in the medical / paramedical fields as well as physical and health education. It is also open to those juniors and seniors who express a special interest and ability in this area of biological science. Juniors and Seniors must have successfully completed Honors Anatomy & Physiology I, Honors Biology and Honors Chemistry with a B average or better, or Honors Anatomy & Physiology I, CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair. Sophomores that are concurrently taking Honors Chemistry may also choose to enroll in the course as long as they have completed Honors Anatomy & Physiology I. Content: Anatomy and Physiology II is a half year course which aims to examine the structure and function of the following organ systems: nervous, circulatory, endocrine, reproductive, urinary, digestive and respiratory. Emphasis will be placed on the interrelationships among the systems. Related topics such as diseases of the systems will be integrated where applicable. Students will learn basic anatomy and will apply that knowledge to study the workings and failures of anatomical structure and systems. Students will examine tissues and simulate medical procedures by dissecting various animal organs. Students who do not want to dissect animal tissues should not take this course. This course will present complicated ideas and complex relationships that represent the essence of Anatomy and Physiology, illustrating the relationship between structure, function and homeostasis of the human body. Material will be presented through lectures, readings, demonstrations, discussions, and laboratory experiences. Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, and homework assignments. Each student is required to organize all classroom materials provided.

Forensics (404) 2.5 credits Honors Students Who Should Consider Taking This Course: This program is open for juniors and seniors who express a special interest and ability in this area of biological science. Students should have successfully completed Honors Biology and Honors Chemistry with a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair. Content: Forensic science is the application of basic biological, chemical and physical science principles and technological practices to the purposes of justice in the study of criminal and civil issues. Major themes of study in this course are crime scene investigation, pathology, odontology, toxicology, trace evidence, serology, DNA, fingerprints, impression evidence, and questioned documents. The overall goal of the course is to develop the students’ problem‐solving skills, using the tools and techniques of the modern forensic scientist.

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Evaluation: The evaluation of students’ performance will be based primarily on laboratory work and other periodic assessments, including a final examination, labs, test, presentations, and homework.

Environmental Science I (409) 2.5 credits Honors This program is open for juniors and seniors who have a curiosity about the natural world and express a special interest in application of scientific concepts and principals to the understanding of environmental problems and issues. Students should have successfully completed Honors Biology and Honors Chemistry with a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair. Content: Environmental Science is the application of biology, chemistry, and physics scientific principles to environmental analysis. Topics include the management of natural resources and analysis of private and governmental decisions involving the environment. Students explore actual case studies and conduct hands‐on, unit‐long research activities, learning that political and private decisions about the environment and the use of resources require accurate application of scientific processes, including proper data collection and responsible conclusions. The goal of Honors Environmental Science is to provide students with an understanding of the interrelationships of humans and the natural world. Environmental Science I case studies focus on invasive species, soil, ecological diversity, and energy flow (climate change). Evaluation: The evaluation of students’ performance will be based primarily on laboratory work and other periodic assessments, including a final examination, labs, test, presentations, and homework.

Environmental Science II (410) 2.5 credits Honors This program is open for juniors and seniors who have a curiosity about the natural world and express a special interest in application of scientific concepts and principals to the understanding of environmental problems and issues. Students should have successfully completed Honors Biology and Honors Chemistry with a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair. Content: Environmental Science is the application of biology, chemistry, and physics scientific principles to environmental analysis. Topics include the management of natural resources and analysis of private and governmental decisions involving the environment. Students explore actual case studies and conduct hands‐on, unit‐long research activities, learning that political and private decisions about the environment and the use of resources require accurate application of scientific processes, including proper data collection and responsible conclusions. The goal of Honors Environmental Science is to provide students with an understanding of the interrelationships of humans and the natural world. Environmental Science II case studies focus on populations, water, toxicity and waste. Evaluation: The evaluation of students’ performance will be based primarily on laboratory work and other periodic assessments, including a final examination, labs, test, presentations, and homework.

Biomechanics (4100) spring 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is intended for juniors and seniors who are either currently enrolled or have previously taken Physics and have an interest in health and exercise sciences. Content: Biomechanics is a half‐year course designed to study human movement, including its patterns, forces, and control mechanisms. A focus will be placed on anatomical considerations, including various types of tissue, as we move throughout the joints in the body. A particular piece will be spent on gait analysis, as it incorporates the entire body. There will be both a verbal and hands‐on approach to learning in the classroom. Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, homework assignments, and laboratory activities.

Zoology – A Survey of the Animal Kingdom (4102, 4103) 2.5 credits College Preparatory, Honors Students Who Should Consider Taking This Course: This course is open to students that have successfully completed Biology and Chemistry. Students that wish to earn Honors credit will be required to complete additional assignments.

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Content: This semester course provides a survey of animals –invertebrates and vertebrates, as well as taxonomy. Topics include basic concepts of general zoology including the origin of animal life, animal reproduction and development, classification of major phyla of animals and the major classes of vertebrates, structure and function of animals, and basic concepts of animal behavior. Dissections are required in this course. Evaluation: The evaluation of the student will be based on examinations, quizzes, homework assignments, and dissections.

Electricity (4016) 5 credits College Preparatory Electricity is a one year, introductory course to study the theoretical and practical applications of electronics. Students will learn and build electronics projects that cover basics from series to more advanced integrated circuits. Other topics include physical circuit construction, soldering, and programming with Arduino. While having taken physics is encouraged, it is not required. The class is open to any students who have completed Algebra II.

Bioethics (4017) 2.5 credits Honors Bioethics is a semester course intended for juniors and seniors who want to investigate and substantiate current world issues involving science and public interest. It will be taught in a seminar setting where students will be expected to be responsible, serious in purpose, and committed to the fulfillment of course expectations. Students should have successfully completed Honors Biology and Honors Chemistry, or CP biology and CP Chemistry with an A

‐ or better and/or the approval of the Science Department Chair.

Content: Bioethics involves the investigation, discussion and substantiation of real world scientific issues and how they affect the public. Topics include, but are not limited to: GMO's (genetically modified organisms), organic farming, climate change, pharmaceutical responsibility, stem cell research, alternative medicine, DNA science and cloning, public health issues, performance enhancement drugs, and designer babies. Students will also be expected to discuss up to the moment issues as they occur and are presented in the news and social media. The goal of Bioethics is for students to become informed citizens on current scientific issues relating to their own lives. Students will be expected to prepare well informed, research backed arguments and/or discussions relating to current topics. Evaluation: Students will be expected to orally articulate their views and positions, using thoughtful and rational discourse, during class discussions and smaller group discussions. Students will be primarily evaluated on class participation, position papers, reflections and complete a final position paper.

Science Department Technical Assistant (400) 2.5 credits Honors (or 5 credits – year) Students Who Should Consider Taking This Course: This course is for seniors who have a strong interest in a science or engineering career. These students may wish to develop laboratory skills and knowledge beyond what they learned in regular science classes. Students must have successfully completed AP Chemistry or AP Biology and have their AP Science teacher’s recommendation. Science department chair will have the final approval. Content: The Technical Assistant will perform a variety of tasks for the Science department including, but not limited to updating the chemical inventory the PRHS chemical database, preparing solutions and laboratory materials for all science department teachers and assist teachers in developing new labs to be used in the classroom. The assistant may also act as an assistant to help students learn chemistry/biology and may deliver classroom lessons. Finally, the assistant may complete a project relevant to an area he or she will study in college. Evaluation: The evaluation of students’ performance will be based on their quality and accuracy of completed assignments.

AP Computer Science A (8500) 5 credits Advanced Placement Students Who Should Consider Taking This Course: The science and math department will recommend students for AP Computer Science A on the basis of past achievement, teacher recommendations, performance on standardized tests (PSAT), parental approval and personal interest. This program is designed for students who wish to pursue careers in computer programming and engineering. Students should have completed/or concurrent enrollment in Honors Algebra II with a B+ or better. Content: The AP Computer Science A course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. Students gain experience in thinking and articulation of abstract concepts through algorithm design and analysis utilizing the standard Java library classes from the AP Java subset. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems.

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Evaluation: Students prepare for the AP exam in Computer Science by completing coding exercises, also large projects are assigned and students work in teams to design and implement computer solutions replicating a real‐world, design‐team approach. All AP Computer Science students are expected to take the National AP Computer Science A Examination in May. Participating colleges may grant credit and / or appropriate placement to those students who qualify. CAD I (825) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for students who seek an understanding of Computer Aided Design (C.A.D.) for architectural and mechanical engineering. This course is open to all students. Content: This course will introduce the student to the use of 2D and 3D Computer Aided Design (C.A.D.) using SolidWorks and exploring areas or architectural, mechanical, and manufacturing design. Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All projects are graded according to accuracy, neatness, technique, timelines and basic use of the CAD program.

CAD II (823) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD I. Students should have successfully completed CAD I with a B or better average or by teacher approval. Content: Students in this course will progress to more advanced commands and techniques of design in 2D and 3D with SolidWorks. Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All projects are graded according to accuracy, neatness, technique, timeliness and basic use of the CAD program.

CAD III (821) 2.5 credits Honors Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD II. Students should have successfully completed CAD II with a B or better average or by teacher approval. Content: Students in this course will apply learned CAD skills to create designs while learning basic architectural, mechanical, alternative energy, and manufacturing / product design issues. Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. Students will choose their projects and work in their discipline of choice. All projects are graded according to accuracy, neatness, technique, timeliness and basic use of the CAD program.

CAD IV (829) 2.5 credits Honors Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD III. Students should have successfully completed CAD III with a B or better average or by teacher approval. Content: Students in this course will apply learned CAD skills to create designs while learning basic architectural, mechanical, alternative energy, and manufacturing / product design issues. Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. Students will choose their projects and work in their discipline of choice. All projects are graded according to accuracy, neatness, technique, timeliness and basic use of the CAD program.

STEM I (8300) 2.5 credits College Preparatory Open to grade 9 students. This is a project and problem based class which includes an introduction to the engineering design process, including units on Technical Drawing, Biomimicry, Robotics, and Alternative Energy. Communication and Collaboration through Google Drive and Schoolloop are components of this course. No prerequisite required.

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STEM II (8301) 2.5 credits College Preparatory Open to students in grades 9 ‐ 12. This course was previously titled Engineering I. This is a project and problem based class which includes an introduction to shop safety, woodworking, metal fabrication, rocketry, forces and motion. Communication and Collaboration through Google Drive and Schoolloop are components of this course. No prerequisite is required.

Exploring Engineering (8302) 2.5 credits College Preparatory Open to student in grades 10 ‐ 12. This course is designed to be a project and research based class exploring multiple types of engineering fields such as mechanical, materials, electrical, civil and software. This course is intended for students who have an interest in engineering and would like to explore the different types of engineering available for possibly study in college. Students will follow the Engineering Design process and be encouraged to research, brainstorm, design, test and redesign in each of their projects. Minimum grade of a B in Algebra/Geometry is required.

Problem Solving in Engineering (824) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is open to any senior who has successfully completed STEM II and would like to further explore areas of engineering. Content: Students will work on projects aligned with the four technology system: communications, transportation, construction, and manufacturing. Individual and small group activities will become more challenging throughout the semester. Evaluation: Students will be graded on the quality of their class work, tests, homework, and class participation.

Robotics I (840) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who seek a basic understanding of robotics and engineering and is open to all students. Content: In this project‐based course, students use Mindstorm / LEGO equipment to learn fundamentals of robotics and engineering. Students design, program and construct robots to accomplish specified challenges as they build problem solving skills. Following the curriculum created by Carnegie Mellon University, topics include basic sense & response programming, use of decision structures in programming, rotary‐linear motion assemblies. This is an introductory class designed to be a fun and interactive experience for all students. Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All projects are graded for understanding objective, exploration and building & modifying of prototypes, understanding and execution of basic simple programming, and if robot is able to demonstrate completion of assigned task or objective.

