Students will be introduced to concepts related to the field of Biology. Emphasis of this course will include: the scientific process, the chemistry, structure and function of the cell, heredity, diversity, evolution, and Ecology. While studying these topics, students should gain a better understanding for life and its complex but organized nature. Students will also gain a better understanding of the world and environment in which they live through an increased understanding of the principles of the gospel of Jesus Christ. This course will be taught based on the Utah State Core Curriculum for Biology. The goals of this course will follow those of the state curriculum.
Earth Systems
Students will be introduced to concepts related to the fields of Earth, physical , space, and life sciences. Emphasis of this course will include: the scientific process, and the "interaction and interdependence with and between earth systems and changes in Earth systems over time" (Utah Science Curriculum 3600). This year students will study the following Earth systems: geological, enery, water, atmospheric, and biological systems.
- Students will value and use science as a process of obtaining knowledge based on observable evidence.
- Students wil develop an understanding of interactions and interdependence within and between Earth systems and changes in Earth systems over time.
Honors Chemistry
Students will understand the basic principles of Chemistry. Chemistry is organized around major concepts of matter, structure, energy, and change. The chemistry Core emphasizes the principles and laws that describe the conservation of matter, changes in the structure of matter, and changes in energy. Substances can be described by their chemical structure or properties. Substances can be made of molecules and these molecules are made of atoms. When atoms come together, the whole often has properties that are very different from its parts. The formation of compounds results in a great diversity of matter from a limited number of elements. When matter combines, energy is absorbed or released and matter is rearranged to make new substances with new properties. Students will also gain a better understanding of the world and environment in which they live through an increased understanding of the principles of the gospel of Jesus Christ. All students are mainstreamed but adaptations to the grading system will be made for those students with special needs. This course will be taught based on the Utah State Core Curriculum for Chemistry. The goals of this course will follow those of the state curriculum.
· Students will value and use science as a process of obtaining knowledge based on observable evidence.
· Students’ curiosity will be sustained as they develop abilities associated with scientific inquiry.
Pre Algebra
The major emphases of the Pre-Algebra course are rational numbers, proportionality, measurement, data collection and analysis, probability, and beginning algebra concepts that serve as a transition into formal algebra and geometry. Students will develop a deep understanding of rational number concepts, become proficient in rational number computation, and learn to think flexibly about relationships among fractions, decimals, and percents. Concepts involving rational numbers will be developed through experience with problems involving a range of topics. Knowledge of proportionality concepts is developed through extensive applications of ratio and proportion, percent, similarity, scaling, and slope of linear equations. Students will learn to recognize and generate equivalent expressions as well as solve one- or two-step single-variable equations and inequalities. Students will investigate geometric relationships by drawing, measuring, visualizing, comparing, transforming, and classifying geometric objects. Important aspects of measurement will include selecting and using appropriate units and scales. Students will formulate questions; design studies; and collect, organize, and interpret data. Students will develop simple probabilities by using experimentation and analysis of possible outcomes.
While mathematical skills will be developed, teaching will focus on the understanding of concepts in depth, thus enabling students to apply mathematical skills and make meaningful connections to life’s experiences. Students should see mathematics as an exciting, useful, and creative field of study.
Algebra
Course Description
Students in Elementary Algebra will learn algebra as a style of thinking for formalizing patterns, functions, and generalizations. In this course, students will expand previously learned quantitative rational number relationships to include the irrational numbers. The focus will be on proficiency in recognizing and working effectively with linear relationships and their corresponding representations in tables, graphs, and equations; such proficiency includes competence in solving linear equations, generating equivalent expressions, using formulas, and applying proportionality. To develop proficiency in symbolic and graphical representations, students will use physical models, visual models, and technology. While mathematical skills will be developed, teaching will focus on the understanding of concepts in depth, enabling students to apply mathematical skills and make meaningful connections to life’s experiences.
Geometry
Course Description
Students in Geometry study Euclid’s postulates and theorems as the basis for an axiomatic system. Students will explore geometry through inductive and deductive processes, technology, constructions, manipulatives, and algebraic connections. Topics of investigation include logic, angle and line relationships, triangles and other polygons, congruence, and similarity. Students also study coordinate geometry. Trigonometric ratios of sine, cosine, and tangent are used to solve triangle problems. Students will use area, volume, geometric probability, and geometric relationships to solve real-life problems. While mathematical skills will be developed, teaching will focus on the understanding of concepts in depth, enabling students to ap ply mathematical skills and make meaningful connections to life’s experiences.
Algebra II
Course Description
Intermediate Algebra will build upon the knowledge previously learned in Elementary Algebra and Geometry. It will provide students with the reasoning skills necessary for many careers and the mathematical tools they will need to be successful in advanced mathematics classes.
The study of functions is the primary focus of Intermediate Algebra. Exploring functions, investigating their behaviors, and making and verifying reasonable guesses about those behaviors will develop students’ reasoning and thinking skills. To develop these important skills, students will study functions algebraically by traditional methods, as well as numerically and graphically using technology and manipulatives. Types of functions receiving a major focus in the course will be quadratic, absolute value, radical, and sine and cosine. The course will also emphasize the concepts of complex numbers, matrices, systems of equations and inequalities, and probability using permutations and combinations. While mathematical skills will be developed, teaching will focus on the understanding of concepts in depth, enabling students to apply mathematical skills and make meaningful connections to life experiences.