Robotics II (8400) 2.5 credits Honors Students Who Should Consider Taking This Course: This course is designed for students who seek to further their basic understanding of robotics and engineering exploring Submersibles and Drones. Course is open to students in grades 10, 11 and 12. Content: In this project‐based course, students will build Submersibles and Drones to learn fundamentals of Buoyancy and Flight using cutting edge technology from Sea Perch and 3D Robotics. Students will construct and program robots to accomplish specified challenges as they build problem solving skills. Students will be partnering with students from other classes to use completed robots in scientific applications such as gathering soil samples in the pond, testing salinity levels in the Merrimac, as well as exploring applications for disaster relief, surveillance, and photography. Students will also use CAD skills to design modifications for their robots using 3D printing technology.

Evaluation: Course is designed as project based with 80% of grade from projects, 20% from class participation and attendance. All projects are graded for understanding objective, exploration and building & modifying of prototypes, understanding and execution of basic simple

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programming, and if robot is able to demonstrate completion of assigned task or objective. Prerequisites: Robotics 1 (840) and CAD 1 (825)

Game Design: Introduction to Programming (8261) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for students who seek an understanding of computer programming for the mobile and desktop platforms as well as an overall understanding of computers/computing devices. Content: Students will create video games using a variety of tools such as Scratch, App Inventor, Python, and Java. Students will examine cutting edge hardware components of computers and mobile devices as well Operating Systems, and Cloud based systems. Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance (no homework and no tests – bi‐quarterly exam is a project). All projects are graded according to accuracy, neatness, technique, timelines and basic use of applicable technology tools.

Introduction to Personal Finance (801) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This semester course is an introductory course in personal finance offered in an online format. This course is for any student who is interested in learning how to acquire and manage their income for a lifetime of financial security. Content: This semester course will explore the topics set forth in the National Standards in Personal Finance and Education. The following is a guideline to the topics that will be explored. Financial Responsibility and Decision Making, Income and Careers, Planning and Money Management, Credit and Debt and Saving and Investing. Due to the online nature of this course, independence and reading is an important component of the course. Evaluation: Students will be evaluated on weekly discussions, written assignments, assessments, online interactive programs and a final project submitted at the end.

ENGINEERING & TECHNOLOGY SUMMER COURSE OPTION Summer Robotics (S801) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This course is designed for students who seek a basic understanding of robotics and engineering and is open to all students. Content: In this project‐based course, students will learn, explore, build and program multiple robotic platforms including Lego Mindstorms and iRobot Create. Students will learn basic and intermediate coding processes using Scratch and ScratchX. This class is designed for students looking to challenge themselves with hands‐on problem solving as they complete missions such as Autonomous Driving, 3D Sensing, Computational Thinking, Tethered Driving, and DJ Sound and Light! Class will tentatively begin June 5, and continue until July 7. We will meet after school and online, as well as a day visit to the iRobot Headquarters, in Bedford, MA. This class will be a hybrid of face to face, online and field experiences. Robotics X will count toward the STEM Innovation Academy and the Safety and Public Service Innovation Academy. Exact meeting days and times are to be determined. Evaluation: Course is designed as project based with 70% of grade from projects, 20% from class participation and 10% from attendance. All projects are graded for understanding objective, exploration and building & modifying of prototypes, understanding and execution of basic simple programming, and if robot is able to demonstrate completion of assigned task or objective.

FOREIGN LANGUAGE DEPARTMENT Pentucket Regional High School offers a five‐year foreign language sequence in German, Latin and Spanish, introduced in an exploratory program in the seventh grade. The eighth grade begins the foreign language concentration that continues at the high school. Advance

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Placement courses are offered in German and Spanish. All classes are designed to follow the Massachusetts State Foreign Language Curriculum Frameworks and the ACTFL Proficiency Guidelines. All modern foreign language classes are designed for students to develop the four core language skills – listening, speaking, reading and writing – emphasized in areas of communication, culture, connections, comparisons and community. As a classical language, the study of Latin encompasses reading comprehension, translation, and grammar. All languages expand students’ cultural knowledge and appreciation of those diverse cultures as the study of a foreign language is indispensable in preparing students to become global citizens. Technology in the classroom also enhances fluency, worldwide information and computer skills. To be competitive on college applications, students are encouraged to complete four full years of one foreign language. To achieve the AP level (advanced placement), students must complete the fifth year of a foreign language. Interested students should add a second language in their junior or senior year. The CP (college preparatory) classes incorporate basic vocabulary and linguistic categories outlined in the MA Foreign Language Curriculum Frameworks on a novice level of the ACTFL Proficiency Guidelines. Various practice opportunities at a moderate pace allow appropriate time for students to comprehend, to review and to be comfortable with new materials. A functional approach provides clearly defined steps that mix chunks of vocabulary and grammar into communicative patterns. It mirrors natural language acquisition through created classroom situations. Student responsibility involves a commitment to being prepared and coming to class with a desire to learn. Reading and writing samples incorporate the classroom materials in newer presentations for more comprehension. The Honors classes incorporate more abstract thinking skills to transfer vocabulary and grammar units into their own natural conversational patterns. The active pace of new materials requires accurate retention and mastery of previous linguistic blocks so the language acquisition is solid enough that students can combine different groups of information with newer ones. Student responsibilities include consistent, efficient preparation and effective time management skills. A desire to understand and use the foreign language in the classroom is essential as only that language will be spoken/read in explanations and class lessons. Reading and writing samples are authentic; they demand proficiency in expression and present cultural information. Placement exams at the end of the school year accommodate students’ abilities into appropriate courses. Students also register for the National Language Exams (conducted in all three languages) that offer additional assessment data.

German I, Spanish I (518, 528) 5 credits College Preparatory Students Who Should Consider Taking This Course: Freshmen who have taken a foreign language in the middle school and need a stronger foundation before advancing. Sophomores or juniors who have not taken a foreign language previously or want to add a second foreign language. Content: Students start at the beginning level of a foreign language. The clearly defined materials help students develop proficiency in the four basic language skills: listening, speaking, reading, and writing. The student’s knowledge and appreciation of the diverse cultures of the countries that speak the target language are enhanced through Project‐Based Learning. A functional approach develops oral and written communication skills with practical vocabulary and grammar units in a variety of review activities. Question‐answer roles are played in creative dialog situations. Descriptions are expressed in appropriate modes along with the simple present tense to explain a scene. Stories and letters contain new materials in reading or writing selections. Consistent re‐entry of previous information is interwoven with new materials to expand the linguistic level. Evaluation: Written quizzes and tests in a variety of formats (matching, translation, question/answer, etc.) and directed‐writing assignments accommodate different learning styles. Speaking activities include oral participation in class, dialog role‐playing, answering questions, paired conservations, etc. These are a sample of assessment tools used to test comprehension, communication and language functions. Active class participation in the foreign language by the student is expected. Homework and other student preparations play an important role in the evaluation process.

German II, Spanish II (517,527) 5 Credits College Preparatory Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level 1CP, available testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and proficiency. Content: This course continues the study of the foreign language in which students will continue to expand their vocabularies and language proficiency. All four language skills (listening, speaking, reading writing) are practiced in the target language with increasing complexity. Students will learn to understand and provide more complex and detailed information about a variety of every day topics, personal experiences, cultural practices etc. Course materials range from traditional textbooks to short news stories, readings on topics of interest, songs, and Internet sites. Knowledge and appreciation for the culture of the target language country is considered an important goal as well. Evaluation: Homework and at home study are essential to advance in the study of a foreign language and should be completed regularly. Class participation will be evaluated. A variety of assessments will include short objective quizzes, longer tests, writing assignments, performance

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tasks and projects.

German II, Spanish II (516, 524) 5 credits Honors Students Who Should Consider Taking This Course: Students will be recommended based on past performance, available testing and teacher recommendation in grade 8. Content: This course proceeds at a more rapid pace than the college preparatory course. Students continue to expand their vocabulary and language proficiency. All four language skills (listening, speaking, reading, writing) are practiced in the target language with increasing complexity. Students work with authentic materials (e.g., songs, internet sources, articles, videos) and begin to communicate in a variety of realistic situations. Knowledge and appreciation for the culture of the target language country is considered an important goal as well. Level II Honors is conducted primarily in the target language, and students are expected to make an effort to communicate in the target language as well. Evaluation: Students are expected to complete written homework and study vocabulary regularly at home. In addition to traditional vocabulary and grammar quizzes, non‐traditional assessments (oral responses to prompts, skits, animated videos, photo stories, songs, news sources, etc.) are used to evaluate competence in presentational and interpersonal spoken and written communication, as well as a student’s ability to interpret authentic audio and print materials.

German III, Spanish III (515, 525) 5 Credits College Preparatory Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II CP, available testing and teacher recommendation. Students need to have demonstrated evidence of preparation and motivation for continued language study. Content: The teacher and students will frequently use the target language to communicate. A variety of authentic materials including magazines, films, song lyrics and Internet articles are used as well as traditional textbook materials and readers. At this level students begin to read and communicate on topics of personal interest and have more choice in the selection of materials. An increasing variety of topics are studied and in greater depth. Vocabulary growth is more detail oriented as students strive to understand and communicate with greater complexity and detail. A variety of verb tenses are covered to allow students to understand and narrate events in the appropriate time frames. Students will continue to learn about the history and culture of their countries of interest. Evaluation: Commitment to homework and active class participation are important. Tests will entail longer and more complex oral and written responses. A variety of objective assessments and performance tasks will be used to accommodate learner preferences and learning styles with increased emphasis on students’ personal growth.

German III, Spanish III (512, 522) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II, available testing and teacher recommendation. Students need to show a highly visible degree of self‐motivation, interest in command of the target language, and effective time‐management skills. Content: Level III Honors German moves students into the middle of the Intermediate range of language proficiency based on the ACTFL Proficiency guidelines regarding functional language. At this level students can successfully manage a variety of uncomplicated communicative tasks to satisfy basic needs. They can function in multiple time frames, and create meaning with the target language by using strings of sentences, and combining, and recombining familiar structures on topics related to self, such as family, home, friendships, vacation travel, and personal preferences. They use their increasing knowledge of the target culture to interpret messages in various forms (viewed, heard, or read). An ever‐increasing use of the target language is expected with the goal of functioning at 90% in the target language. Evaluation: Evaluations require that the student “think” in the target language to express learned materials and concepts. Writing samples and individual oral examinations reveal command of the language on the intermediate proficiency levels. Projects demonstrate investigative research practices to add more perspective and depth to assessment evidence.

German IV, Spanish IV (5611, 5612) 5 credits College Preparatory Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level III, available testing and teacher recommendation. Students choosing this course should possess a solid understanding of basic grammatical structures and

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vocabulary, and should feel comfortable using the target language in a variety of communicative situations. The Honors level leads to the 5H or Advanced Placement course. Content: In this course, students develop the ability to understand authentic spoken and print materials in more complex situations. They develop the ability to express more complex ideas and opinions in the target language. A systematic review of grammar is combined with expanding vocabulary and frequent oral exercises. Students work with authentic materials, such as articles, films, short stories, and novels. Class discussion of readings and topic take place in the target language. Students continue to study important historical events in the target language and make more in‐depth cultural comparisons. Evaluation: Students at this level are evaluated on their ability to use the target language in responding to units’ essential questions. Responses take the form of essays, oral presentations and creative projects (songs, performances, videos, etc.) In addition to continued study of vocabulary and grammar practice, students at this level are expected to come to class prepared to engage in class discussions in the target language. To foster this, homework assignments often consist of readings, audio recordings and podcasts pertaining to the current topic. The assessments in the Honors level are more comprehensive and in‐depth than in the College Prep level.

German IV, Spanish IV (511, 521) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level III, available testing and teacher recommendation. Students choosing this course should possess a solid understanding of basic grammatical structures and vocabulary, and should feel comfortable using the target language in a variety of communicative situations. This class leads to the 5H or Advanced Placement course. Content: In this course, students develop the ability to understand authentic spoken and print materials in more complex situations. They develop the ability to express more complex ideas and opinions in the target language. A systematic review of grammar is combined with expanding vocabulary and frequent oral exercises. Students work with authentic materials, such as articles, films, short stories, and novels. Class discussion of readings and topic take place in the target language. Students continue to study important historical events in the target language and make more in‐depth cultural comparisons. Evaluation: Students at this level are evaluated on their ability to use the target language in responding to units’ essential questions. Responses take the form of essays, oral presentations and creative projects (songs, performances, videos, etc.) In addition to continued study of vocabulary and grammar practice, students at this level are expected to come to class prepared to engage in class discussions in the target language. To foster this, homework assignments often consist of readings, audio recordings and podcasts pertaining to the current topic.

German V, Spanish V (561, 562) 5 credits Honors Students Who Should Consider Taking This Course: Students will be scheduled for this course based on their performance in Level IV and by teacher recommendation. These students have demonstrated their aptitude and desire to continue on with their journey toward fluency and have proven their willingness to put in the required work. This course is valuable for those students who wish to use the language for their own enjoyment, travel and potential employment opportunities. Content: This course is designed to simulate life like situations in which the language would be used and is conducted almost exclusively in the language. Students will be exposed to authentic texts, videos, podcasts and when possible, native speakers. There will be a heavy emphasis on student centered participation and interaction through which their language skills will develop. Students will be immersed in the language, history, culture and current events leading to a broader understanding and interaction with the countries where the language originates. Evaluation: Students are evaluated on their ability to express themselves in a variety of realistic situations through a variety of modes and mediums. They are expected to make progress based on the benchmarks outlined by American Council on the Teaching of Foreign Languages Proficiency Standards.

AP German Language, AP Spanish Language (551, 552) 5 credits Advanced Placement Students Who Should Consider Taking This Course: This course is designed to enable capable, qualified, seniors to take part in a foreign language program that is equivalent to that of a college level course. Students need to demonstrate exceptional skills and motivation in order to participate. Students will be scheduled for this course based on their performance in Level IV and by teacher recommendation and have proven their dedication to language study. This course is valuable for those students who wish to use the language for their own enjoyment, travel and potential employment opportunities that require a high level of fluency. Content: This is a demanding yearlong course designed to prepare students to take the Advanced Placement Exam in May and follows rigorous guidelines put forth by the College Board. Required summer homework is assigned to accelerate the curriculum and insure retention over the

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break. The class is conducted exclusively in the target language and students are required maintain all communications in the language as well. Students will use only authentic texts, videos, podcasts and when possible, interact with native speakers designed to create an experience as authentic as possible. Evaluation: Students will be evaluated by their ability to communicate through reading, writing, speaking and listening using rubrics put forth by the AP College Board. Successful completion of the Language Exam can confer college credit.

Latin I (530) 5 credits College Preparatory Students Who Should Consider Taking This Course: Freshmen who have taken a foreign language in the middle school and need a stronger foundation before advancing. Sophomores or juniors who have not taken a foreign language previously or want to add a second foreign language. Content: Latin I exposes students to the language, culture and history of the Romans. An introduction to the language emphasizes the comprehension of the Latin language by reading it and thus understanding the social and political history of the Romans, especially from its beginnings through the monarchy. The result of the student’s study of Latin is improved knowledge of both English vocabulary and grammar, an expanded understanding of the relationship of the ancient world to his or her own, and an appreciation of other foreign languages and culture. The course prepares students to read basic narratives and prose in Latin, read and write simple sentences about familiar topics, and explore how and where Latin was spoken and/or used as a scholarly, academic language. Close attention will be paid to developing communicative skills which focus on reading comprehension and oral expression. Additionally, students will learn about classical mythology and the important role mythology played in the lives of Ancient Romans as well as the early history of Rome focusing on Aeneas and the 7 Kings of Rome. Evaluation: Homework and at home study are essential to advance in the study of a foreign language and should be completed regularly. Class participation will be evaluated. A variety of assessments will include quizzes, tests, writing assignments, performance tasks and projects.

Latin II (531) 5 credits College Preparatory Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level 1CP, available testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and proficiency. Content: This course continues the study of Latin in which students will continue to expand their vocabularies and language proficiency. All four language skills (listening, speaking, reading and writing) are practiced in the target language with increasing complexity. Students will learn to understand and provide more complex and detailed information from a variety of relevant areas including readings based on Ovid’s Metamorphoses, Vergil’s Aeneid and Aesop’s fables. Knowledge and appreciation for the culture, mythology and history of Ancient Rome are considered important goals as well. Students will continue to see how Latin has greatly influenced English and how Ancient Rome has influenced our culture and heritage. Evaluation: Homework and at home study are essential to advance in the study of a foreign language and should be completed regularly. Class participation will be evaluated. A variety of assessments will include quizzes, tests, writing assignments, performance tasks and projects.

Latin II (532) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in this course based on past performance, available testing and teacher recommendation in grade 8. This course is designed for the most academic students, who are highly motivated and committed to being responsible for their learning. Content: This course covers many of the same topics as Latin II CP, but at a quicker pace with more demanding standards. In addition to reading proficiency, students will be assessed on their Latin composition abilities. Students are expected to complete their study of basic Latin grammar in preparation for reading authentic classical texts in Level III Latin. Evaluation: Written quizzes and tests in a variety of formats evaluate vocabulary, translation, reading comprehension, and aspects of Roman history and culture. At this level, assessments will also include Latin compositions. Class work, participation and homework responsibilities are essential to complete comprehension. Projects are assigned with cultural units to enhance understanding of the historical era. The National Latin Exam is administered.

Latin III (535) 5 credits College Preparatory

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Students Who Should Consider Taking This Course: Students will be placed in this course based on past performance in first year Latin and teacher recommendation. Content: Students will continue to develop critical reading skills and bridge from contrived text to excerpts of authentic text from Ancient Roman literature. Students will begin to study more complex grammatical structures and add to their vocabulary while continuously making connections to English through word derivations. They will also continue to develop written and oral fluency in Latin. From a cultural perspective, students will study the historical and cultural background of Rome as a republic. Evaluation: Written quizzes ad tests in a variety of formats evaluate vocabulary, translation, reading comprehension and grammatical structures. Classwork, participation and homework are essential and are an integral part of the evaluation process. Projects focusing on ancient Roman culture are assigned in order to promote the understanding of the historical era.

Latin III (534) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II, available testing and teacher recommendation. Students need to show a highly visible degree of self‐motivation, and execute effective time‐management skills. Content: In this course, students will read only authentic classical texts. They will be exposed to a survey of the greatest prose and poetry from the Roman world. Authors and texts will be chosen to fit the abilities and interests of the students. Additionally, works of literature may be read in translation to complement the materials covered in the original language. Evaluation: At this level, assessments will include translation of authentic classical excerpts (prepared and at sight), literary analysis and reading comprehension. Latin composition style will also be developed and practiced. The National Latin Etymology Exam is administered.

Latin IV (536) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in Latin IV based on past performance, available testing and teacher recommendation in Latin III. This course is designed for the most academically motivated and highly committed students who enjoy Latin, Roman history and culture. Content: At this advanced level, Latin IV students are expected to translate, read, analyze and discuss both synthetic and original Latin text. Both poetry and prose from the Augustan period will be explored. In the first half of the course, the poet Virgil is presented with selections from The Aeneid. Students will draw from their knowledge of Homer’s Odyssey in order to compare and contrast epic styles of Graeco‐Roman literature. Readings are done primarily in Latin but will also include a variety of standard English translations. At second semester, students will read excerpts from Caesar’s Gallic Wars culminating in a comparative study of military strategy both then and now. Evaluation: Assessment will include translation of authentic classical texts (both prepared and sight), Latin vocabulary enrichment activities, derivative analysis, literary analysis, independent exploration, Latin composition, student teaching and essays. The National Etymology Exam for Advanced Latin students is administered.

Latin V (537) 5 credits Honors Students Who Should Consider Taking This Course: Students will be placed in Latin V based on past performance, available testing and teacher recommendation in Latin IV. This course is designed for the most academically motivated and highly committed students who enjoy Latin, Roman history and culture. Content: At this advance level, Latin V students are expected to translate, read, analyze and discuss original Latin text. Authors from various genres from the Augustan period will be explored, compared and contrasted. In the first half of the course, the poet Ovid is presented with selections from Metamorphosis, Amores and Ars Armatoria. Although readings are done primarily in Latin, at times literal English translations are explored to compliment the readings. In the second semester, authors are selected based on student interest with an eye toward the “Fall of Rome” and the final journey of Latin as a spoken language. Evaluation: Assessment will include translation of authentic classical excerpts (both prepared and sight), Latin vocabulary enrichment activities, derivative analysis, literary analysis, independent exploration, student teaching, Latin composition and essays. The National Etymology Exam for Advanced Latin students is administered

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WELLNESS DEPARTMENT The Comprehensive Health Education Department includes the interrelated disciplines of Health Education, Physical Education and Family and Consumer Sciences. Course content in all three disciplines centers around the standards outlined in the state frameworks: Growth and Development, Physical Activity & Fitness, Nutrition, Reproduction/Sexuality, Mental Health, Family Life, Interpersonal Relationships, Disease Prevention and Control, Safety & Injury Prevention, Substance Use and Abuse, Violence Prevention, Consumer Health and Resource Management, Ecological Health, and Community & Public Health. Objectives include the acquisition of knowledge/information, the development of healthy self‐management skills, the opportunity to access community health resources, and to advocate for healthy changes in family, school and community settings.

A. WELLNESS 2.5 credits Grade 9 Content: This freshmen course will integrate comprehensive health topics of Family and Consumer Science, Health, Physical Education as well as guidance topics in an interdisciplinary format. Topics covered include managing the stress and expectations of transition to high school, healthy relationships, communications skills, responsibility, the effects of alcohol, marijuana and drugs on the developing adolescent brain, nutrition and first aid basics. Physical education content could include project adventure, team soccer, volleyball, speedball/handball, basketball, pickleball, touch football and fitness training. Evaluation: Student progress will be measured through unit testing and quizzes, homework, individual and group projects, knowledge and demonstration of sport skills, strategies and rules, fitness concepts and practices and appropriate personal and social skills. Students receive a letter grade and a conduct and effort rating.

B. WELLNESS 2.5 credits Grade 10 Content: This course will integrate comprehensive health topics of Family and Consumer Science, Health, Physical Education as well as guidance related topics in an interdisciplinary format. The curriculum is designed to build upon current knowledge and help students develop skills that will allow them to make informed, responsible decisions about their personal wellness. Some of the topics covered include mental health and disorders, substance abuse education, sexuality, nutrition, and career exploration. Physical education topics may include tennis, fitness training, softball, CPR training, and stress reduction strategies. Evaluation: Student progress will be measured through unit testing and quizzes, homework, individual and group projects, knowledge and demonstration of sport skills, strategies and rules, fitness concepts and practices and appropriate personal and social skills. Students receive a letter grade and a conduct and effort rating.

C. WELLNESS 11 & 12 2.5 credits College Preparatory Collaboration and Team Games – (972) This class will focus on teaching and practicing group dynamics as applied to traditional team sports. Personal Fitness – (976) This class will focus on teaching students how to develop a plan for improving personal fitness though aerobic, anaerobic activities as well as learning the role of nutrition. Independent Wellness – (S983) Summer, Online Online Independent Summer Wellness Class Summer 2017 This 6 week course is offered to the student with an exceptionally heavy course load or scheduling conflicts who wants to earn their Junior Wellness credits over summer break. Students must understand that it will require discipline and considerable effort in order to earn their Wellness credits. Each will be required to meet individually with the instructor to sign an agreement to that effect. Course requirements will include the creation of a personal Wellness blog, setting of 2 S.M.A.R.T. Wellness goals, posting weekly goal progress updates, reading a weekly assigned article and posting a summary/reflection, along with commenting weekly on their classmates’ blogs. Limited to 25 students

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Individual Sports and Life Long Activities – (975) This class will focus on teaching how to live an active lifestyle through learning about individual games and sports. Fitness Nutrition‐(9791) This class allows students to study the relationship between physical activity, proper nutrition, sports performance and general wellness. Students will learn what foods are needed for healthy lifestyles and peak performance. This course strengthens health promotion and disease prevention through increased knowledge of nutrition and physical activity. Students will study macronutrient and micronutrient recommendations during training, competition/performance, and recovery. Each student will learn how to create nutrition plans. This class will focus on teaching students how to develop a plan for improving personal fitness though aerobic, anaerobic activities as well as learning the role of nutrition.

MOVEMENT SCIENCE AND ATHLETICS INNOVATION ACADEMY Strength & Conditioning (9702) 2.5 credits College Preparatory Content: Strength & Conditioning includes a wide variety of exercises, lifts, agilities, and techniques designed to maximize one’s overall total fitness, strength, and agility. Throughout this course, we will cover weightlifting, fitness, and agility topics that will enhance our students understanding of the human body. The student will gain a better understanding of the human musculature and how to target specific areas that will enable them to reach personal goals. Finally, this course will enable athletes to benefit from sport‐specific movements allowing each student more functional strength. Students will have the opportunity to try different techniques and develop workout plans for sport specific scenarios. There will be classroom days and weight room days with this course. Evaluation: Students will be evaluated using practical application, quizzes & tests, projects, and other activities. Students will learn how strength and conditioning alters the human body, how to perform exercises properly, how to properly instruct and demonstrate exercises to clients and athletes, and how to put together different workouts to make clients/athletes better athletes.

Sports Medicine I (960) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This Introduction to Sports Medicine is designed for students interested in pursuing careers in fields such as athletic training, physical therapy, orthopedics, medicine, fitness, physiology of exercise, kinesiology, and strength and conditioning as well as other related fields. Content: The course includes theory and practical applications in the following areas: prevention, treatment, and rehabilitation of sports injuries, increased athletic performance, taping and wrapping of injuries, first aid, CPR, emergency procedures, nutritional guidelines, sports psychology, anatomy and physiology, fitness/conditioning/strength programs, protective equipment and sports medicine careers. After this course students will possess skills that are fundamentals for pursuing post‐secondary education. All students will have the opportunity to become certified through the American Heart Association in CPR/AED for professional rescuer and first aid. Evaluation: Student evaluation will be in the form of tests, quizzes, projects, presentations, and classroom activities.

Sports Medicine II: Injury Prevention, Evaluation, and Rehabilitation (964) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: Injury Prevention, Evaluation, and Rehabilitation is designed for students who have successfully completed the Introduction to Sports Medicine course and are interested in pursuing careers in Health Care or Athletic related field such as athletic training, physical therapy, orthopedics, general medicine, fitness, coaching, physiology of exercise, kinesiology, and strength and conditioning as well as other related fields. Content: This course will include theory and practical application allowing students to learn different techniques in prevention, recognition, and immediate care of athletic injuries; physical conditioning; equipment fitting; rehabilitation of athletic injuries; basic nutrition; taping and wrapping techniques and other related medical conditions. Classroom learning is enhanced through clinical education experiences. After this course students will possess skills that are fundamentals for pursuing post‐ secondary education as well as prepare them for careers. All students will have the opportunity to further their interest while performing job shadowing in fields that specifically interest them. Evaluation: Student evaluation will be in the form of tests, quizzes, projects, presentations, and classroom activities.

Clinical Practicum I‐ Sports Medicine Internship (9640) 2.5 credits College Preparatory

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Students Who Should Consider Taking This Course: This practicum is for the serious sports medicine student, particularly a student considering post‐graduate study in a sports medicine related position. Students should have successfully completed Introduction to Sports Medicine and Sports Medicine II. This practicum will provide students advanced professional preparation to continue development of their sports medicine portfolio. Content: Supervised clinical experience in sports medicine with emphasis on developing techniques of clinical skills required by sports medicine professionals. Students will practice skills evaluating, treating, rehabilitating, documenting, and preventing sport related injuries and illnesses. Students will be exposed to many different situations and will apply skills needed to solve problems. Evaluation: Student progress will be assessed through competency check offs, real world application of skills, and other various assessments. Students will demonstrate skills such as self‐ motivation, communication, independence and collaboration and self‐ assessment is expected. Students may be required to be in attendance during periods when regular classes are not in session.

Clinical Practicum II‐ Sports Medicine Internship (9641) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: This practicum is for the serious sports medicine student, particularly a student considering post‐graduate study in a sports medicine related position. Students should have successfully completed Introduction to Sports Medicine, Sports Medicine II, and Sports Medicine Clinical Practicum I. This practicum will provide students advanced professional preparation to continue development of their sports medicine portfolio. Content: Supervised clinical experience in sports medicine with emphasis on continued development of clinical skills required by sports medicine professionals. Students will practice skills evaluating, treating, rehabilitating, documenting, and preventing sport related injuries and illnesses. Students will be exposed to many different situations and will apply skills needed to solve problems. Evaluation: Student progress will be assessed through competency check offs, real world application of skills, and other various assessments. Students will demonstrate skills such as self‐ motivation, communication, independence and collaboration and self‐ assessment is expected. Students may be required to be in attendance during periods when regular classes are not in session.

Sports Psychology and Medical Ethics (9642) 2.5 credits College Preparatory This course introduces students to the field of sport and exercise psychology; the major topics include leadership, self‐confidence, youth sports, aggression, moral development, team dynamics, anxiety, goal setting, imagery, and motivation. The course covers the psychological makeup of athletes, how psychological factors impact involvement and performance in sport, and helps students acquire the skills and knowledge about sport psychology that they can apply to their everyday lives. This course also covers the legal relationships of health care workers and patients, contractual agreements, professional liability, malpractice and informed consent. Emphasis is placed on legal terms, professional attitudes, and basic concepts of ethics and laws involved in providing medical care. Students will be evaluated using practical application, quizzes and tests, projects and other classroom activities. Successful completion of Sports Medicine is required.

Fitness Specialist (9643) 5 credits College Preparatory This course is for seniors interested in working in the fitness industry. The Fitness specialist course is designed to prepare students to work in the fitness industry. Personal trainer and other fitness certifications can be obtained after completing the course. The year‐long course consists of classroom and practicum work. Covered topics include introduction to fitness/wellness, CPR/first aid, biomechanics and applied kinesiology, physiology of exercise, health screening, fitness testing and evaluation, cardiorespiratory fitness/exercise, muscular strength and endurance, strength training program design, flexibility, nutrition, fitness programming for the healthy adult, special populations and health concerns/musculoskeletal injuries, adherence and motivation/communication and teaching techniques, legal guidelines and professional responsibility/fitness industry/health club management/marketing, and setting up your business/job interviews/resume/portfolios. Students will be evaluated using practical application, quizzes and tests, projects, and other activities. Students will learn how fitness alters the human body, how to perform exercises properly, how to appropriately instruct and demonstrate exercises to clients and athletes, and how to put together different programs to make clients/athletes better athletes.

SAFETY AND PUBLIC SERVICE INNOVATION ACADEMY

Public Safety I (961) 2.5 credits College Preparatory This introduction to Public Safety course is designed for students interested in pursuing careers in fields such as Fire Science, Fire Fighting,

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Emergency Medical Services, Criminal Justice, Emergency Management, Community Emergency Response Teams, Homeland Security and other related fields. The course includes theory and practical applications in the following areas: first aid, CPR, emergency procedures, disaster response skills, fire suppression, protective equipment and proper gear, leadership training, search and rescue, SCBA, forced entry, auto extrication, search & seizure, basic law enforcement, CSI techniques, the justice system, as well as community and institutional corrections. After this course students will possess skills that are fundamentals for pursing post‐secondary education. All students will have the opportunity to become certified through the American Heart Association in CPR/AED for professional rescuer and first aid.

Public Safety II: Criminal Justice (962) 2.5 credits College Preparatory Criminal Justice is designed for students who have successfully completed the Public Safety I course and are interested in pursuing careers in Law Enforcement, the Court System and Corrections. The course includes theory and practical applications in the following areas: search and seizure, basic law enforcement, CSI techniques, the courts, as well as community and institutional corrections. After this course students will possess skills that are fundamentals for pursuing post‐secondary education. All students will have the opportunity to further their interest while performing job shadowing and an internship during the 2

nd semester of their senior year.

Public Safety III: Fire Science (963) 2.5 credits College Preparatory This course is designed for students, who have completed PS I & PS II, and are interested in pursuing careers in Fire Science, Fire Fighting, Incident Command, Emergency Medical Services, Community Emergency Response Teams, and other related fields. The course includes theory and practical applications in the following areas: first aid, CPR, emergency procedures, disaster response skills, fire suppression, protective equipment and proper gear, leadership training, search and rescue, SCBA, forced entry, auto extrication, search & seizure, and pumps and hydraulics. After this course students will possess skills that are fundamental for pursuing post‐secondary education. All students will have the opportunity to become certified through the American Heart Association in CPR/AED and first aid. The student will also have an opportunity to be trained and certified as a TEEN Citizen Emergency Response Team (TEEN CERT) Member.

Public Safety IV: Emergency Medical Services &Applied Health (9637) 2.5 credits College Preparatory Applied Health & EMS is designed for students who have successfully completed the Public Safety I course and are interested in pursuing careers in fields such as Nursing, Dental, Emergency Medical Services and other related fields. The course includes theory and practical applications in the following areas: Nursing Assistant, Licensed Practical Nurse, Certified Nurse's Assistant, Dental Assistant, Emergency Medical Technician, and Paramedic. After this course, students will possess skills that are fundamentals for pursuing post‐secondary education. All students will have the opportunity to become re‐certified through the American Heart Association in CPR/AED and first aid. All students will have the opportunity to further their interest while performing job shadowing and an internship during 2nd semester of their senior year.

Public Safety – Independent Study‐Criminology (9631) 2.5 credits College Preparatory This course first will examine why laws were created and how they evolve over time in response to society’s needs. Then, the focus will move to the theoretical perspectives of criminal behavior, including biological, psychological and sociological theories. Students will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals while examining notable and notorious criminals. Finally, the class will explore the treatment of criminals by the correctional system. Students will be asked to design a policy statement for crime prevention and treatment programs for criminals.

Public Safety – Independent Study‐Psychology of Crime (9632) 2.5 credits College Preparatory Students will learn how psychology applies to questions and issues relating to law and the legal system. The course will include all aspects of the legal system including police, the trial and corrections. Topics will include: recovered memories, children as victims and offenders, violence and murder, strategies for interviewing witnesses, expert testimony, and factors influencing the credibility of witnesses, victims and offenders and insanity. Students will also examine the relationship of psychology and law in the educational and work settings.

Safety and Public Service Internships College Preparatory Prerequisites: Students must have completed Public Safety I and II to be considered. Students can earn credits in the fields of Public Safety through internships. The number of credits earned generally depends on the number of hours that the student accrued under the internship experience (2.5 – 5.0 possible credits).

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All internship positions must be directly relevant to Safety and Public Service, and must involve tasks that are appropriate within the specific field(s). Students wishing to undertake internships are advised to contact Mr. Evans or Mr. Sherman to assist either with the selection of an area of concentration or placement for fieldwork. In every case, the permission of Mr. Evans or Mr. Sherman is required before any site or agency can be authorized for undertaking an internship.

Public Safety Summer Workshops/Courses: ** The NIMS, First Responder/CPR training, TEEN CERT and JR FF Program are offered to students and teachers throughout the district. Recent graduates are also encouraged to sign up for the courses. NIMS (National Incident Management System): 10 Hours 1.0 credit Instructor: Steve Cutter – Dep. Fire Chief: Sanford, ME & Lieutenant: West Newbury Fire Dept. The Pentucket Safety & Public Service Academy will be working with curricula that meet the requirements specified in the National Incident Management System (NIMS). Students will have the chance to complete the online certifications for each (IS‐100, IS‐200, IS‐700 & IS‐800) when finished with the course work.

TEEN CERT Program: 20 Hours (2 weeks) 1.5 credits Instructor: Ben Jennell ‐ Deputy Director, WN Emergency Management The Community Emergency Response Team (CERT) Program educates people about disaster preparedness for hazards that may impact their area and trains them in basic disaster response skills, such as fire safety, light search and rescue, team organization, and disaster medical operations. Using the training learned in the classroom and during exercises, CERT members can assist others in their neighborhood or workplace following an event when professional responders are not immediately available to help. CERT members also are encouraged to support emergency response agencies by taking a more active role in emergency preparedness projects in their community.

First Responder/CPR Training: 20 Hours 1.5 credits Instructors: Ben Jennell – Assistant Chief/EMT – West Newbury Fire Department Dave Evans – Deputy Chief/FR‐West Newbury Fire Department & American Heart Association CPR/First Aid Instructor Keith Sherman – FF/EMT – Merrimac Fire Department Would you know what to do in a cardiac, breathing or first aid emergency? The right answer could help you save a life. With an emphasis on hands‐on learning, this course will give you the skills to save a life. Students will have the option to take a practical and written test for certification through the American Heart Association upon successful course completion.

Junior Firefighter Summer Program: 10 Nights (Wed’s) 2 Hours (6‐8pm) 1.5 credits Instructor: Dave Evans – Deputy Fire Chief ‐ West Newbury Fire Department Using requisite and relevant statutes, standards and curricula, the Pentucket Regional Junior Firefighter Summer Program combines current fire service skill and knowledge applications with dynamic features and interactive technology to better support and help prepare young firefighters for the challenges being faced in the fire service today. While focusing on firefighter training and knowledge, this new program will clearly provide an opportunity to grow physically, emotionally and socially while learning to protect others, the common basis for the entire course.

BUSINESS, FINANCE AND ENTEPRENEURSHIP INNOVATION ACADEMY

Introduction to Accounting (8100) 2.5 credits College Preparatory Students Who Should Consider Taking This Course: Any student interested in a career in business, finance or entrepreneurship. Content: An introductory course which emphasizes the principles and practices of beginning accounting. Accounting simulation practice problems will be utilized throughout the course of instruction both manually and on the computer. All materials reflect real‐world business procedures that focus on the fundamentals of accounting practices. Evaluation: Grading will be based on homework, quizzes, tests, manual and/or computerized simulations and final exams.

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Additional courses related to this area of study:

FINE AND PERFORMING ARTS DEPARTMENT

Through engagement in the arts, Pentucket students have opportunities to explore and construct a sense of self, develop an understanding of the world around them, and develop creativity, critical thinking, communication, and social skills. Students explore and use the arts through creating, performing, presenting, producing, responding, and connecting with personal meaning and world contexts. In doing so, students develop attributes such as resilience and flexible thinking, learning the power of approaching problems with open minds and committing to designing and developing solutions through multiple iterations. Reflecting on and evaluating their own work and the work of others empowers students to take intellectual risks, pushing their current level of development, and encourages them to seek continual improvement of self and their works in school and beyond. Through engaging with and creating socially meaningful and significant works of art, students learn to challenge familiar concepts and beliefs and to think about how cultural contexts shape people, learning to discern and appreciate multiple perspectives on issues. College Preparation (CP) classes provide students with the basic foundation, skills and vocabulary to explore the disciplines of Visual Art, Film, Music and Theatre. These courses are designed for both the students with the interest in learning a new skill or avocation and the student who wishes to seriously pursue an art discipline in preparation for advanced study. Students are expected to actively participate in learning activities and respond to their own work and that of others using the vocabulary specific to the discipline both orally and as written reflection. All courses in the Fine and Performing Arts Department require students to demonstrate their skill development by participating in level appropriate performance or exhibition. Honors Courses are designed for students who enjoy participating in Theatre, Video, Art or Music and/ or who desire more advanced study in preparation for college and university study. Students are expected to display knowledge of basic skills and proficiency in their discipline and be motivated to challenge themselves artistically. Students are required to exhibit and perform as part of their assessment. In the Visual Art program Senior Studio is offered as either Honors level or Advanced Placement Studio Art.

ARTS INNOVATION ACADEMY The Art Department provides courses open to all students. The Arts allow the student’s voice to be reflected in his/her learning experiences

Business, Finance and

Entrepreneurship

Course sequence in development

Business Seminar No pre‐requisite

Introduction to Personal Finance No pre‐requisite

Introduction to Accounting No pre‐requisite

Public Speaking No pre‐requisite

Invention No pre‐requisite

What if it never happened? No pre‐requisite

Topics in Literature No pre‐requisite

Contemporary Global Affairs No pre‐requisite

Music Technology No pre‐requisite

Engineering I No pre‐requisite

Statistics Previous math course

Game Design No pre‐requisite

Service Learning No pre‐requisite

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giving them ownership for outcomes. A rigorous, program of studies incorporating real‐world experiences and creating community connections are designed to increase student engagement. Through a wide variety of experiences, students develop basic skills and explore their creative potential. In the Pentucket Arts Academy every student has access to personalized, rigorous, and relevant learning. A student interested in pursuing a Visual Art program should first request Fundamentals of and Drawing as they are the foundation courses and a prerequisite for all art courses. Below is the traditional, sequential, program for students to consider. However, to get the most out of your Art education, students are encouraged to, in addition to taking courses; create proposals for independent work with the potential to earn Academy and/or High School credit. Proposals should be discussed with the appropriate teacher or Department Chair for guidance in the approval process. 1st year Art Student Fundamentals of Art/ Drawing 2nd year Art Student (Fall) Drawing and

(Spring)Painting/Graphic Design/3D Courses/Video/Photography/Character Design 3rd year Art Student Painting, Video, Photography, Graphic Design, Sculpture, Character Design, Digital Sculpture, Mixed Media, Portfolio Prep 4th year Art Student AP Studio, Senior Studio, Apprenticeship, any other elective of their choice.

Fundamentals of Art‐semester (922) 2.5 credits College Preparatory Any student who enjoys art and is interested in developing his/her artistic abilities. This course is a prerequisite for all other art courses. Art creation focuses on the elements of design. Students will explore the principles of art through a variety of media. Equal emphasis is given to the making of art, criticism and analysis of art and art history. A sketchbook is required and regular assignments will be given.

Drawing ‐semester (911) 2.5 credits College Preparatory Any student who wants to improve their drawing abilities. This course is a prerequisite for all other fine art courses. Drawing with a variety of approaches and media. An emphasis on observation and techniques to create the illusion of depth on a 2 dimensional surface. Subject matter will include still lifes, the figure, and portraiture. A sketchbook is required and regular assignments will be given.

Painting I‐semester (905) 2.5 credits Honors Any student who wishes to learn the mediums, tools and techniques of oil painting. Students will expand on the concepts learned in Drawing to create original work designed to convey meaning and/or emotion. Quarter 1 concerns itself with compositions, color theory and application of medium in both tempera paint and oil pastel. Quarter two will focus on conceptualizing and creating original works in oil paint on canvas. Students will participate in critiques and have a variety of opportunities to exhibit their work for the public. A sketchbook/journal is required.

Painting II ‐semester (906) 2.5 credits Honors Any student who wants to build on his/her painting skills from Painting I. Students will learn the techniques of acrylic and watercolor painting, and explore abstract and representational art. During the first quarter students will explore tools, techniques of acrylic painting and the process of abstraction. In the second quarter focus will be on watercolor techniques and realism. Students will participate in critiques and a variety of opportunities to present their work in public exhibitions. A sketchbook journal is required.

Sculpture and 3D Design‐semester (924) 2.5 credits College Preparatory This course is for any student who is interested in exploring the tools, mediums, and techniques involved in creating the 3D art form. This course is an introduction to 3D Sculpture and Design. Students will learn the basic concepts and principles of three dimensional art and design. A foundation course that will investigate the elements and principles and how they relate to the 3 dimensional art form. Through a series of hands on projects using a variety of materials, students will develop the necessary skills needed for designing and constructing the three dimensional form. A sketchbook will be provided and regular assignments will be given.

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Character Design‐semester (925) 2.5 credits College Preparatory This course is for any student who has an interest in learning the mediums, tools and techniques of sculpting the human form. Students learn the basic principles of anatomy, gesture, form and design as they spend the term creating a 12‐inch clay Marquette. While many of the characters and creatures in films and games today are created digitally, a solid foundation in physical sculpture provides the best basis for developing skills in digital modeling. Successful completion of Fundamentals of Art and Drawing is required.

Character Design II (9251) 2.5 credits College Preparatory Open to any student who has successfully completed Character Design I and wishes to continue their study of concept design and 3D modeling. This course builds upon processes and techniques learned in Character Design. Students will refine their drawing skills and their ability to translate them into a 3D model. Students will focus on concept development, design appeal, construction, proportions, style, dynamic posing and expressions. There will be exercises in animal anatomy, variations in style, with an emphasis on designing for 3D modeling. For the primary large sculpture project more choice will be given to students in the selection of their concept and style.

Digital Sculpture‐semester (926) 2.5 credits College Preparatory This course is for any student who has an interest in learning the tools and techniques of sculpting the human form on the computer. Students learn the basic principles of anatomy, gesture, form and character design as they spend the term creating digital sculptures. Students will learn how to sculpt digitally using the program Z‐Brush, which is used by professionals in the animation, gaming and special effects industry. Students will work with drawing tablets on iMac computers and develop skills with the selected software. Successful completion of Fundamentals of Art, Drawing and Character Design is required.

Mixed Media (9157) 2.5 credits College Preparatory Open to any student who successfully completed Fundamentals of Art and Drawing who wants to explore the processes of Mixed Media. Students will create 2D and/or 3D works which combine a variety of media. The first quarter will explore and apply multiple techniques based on analysis of work from a variety of artists. Second quarter will be based on student‐developed concepts, ideas designed to convey meaning and/or emotion. Students will create collaboratively and independently, participate in critiques and exhibition(s).

Digital Art (9261) 2.5 credits College Preparatory This course is for any student who has an interest in learning a variety of ways of creating art using technology. This introductory course explores using computer software as a way for creating and manipulating images in digital formats. Students will learn to create artwork in a variety of ways on the computer. Primarily using PhotoShop students will learn the basics of digital painting, graphic design, photo manipulation, and animation. Students will also develop skills with other artistic tools including drawing tablets, digital cameras, scanners, and printers. Students will learn the use of basic tools, multiple‐step techniques, software navigation and workflow management along with an overall review of fundamental concepts of visual art and design. The concepts of this course will be explored through demonstrations, group projects, and individual projects. Successful completion of Fundamentals of Art and Drawing are prerequisites for this class.

Graphic Design I‐semester (923) 2.5 credits College Preparatory This course is for any student who is interested in learning the basic principles and techniques of visual communication and graphic design. Digital Art is a prerequisite unless waived by the department chair. Students will learn to solve complex problems in graphic design and illustration. Work will be produced by hand and with computer software including Adobe Photoshop and Illustrator. Students will be challenged in the exploration of design and typographic principles, and type/image relationships. The concepts of the course will be explored through design projects of moderate and increasing complexity. The course will create authentic, professional, experiences of a graphic designer. The concepts of this course will include demonstrations, group projects and individual projects.

Photography I‐semester (903) 2.5 credits Honors Any student who wants an introduction to the technical aspect of black and white film photography. Student will learn the technical skills needed to produce B&W photographs from film. Content includes the operation of a 35mm SLR manual camera and the processes of B&W film

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photography in the Darkroom. Students are responsible for group and individual projects and should be self‐motivated in that regard. Recommendation of Department Chair and Photography teacher required.

Photography II‐semester (904) 2.5 credits Honors Any student who wants to expand their knowledge of black and white film photography and Digital Photography. Students will continue their study of B&W film photography, as well as, Digital Photography in this advanced course. Aesthetics and composition is the focus. Students will have options to explore composition through a variety of techniques, styles and special effects. An in–depth study of Portraiture will be covered; however, student interest will drive the inspiration for your work. Students are responsible for working independently and should be self‐motivated in that regard. Recommendation of Department Chair and Photography teacher required.

Portfolio Prep (9054) 2.5 credits Honors This course is for the serious art student, particularly a student considering a college or career pathway in the visual arts. Students will conceptualize and create original 2D and/or 3D artwork in a variety of media Students will first learn about portfolio requirements and then work independently to develop personal goals and action plans for the purpose of developing a strong portfolio. Students will continue to build a body of original work in addition to learning how to prepare a portfolio for professional review. Presenting, and photographing artwork, techniques for interviewing with college counselor will be included for students applying to art programs. Students will prepare and present both a digital and physical portfolio for review. A sketchbook/journal is required.

Career Exploration in the Arts 2.5 credits College Preparatory This course is open to all juniors and seniors. Either the serious art student considering a college or career pathway in the arts (visual, music, theatre, dance) or for the student that wants to find valuable connections between the Arts and other professions. Through research students will gain knowledge of the expansive opportunities for a career in the Arts or find ways in which the Arts play an integral role in other professions. Students will identify careers of high‐interest and develop a self‐advocacy plan with the guidance of an advisor. Students will network and find connections to gain real‐life experience in a variety of careers in the Arts. Interviewing, job‐shadowing, internships, and volunteer work, are among the possibilities to gain a first‐hand look into a career pathway. Students will design a culminating activity inspired by their learning.

AP Studio Art (902) 5 credits Advanced Placement This course is for the serious art student, particularly a student considering a college or career pathway in the visual arts. In the studio setting students will conceptualize and create a body of work based on a student‐developed theme, idea or concept. In class, semester one concerns itself with portfolio planning, building technical competency, and developing a personal aesthetic and empathetic response to the world through visual means. Student’s will participate in a portfolio review and maintain a sketchbook. With the guidance of the teacher, outside work will be developed to best support the student artist. Semester two continues building a strong portfolio of work to be presented to the College Board. Students will curate a show of their work at the annual Arts Festival. A commitment to creating work outside‐of‐class is necessary for this course. Recommendation of Department Chair required.

Senior Studio‐year (901) 5 credits Honors This course is for the serious art student. Successful completion of Painting I recommended but not required for this course. In an artist studio environment, students will conceptualize, create, and present original 2D and 3D artwork in a variety of media. Semester one concerns itself with strengthening fundamental concepts, building technical competency, and exploring a variety of mediums. With the guidance of the teacher, students challenge themselves to create meaningful work while developing a personal aesthetic and empathetic response to the world through visual means. Semester two continues to build a body of original work. Students will curate an exhibition of their best work at the annual Arts Festival. A sketchbook/journal is required.

Video Production I ‐semester (915) 2.5 credits College Preparatory Any student with an interest in the technical or creative aspect of creating videos or movies. This course is a prerequisite for Video Production II and/or Pentucket TV. This course is designed as an introduction to professional video production. From script writing and storyboarding to working in the field, students will work in groups for the entire class learning the basic roles of video production. Students will also create their

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own soundtrack to each video. All work is done on Macintosh computers using cutting edge programs to create new and uniquely original videos.

Video Production II‐semester (916) 2.5 credits College Preparatory Any student who wants to enhance their skills in the field of video further. An extension of Video Production I; students delve deeper into the subtle art of video production. More emphasis is put on screenwriting and being able to tell a story visually.

Advanced Video Production (918) 2.5 credits Honors This course is for the highly motivated student who wants to build on the concepts and skills learned in Video Production II. Students will conceptualize and generate videos to be presented in a public venue. Students will be required to film outside of class, on a story within the community. Students are encouraged to think innovatively for their independent video proposal and will work closely with the instructor from the planning stage through final edits and exhibition stages.

Mobile Video Production (9180) 2.5 credits College Preparatory This course is for any student with an interest in the technical or the creative aspect of creating videos or movies. Students will participate in group work, creative problem solving, and communicating thoughts, concepts, and ideas using a contemporary technology for creation and sharing. This course is designed as an introduction to creative video production and a new platform of video production. Students will be actively engaged, participating in script writing, storyboarding, and working in the field. All work for and in the class will be done on mobile devices for a new way to explore video production, art, and technology. Students will be supplied with a mobile device if needed.

Video Game Modding (9164) 2.5 credits College Preparatory Students will modify games by augmenting in‐game elements, characters, and by adjusting the code on which the game is built. Students will create and design new maps, levels and characters using game editing software and other programs such as Adobe Photoshop and Xcode. Students also have the opportunity to engage their creations with classmates, documenting the results to see what does and does not work in order to balance the game and promote a level a level of fairness.

Pentucket TV‐semester (941) 2.5 credits College Preparatory Recommendation of the Department Chair and Video Production teacher is required. Any student who has successfully completed Video Production II and has a serious interest in the field of broadcasting. Students that have successfully completed Video Production I may be considered to take this course with teacher and Department Chair approval. The Pentucket TV class will create a monthly television show, aired on the Internet and all local public access stations, showing what is going on throughout the entire school district. Students who take this class will learn the process of television programming and broadcasting to the Web and TV. Additionally, students will have the opportunity to create their own original programming. The Pentucket TV class will create a monthly television show, aired on the Internet and all local public access stations, showing what is going on throughout the entire school district. Students who take this class will learn the process of television programming and broadcasting to the Web and TV. Additionally, students will have the opportunity to create their own original programming.

Apprenticeship in Video Production‐semester (9151) 2.5 credits Honors This course is for the highly motivated student, particularly a student considering a college or career pathway in the field of video production. This student has successfully completed the PRHS Video course offerings. Recommendation of Department Chair and Video faculty required. Students will build on prior knowledge and expand their understanding of the medium through participation in real‐world experiences. The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to include a culminating activity/event which measures their level of mastery. Proposals will be reviewed by the Department Chair and teacher for approval prior to enrollment.

Apprenticeship in Visual Arts‐semester (9152) 2.5 credits Honors This course is for the highly motivated student, particularly a student considering a college or career pathway in the visual arts. This student has successfully completed the foundational courses which support their apprenticeship. Recommendation of Department Chair and Art

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faculty required. Students will build on prior knowledge and expand their understanding of the medium through participation in real‐world experiences. The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to include a culminating activity/event which will measure their level of mastery. Proposals will be reviewed by the Department Chair and teacher for approval prior to enrollment.

Apprenticeship in Photography (920) 2.5 credits Honors This course is for the highly motivated student, particularly a student considering a college or career pathway in the study of photography. This student has successfully completed the foundational courses which support their apprenticeship. Recommendation of Department Chair and Photography teacher required. Students will build on prior knowledge and expand their understanding of the medium through participation in real‐world experiences. The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to include a culminating activity/event which will measure their level of mastery. Proposals will be reviewed by the Department Chair and teacher for approval prior to enrollment.

THEATRE ARTS

The Theatre Department provides courses to students of all grade levels (8‐12). The goal of the theatre program is to teach fundamental skills of voice, movement, characterization, improvisational acting, public speaking, theatre history, period acting styles, comedy, audition skills, directing, production, communication, self‐ expression, and empathy. The theatre courses at Pentucket are designed to foster a sense of creativity, confidence, self‐esteem and to expose students to the art and craft of live performance. Through a sequential course of study, students will develop basic skills and explore their potential in this art form.

Students would benefit by following the sequential program suggested by the department.

1st year Theatre Skills I

2nd year Theatre Skills II

3rd year Theatre Skills III / or Advanced Acting I

4th year Advanced‐Acting I, II or Apprenticeship

Theatre Skills I‐semester (935) 2.5 credits College Preparatory This is an introductory course open to all members of the student body who are interested in developing their confidence and communication skills and who are curious about learning more about performance both in the realm of public speaking and in acting on stage. This course is a good choice for the student who wants to become more comfortable in front of people, pursue an interest in performance or acting, improve public speaking, and/or explore their creativity and challenge their imagination. Through class work and discussion students will explore the human condition and gain a better sense of themselves and others. This is the course upon which all other theatre classes are built. Students are introduced to beginning acting techniques by examining the fundamental skills of improvisation, public speaking, pantomime, physical comedy, voice, movement, storytelling, and scene study. Class projects will include individual and group performance work. This is a prerequisite for all other Theatre courses.

Theatre Skills II‐semester (933) 2.5 credits College Preparatory Any student who is interested in taking their performance abilities a step further should take this course. This class is a good choice for students who are interested in pursuing an interest in acting, broadcast journalism, public speaking and in developing their leadership skills. Students interested in developing auditioning skills for high school or other stage productions should also take this course. Successful completion of Theatre Skills I is required. Students will continue to focus on developing confidence in front of a live audience. They will continue to learn acting techniques by studying the fundamental skills of improvisation, voice, movement, pantomime, and characterization. Through classwork, performance and discussion students will develop a stronger sense of their acting abilities and leadership skills.

Theatre Skills III‐semester (9331) 2.5 credits College Preparatory For students who have successfully completed Theatre I and II coursework. This class is for those students interested in refining acting skills and taking their knowledge of theatre a step further. Students will continue to improve characterization skills through a focus on character analysis, movement and body as a basis for character. Students who want to pursue an interest in performance or acting, explore their creativity and challenge their imagination at a higher level should take this course. Students will explore further techniques of acting and are introduced to more advanced principles of monologue study, audition technique, improvisational acting, intermediate scene study, and original ensemble work. Class projects will include individual and group performance work designed to challenge students to be their individual best.

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Advanced Acting I ‐ year (9323) 5 credits Honors This course is designed for those students with a strong desire and commitment to further their study of the principles of acting, directing and have experience and or previous coursework in the field of drama. Successful completion of Theatre Skills I, II is required. Open to students in grades 11‐12, or by permission of instructor. Students will continue to learn more advanced acting techniques by examining the fundamentals of comedy, period styles of acting, directing, improvisation, voice, movement and characterization. They will develop a deeper appreciation for the art and craft of acting through classic scene study and performance. Students will also explore history and methods of acting, more advanced principles of monologue study, audition technique, long form improvisational acting, intermediate scene study, and original ensemble work. Content will include more advanced voice and movement work, Shakespearean theatre, Greek theatre, classic scene study, contemporary scene study, long‐form improvisation, directing and original ensemble work. All students will participate in a student‐ directed play, as either an actor or as the director. Advanced Acting II students will be expected to take on leadership roles with added responsibilities, demonstrate a more sophisticated understanding of the content, and display increased independence as well as more sophisticated acting/directing abilities. This is a performance/project based class with continual individual and group performance work.

Advanced Acting II‐ year (9324) 5 credits Honors

This course is designed for those students with a strong desire and commitment to further their study of the principles of acting, directing and have experience and or previous coursework in the field of drama. Successful completion of Theatre Skills I, II & Advanced Acting I is required. Advanced Acting II students will be expected to take on leadership roles with added responsibilities, demonstrate a more sophisticated understanding of the content, and display increased independence as well as more sophisticated acting/directing abilities. This is a performance/project based class with continual individual and group performance work. Open to students in grades 11‐12, or by permission of instructor. Students will continue to learn more advanced acting techniques by examining the fundamentals of comedy, period styles of acting, directing, improvisation, voice, movement and characterization. They will develop a deeper appreciation for the art and craft of acting through classic scene study and performance. Students will also explore history and methods of acting, more advanced principles of monologue study, audition technique, long form improvisational acting, intermediate scene study, and original ensemble work. Content will include more advanced voice and movement work, Shakespearean theatre, Greek theatre, classic scene study, contemporary scene study, long‐form improvisation, directing and original ensemble work. All students will participate in a student‐ directed play, as either an actor or as the director.

Apprenticeship in Performing Arts (9153) 2.5 credits Honors This course is for the highly motivated student, particularly a student considering a college or career pathway in a field of performing arts. This student has successfully completed the foundational courses which support their apprenticeship. Recommendation of Department Chair and Theatre faculty required. Students will build on prior knowledge and expand their understanding of the medium through participation in real‐world experiences. The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to include a culminating activity/event which will measure their level of mastery. Proposals will be reviewed by the Department Chair and teacher for approval prior to enrollment.

Musical Theatre Voice (9579) 2.5 credits College Preparatory This is an introductory course designed for students interested in exploring their voice in Musical Theatre settings. Students will explore techniques of singing though study of Musical Theatre solo and ensemble repertoire. Students will create a semester‐long goal which will prepare them for an end‐of‐semester Musical Theatre Showcase, where students will exhibit their solo and ensemble vocal development and accomplishments. Students will also develop an understanding of Musical Theatre history and repertoire. Students will develop learning strategies, audition techniques, and performance practices that will prepare them for further studies in vocal music and theatre. Prerequisite: None

Public Speaking‐semester (940) 2.5 credits College Preparatory This course is for any students who have a desire to gain confidence in communication and improve their public speaking ability. Students will learn beginning techniques of public speaking by examining the skills of articulation, diction, projection, self‐confidence, impromptu speaking, oral reading, persuasion, and debate. Through class work students will learn techniques to combat presentation anxiety and project confidence in communication and presentation.

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PENTUCKET MUSIC CONSERVATORY INNOVATION ACADEMY

The arts should be an integral part of the general education of all students. It is the broad goal of the Music Department to develop in each student an aesthetic sensitivity to all musical experiences and to create for each student a meaningful and permanent relationship with music through participation and performance. Music classes are available for the musically experienced or for the student new to music study. Our performing groups provide a service not only to our general student population but also to the three communities that make up the Pentucket District. Enrollment in one of our in‐school performance groups is a requirement for students who wish to participate in our award winning after‐school jazz ensembles with exception to guitar and percussion.

Concert Choir (9563) 5 credits Honors This course is open to any student who wants to continue their participation in a vocal ensemble. This course is a continuation of the choral program offered throughout the district. Concert Choir is designed to be a full year course. We are a performance ensemble that provides valuable performance opportunities and experiences for our musicians. The main focus of this course is the study, practice, and performance of high quality vocal literature. Students will learn a variety of music across different time periods and genres including A Cappella and accompanied music, and are required to perform at Innovation School concerts and community events. Honors Choir students will develop solo and ensemble goals and will track their progress each quarter. It is highly recommended that Honors Concert Choir Students audition for the Northeastern Senior District Festivals. Honors Students will also serve as section leaders and will lead sectional rehearsals. Pre‐requisite: 1 year of Concert Choir CP.

Concert Choir (9564) 5 credits College Preparatory This course is open to any student who wants to continue their participation in a vocal ensemble. This course is a continuation of the choral program offered throughout the district. Concert Choir is designed to be a full year course. We are a performance ensemble that provides valuable performance opportunities and experiences for our musicians. The main focus of this course is the study, practice, and performance of high quality vocal literature. Students will learn a variety of music across different time periods and genres including A Cappella and accompanied music, and are required to perform at Innovation School concerts and community events. There is no pre‐requisite for this course.

Concert Band‐ year (9551) 5 credits College Preparatory Open to any student who plays an instrument. This course is a continuation of the instrumental program offered throughout the district. Concert Band/Marching Band is a full year course. In addition, through enrollment in Concert Band, students will have the opportunity to participate in either jazz band or other ensemble study after the school day. We are a performing ambassador organization that is a source of pride to the school and community by providing valuable performance experiences for our musicians. The main focus of this course will be the study and performance of concert band, marching band, chamber ensemble and solo literature. Students will perform quality marching band literature at all home football games as well as community celebrations and local parades. Students must move at least one tier on the band evaluation system within the school year.

Concert Band‐ year (951) 5 credits Honors Open to any student who plays an instrument. This course is a continuation of the instrumental program offered throughout the district. Concert Band/Marching Band is a full year course. In addition, through enrollment in Concert Band, students will have the opportunity to participate in either jazz band or other ensemble study after the school day. We are a performing ambassador organization that is a source of pride to the school and community by providing valuable performance experiences for our musicians. The main focus of this course will be the study and performance of concert band, marching band, chamber ensemble and solo literature. Students will perform quality marching band literature at all home football games as well as community celebrations and local parades. Students must move at least two tiers on the band musicianship evaluation system within the school year. It is highly recommended that Honors Concert Band students audition for the Northeastern Junior and Senior District Festivals. Honors Concert Band students are required to develop a semester goal accompanied by a specialized plan for after school musicianship instruction.

Musicianship I‐semester (9155)‐Honors 2.5 credits This course is for the highly motivated student, particularly a student considering post‐graduate study in music and is enrolled in a performance ensemble at Pentucket Regional High School or a pianist. Recommendation of Department Chair and Music faculty is required.

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Musicianship II‐semester (9156)‐Honors 2.5 credits This course is for the highly motivated student, particularly a student considering post‐graduate study in music and is enrolled in a performance ensemble at Pentucket Regional High School or a pianist. Recommendation of Department Chair and Music faculty is required.

Introduction to Guitar, Rock Band and Song Writing (9572) 2.5 credits College Preparatory Open to any student wishing to learn guitar, bass guitar, keyboard, or drum‐set in a rock band setting. No musical background is necessary. Students will form mini rock bands, select an instrument to learn via a software similar to Guitar Hero. Students will first learn current pop/rock music and then will create and perform their own rock compositions. Students can also opt to learn guitar individually along with lyric writing.

Video Game and Film Music Composition (9573) 2.5 credits College Preparatory Open to any student wishing to explore writing music to film and video games. No prior knowledge of music composition or performance of an instrument is required. Students will learn how to create music for video games and film which include soundtracks, sound effects, character‐themed leit motif, and audio/visual alignment.

Music Business Career (9574) 1.25 credits College Preparatory Open to any student wishing to explore playing an entrepreneurial role in the current and future music industry. Students will learn about the current music industry including recording agreements, copyright laws, royalties, contract provisions, live performance marketing/advertising/branding, and social media configuration (bandcamp, myspace, soundcloud).

Music Education Career (9575) 1.25 credits College Preparatory Open to any student wishing to explore the career of music education. Students will gain perspective of the latest innovative teaching methods for general music, private lessons, and ensemble rehearsing. Through videos, readings, discussions, and observations, students will complete a philosophy of music education at the end of the quarter.

Sound Recording Tech (9576) 1.25 credits College Preparatory Open to any student wishing to explore the career of music education. Students will gain an in‐depth training of the softwares Digital Performer and Soundtrap. Projects includes integrating tracks created in DAWs, recording live guitar, vocals and MIDI tracks, and key production techniques such as conductor track and loop editing. If you're in a band, collaborate with others, and/or engineer tunes, this class is for you!

Music Therapy Career (9577) 1.25 credits College Preparatory Open to any student wishing to explore the career of music therapy. Students will gain perspective of the latest teaching methods for music therapy in early childhood through adult age ranges. Topics include therapeutic interventions along with guiding the development of positive social‐emotional behaviors, motor skills, communication skills, academic skills and leisure skills.

Music Composition (9578) 1.25 credits College Preparatory Open to any student wishing to explore learning the basics of music composition. Students will learn how to compose music for instrument and voice. Topics include building a melody, harmonizing melodies, and transposition for instruments. This course is tailored to emphasize key music theory through the avenue of composition. Vocalists are encouraged to compose piece for a capella and instrumentalists for chamber ensembles. Students will be evaluated through small composition activities, composition reflections, reading responses and a final composition.

Percussion Performance (9154) 5 credits College Preparatory Open to any student wishing to gain a better understanding and appreciation for percussion literature through lessons and performance. Students will gain ownership of percussion fundamentals including concert, marching, and hand drum instruments. Students will perform in

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the concert band, marching band, and percussion ensemble performances for the entire school year. It is strongly suggested students purchase a stick bag, 4 marimba mallets, Vic Firth SD‐1 drumsticks, concert tambourine with head, and a triangle.

Orchestra ‐ year (943) 5 credits College Preparatory Open to any student who plays a string instrument. This course is a continuation of the instrumental strings program offered throughout the district. The main focus of this course will be the study and performance of orchestral literature. Students will also study the history of the different orchestral time periods.

AFTER SCHOOL PROGRAMS Jazz Improvisation (94A) 2.5 credits College Preparatory Students must have proficiency on the instrument they intend to play in class. This class meets for 90 minutes once a week after school for optional credit. Jazz Improv is geared toward students interested in improvisation, rhythm section playing, and bettering their skills as instrumentalists. ALL instruments are welcome. In this class you will be exposed to jazz improvisation through extensive listening, playing, writing, and performing. Other course activities will include composition, music theory, and transcription. There are two concerts called “Cafe Jazz” over the course of the year, and the Jazz Improv class performs at them both. This class is limited to 15 students at registration time. Additional students may be added, at the instructor’s direction, as instrumentation permits.

Big Band – year (95A) 5 credits College Preparatory, Honors Students must be able to read music well and have proficiency on the instrument they intend to play in class. Rehearsals are scheduled in two‐hour blocks twice a week in the evening. That time is split between sectional and full ensemble rehearsal. Jazz Improvisation is a prerequisite for this class unless waived by the instructor. An instrument‐appropriate group of approximately 20 players is assembled each fall. The group will study level‐appropriate ensemble literature in the jazz idiom. Additional course work will include listening, ear training, improvisation, and music theory. Members are expected to participate in all concerts, festivals and events as determined by the director. Optional honors credit is available.

Jazz Combo– year (96A) 5 credits Honors Acceptance into this group is by audition only each June in preparation for the upcoming school year. Students must demonstrate a high level of proficiency on their instrument, and advanced knowledge of music theory. Rehearsals are held after school for two hours twice a week. Jazz Improvisation is a prerequisite unless waived by the instructor. Students will continue the study of jazz improvisation at a higher level. Class work includes intensive listening, ear training, composition, transcription, and chord/scale analysis. This is a performance based class with many concert, festival, and competitive performances required of all members throughout the year.

FINE AND PERFORMING ART SUMMER COURSE OPTION Photography – Summer Session (S993) 2.5 credits Honors Any student interested in learning more about Film photography. All ability levels are welcome to take this class. Beginning students will learn the technical skills needed to produce B&W photographs from film. Content includes the operation of a 35mm SLR manual camera and the processes of B&W film photography in the Darkroom. Advanced students will analyze composition, explore darkroom techniques and create a thematic portfolio of work. Students are responsible for group and individual projects and should be self‐motivated in that regard. The format of the summer program will be a blend of class time, online learning and independent outside work. Students will be required to meet before the end of the school year. Class instruction will be held on Tuesdays starting June 20

th‐July 13

th Additional classes may be scheduled as needed

and will work with the group for the best time. Students can sign up for Darkroom time, Tuesdays, Wednesday and Thursday 9‐3, from June 20th

through July 20th or as scheduled with an instructor.

Video Game Modding‐Summer Session (S994) 1.25 credits College Preparatory Students will modify games by augmenting in‐game elements, characters, and by adjusting the code on which the game is built. Students will create and design new maps, levels and characters using game editing software and other programs such as Adobe Photoshop and Xcode.

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Students also have the opportunity to engage their creations with classmates, documenting the results to see what does and does not work in order to balance the game and promote a level a level of fairness.

GUIDANCE DEPARTMENT

The High School Guidance Program supports student learning by providing academic, social and emotional skills to students in order to maximize their potential for success. The developmentally based program provides all students with the knowledge and skills necessary to make well‐informed post‐secondary decisions based on their interests and abilities. College and career preparation are an integral part of the high school guidance program. These services are provided through the classroom setting, small and large group settings, individual meetings with counselors and various other related activities. The guidance curriculum focuses broadly on the following topics over throughout grade 9‐12. Some of the activities students will explore with guidance are listed with each grade level.

A. GRADE 9 Transition from middle school begins for freshmen by helping them to becoming an active participant in his/her education by taking a challenging academic curriculum, becoming involved in co‐curricular activities and accessing educational supports such as tutoring, extra help, etc. when needed. School counselors meet with every freshman through a series of guidance lessons. Assisting with the transition to high school and increased demands, topics center around the following: study skills, organizational skills, time management tools, goal setting, personal responsibility and self advocacy. Additionally, counselors meet with students to discuss any issues the student may be experiencing in and out of the classroom setting affecting their learning. During course selection time, students meet individually with their counselors to review their class recommendations for the upcoming year and discuss their four year academic plan.

B. GRADE 10 Career Exploration is an important component of the guidance curriculum for sophomore students. Students meet with counselors to begin exploring their career interests and abilities through the Naviance college and career program. This program offers students 3 career interest inventories to help them explore their interests. The program provides information about formal education and training required for various professions. Convenient for both parents and students, Naviance is a web based program that is accessible from home. Based on the sophomore students’ results, the careers of most interest will be represented by professionals for a series career speaker sessions. During these sessions students will have the opportunity to ask questions and make connections in order to more fully explore various career options in depth. We would also encourage students to explore intern opportunities in a particular career they may be interested in during this year. Sophomore students have the opportunity to take the Preliminary Scholastic Aptitude Test (PSAT) in October at the high school. The PSAT is primarily designed for junior students as a preparation for the SAT in the spring.

C. GRADE 11 College and Career Planning becomes the major focus for junior students within the guidance department. In the fall, it is recommended that juniors take the Preliminary Scholastic Aptitude Test, (PSAT) in preparation for the SAT in the spring. College representatives are invited to come to the high school during this time to impress upon students the importance of maintaining high academic standards for themselves during this year. Guidance counselors meet with their students in small group settings to discuss the post‐secondary planning process in detail. Through the online Naviance program, students are able to build upon their portfolio in Naviance from grades 9 and 10. Naviance provides students with many resources to begin researching colleges with the goal of visiting colleges later in the spring and summer. Parents also have access to this program as well as guidance counselors to work cooperatively to support students’ post secondary plans. The guidance staff sponsors an “Evening for Junior Parents “to share this information with parents as well. Counselors follow up in the spring with individual student appointments to create a plan specific to their goals. Junior students are invited to participate in a “Job Shadowing Day” as another opportunity to explore career options. Increased communication among student, parent and counselor is encouraged during the junior year to help ensure that the college exploration process is as productive and enjoyable as possible. Juniors are also invited to participate in a Technology Career and Education Fair where they can learn about career opportunities available in technical fields, as well as institutions that offer post‐secondary training options.

D. GRADE 12 College Admissions and Career Planning begins in early fall when students return to school. Students meet with their counselors individually and in small groups. Completing college applications and essays, obtaining teacher and counselor recommendations, and meeting deadlines while maintaining high academic standards become the focus for these meetings. The guidance staff works closely with seniors throughout the year to coordinate the college application process. Many college representatives visit the high school and students have the opportunity to meet with them during the “college mini‐fairs” offered in the cafeteria. Parents are invited to a workshop in early fall to meet with a college representative and the guidance staff to review the college application process. Guidance staff work with the Massachusetts Educational Financing Agency to sponsor a “Financial Aid Workshop” for parents in early December to discuss college funding from a state and national

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perspective. The guidance staff provides information about and oversees the application process for scholarships that are made possible by local individuals and organizations. Information on these scholarships is mailed home to families in late winter. Students are also invited to participate in field trip to the local community college to explore first hand this convenient post‐secondary option.

Work Study Program The Pentucket Work Study Program provides an opportunity for students (intended for seniors) who have completed most of their graduation requirements and plan on working full time after graduation to begin pursuing employment during the school day. Students must apply and be approved for this program and will be accountable to the coordinator and their employer. Final approval is at the discretion of the guidance director and principal. An approved work study allows students to be released from school during the last two or three periods each day. Students will receive 2.5 credits per class period for the semester as a participant in the program. This is equal to a minimum of 70 hours per period, per semester for 2.5 credits. Students will be assessed on a pass/fail basis.

Internship Program The Pentucket Internship Program is a second semester program which allows seniors to carry out a hands‐on learning project in the career field of their choice. An approved senior internship allows students to be released from school during the last two or three periods each day, in order to pursue an alternative educational experience or to investigate a possible field of interest. Students will receive 2.5 credits per class period for the semester as a participant in the internship program. Students will be assessed on a pass/fail basis.

Instructional Aide Students Who Should Consider Taking This Course: Any students in grades 10 – 12 who enjoys working with and helping others. Content: Students are placed in a variety of educational settings based on their grade, area of interest, and skill level. These may include, but are not limited to, regular and special needs classrooms at the Middle School and High School. Evaluation: Students will be evaluated based on attendance and performance. Credit is earned according to the number of periods assigned.

Business Co‐op The co‐op program is designed to provide junior and senior students who have demonstrated responsibility, diligence and dependability the opportunity to assist teachers by performing various duties. Students will be graded on a pass/fail basis and will be awarded credits for this class however this class will not count towards the students rank. Seniors must have 30 academic credits in their schedule in order to have this added to their schedule and juniors must be scheduled for 32.5 academic credits.

Home‐Bound Instruction If, because of illness or some physical or emotional disability, a student should be absent from school for at least a four‐ week period of time, it is possible to receive instruction from a tutor who will visit the home. Contact the individual guidance counselor for details and instructions on how to obtain this service.

Voter Registration Any student at least eighteen years of age may register to vote. Registration may be completed on line as well at web site, http://www.sss.gov/

SPECIAL EDUCATION DEPARTMENT

The Special Education Program at Pentucket Regional High School has been set up in compliance with federal and state regulations. When a Team determines that a student qualifies for Special Education Services, an Individualized Educational Program [IEP] is developed for the student. This program is designed to identify the student’s disability, describe his/her learning style, and state support modifications and accommodations necessary for the student to make effective progress in general education classes and individual programs. The High School offers a range of services and programs to meet the needs of our students. Some of our students work on their IEP goals in the inclusion setting through a cotaught model while other students work out of a Resource Room. For those students who require programming throughout their school day, there are five programs established at PRHS. The programs include a Therapeutic Intervention Program for students diagnosed with an Emotional Impairment, a Social Pragmatics Program for students who demonstrate deficits in the area of social skills, executive functioning, and language, the Pentucket District program for children with Learning Disabilities in reading/writing, Connections II (a program focused on life skills and functional academic skills), and Visions (a transitional and life skills program for students age 18‐22 year old). Complete program descriptions and entrance/exit criteria can be found on

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the school district’s web site. At the High School level, transitional planning is an integral component of every Team meeting. All members of the Team work together in a collaborative effort with a student centered approach to transition from High School. The HS employs a Transition Coordinator who serves as a Job Coach or College Adviser for students depending on what their needs may be. The HS also works closely with outside agencies in a collaborative effort to foster strong communication between school and home. In addition, for this school year, we have been fortunate to have our MA Rehab representative come to the HS every month to meet with students and/or parents regarding questions on applying for, and accessing adult services after high school.

LIBRARY/MEDIA CENTER

The Library Media Center offers:

A book collection of approximately 11,000 titles including standard reference works, searchable 24/7 at http://pths.schoolloop.com/catalog A video collection of approximately 600 VHS/DVDs. Access to online databases, which provide students with the most relevant, timely, and authoritative sources.

Visit http://pths.schoolloop.com/Librarydatabases on the high school website to view the entire list of databases. Access to over 200,000 E‐books through six different vendors. Visit http://prhs.prsd.org/ebooks on the High School website to access the E‐books.

A computer lab with internet connections to link learners to resources throughout the country and the world as well as web2.0 applications to support the curriculum.

Work space for individuals or groups before and after school as well as during study halls and lunches.

The library page with its resources pages on the school website (http://pths.schoolloop.com) is another platform for student access to information for learning. The Massachusetts Board of Library Commissioners provide a wealth of free materials via the Web. A link to these resources is provided on the library page of the school’s web page (http://pths.schoolloop.com/library). User names and Passwords are available from the librarian. The library media staff welcomes any opportunity to individually assist learners in honing their information literacy skills. All freshmen receive an orientation to the services and sources offered as well as a multi‐day research skills lesson. Pentucket has a research guide online to aid students (http://pths.schoolloop.com/researchguide) in their research, and presentation of that research. It is located on the library page of the school website. The library staff collaborates with the subject area departments, i.e. Social Studies, English, and Fine Arts to integrate information literacy into the curriculum in a holistic approach. Additionally, the library staff offers after school workshops to assist students in honing basic study skills i.e. note taking, test taking, and study skills. The Librarian’s goal is to develop information literate students. Information literate students will be able:

To determine the need and extent of information for a given assignment

To locate information from a variety of sources effectively and efficiently

To analyze and evaluate the relevancy of information and its source to specified assignments

To integrate information properly i.e. use quotes, paraphrases and cite sources properly

To understand that there are a variety of formats and materials available to

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accommodate ability levels and learning styles.

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