Pre Calculus
Course Description
Pre-calculus fills the minimum mathematics course requirement for students who plan to participate in post-secondary training. It also serves as the prerequisite for Advanced Placement Calculus or Statistics courses. In preparation for this course, students should have mastered linear and quadratic functions, concepts from discrete mathematics involving sequences and series, and data analysis and probability techniques. They should also be able to confidently work with expressions containing rational exponents and radical and rational terms.
Areas of study for the course will include exponential, power, polynomial, rational, logarithmic, and piece-wise functions, along with trigonometric functions and their inverses. Students will investigate and explore mathematical ideas using methods that will help them gain a deep understanding of fundamental concepts, develop multiple strategies for analyzing complex situations, and acquire appropriate technological skills. Students will analyze situations verbally, numerically, graphically, and symbolically. Effective communication skills will be developed so that students will be able to discuss, explain, and justify their thoughts and ideas. While mathematical skills will be developed, teaching will focus on building a deep understanding of concepts that will enable students to apply mathematical skills and make meaningful connections to life’s experiences.
US History (Grade 8)
In accordance with the Utah Social Studies Core Curriculum, United States History for grade 8 will cover the time period beginning with the Age of Exploration and ending with Reconstruction. Events discussed in between will include colonization, the Revolutionary War, the establishment of the political system, and the Civil War. These topics will help students to understand the foundation upon which this country was established and prepare them for US History II.
Students will gain a deeper understanding of these topics through reading the text and answering questions about the material, class discussion, written tests, and written reports.
US History II
In accordance with the Utah Social Studies Core Curriculum, this course will give students an understanding of US history that they will need as participants in the democratic process. It will also help them understand their place in the world. It will review US history up to Reconstruction, but focus on post-Reconstruction US history.
Specifically, the American colonial experience, the development of the US political system, the growth and division of the United States through the Civil War, and Reconstruction will be reviewed. Following that, the changes caused by growing industry, technology, business, and urbanization that occurred during the late 19th and 20th centuries will be examined. The course will conclude with a study of social reform, wars, the Great Depression, and modern political and economic changes of the 20th century.
Students will gain a deeper understanding of these topics through reading the text and answering questions about the material, class discussion, written tests, and written reports.
Psychology
In accordance with the standards set by the American Psychological Association, this course will offer a basic introduction to psychology, including its history, research methods, different perspectives within the discipline, biology and behavior, the environment and behavior, thinking and feeling, development, and health and disorders.
Students will gain a deeper understanding of these topics through reading the text and answering questions about the material, class discussion, written tests, and written reports.
Geography
In accordance with the Utah Social Studies Core Curriculum, this course will teach students to understand the six geography standards using location, place, movement, region, and human-environmental interaction. The six standards include understanding the world in spatial terms, human and physical geography, the effects of physical activities on the earth’s surface, the effects of human activities on the earth’s surface, the interaction of physical and human systems, and connecting geographic knowledge to today’s world.
Students will gain a deeper understanding of these topics through reading the text and answering questions about the material, class discussion, written tests, and written reports.
AP Psychology - Course Description
This course is intended to introduce students to the systematic and scientific study of behavior and mental processes andstudents will increase their understanding of psychology, its methods, theory and research. AP psychology is a survey course, so students will focus on bits of information from many different areas in psychology. Primarily, the course will explore the psychological facts, principles and phenomena associated with each of the major sub fields of psychology (consciousness, learning, personality, cognition, etc.).
Course Goals
The objective of this course will be that each student take and pass the Advance Placement Exam for psychology and all aspects of the course will reflect this fact. AP psychology will be taught at the college level and student study habits and participation should reflect this fact. All vocabulary, information and activities will be intended to prepare you for the AP exam. Students will be asked to complete many writing assignments and projects. Students should be prepared for work outside of class.
United States Government
This course is a representative survey of our system of American government. The course deals with the theoretical concepts relating to the fundamentals of our government and with the practical application of these concepts as they relate to our system of American federalism, to political participation and influence, to foreign policy, to civil liberties and civil rights, and to our national government
WORLD HISTORY
Course Description
The World History Course is a survey of world history and the cultures of the world with an emphasis on pre-historic times to the renaissance. The course will include historical, multicultural, geographical, economic, technological, social, political and current event strands.
These strands will be taught both independently and integrated with one another throughout this course.
Major Instructional Goals:
The student will be given opportunities to develop skills and knowledge to
1. Identify and explain the interaction among various cultures including
major world religions, with respect to their conflicts, cultural diffusion and contributions to history.
2. Analyze and evaluate the geography of the regions of the world to interpret the past and to make predictions and solve problems using maps, with an emphasis on the five geographic themes (location, place, human-environment interaction, movement and regions).
3. Compare and contrast the development and role of different economic systems and their interaction with technology, government and culture.
4. Explain and evaluate the motivations for and effects of developing technology in the areas of agriculture, communication, transportation and warfare.
5. Evaluate the perspectives of the different social sciences with regard to the growth and development of humanity.
6. Examine and assess the development of roles and interactions of various political systems, current and historical, including democratic, totalitarian, monarchical, oligarchic and theocratic.
Fitness for Life
Fitness for Life is an individualized, concepts-based, one semester course designed to give students the knowledge and skills necessary to self-assess, create, conduct, evaluate, and redesign personal fitness programs. It is required of all students, including those participating in athletics. The course is a combination of classroom and activity-based learning activities with a focus on proper nutrition and the mastery of skills and concepts necessary for students to become accomplished monitors of their personal lifetime fitness.
Fitness testing is used to establish different levels for designing fitness programs for the individual student to show improvement and to provide the student with personal information regarding their fitness. The requirements for the Presidential Physical Fitness Test are used within the realm of this course, and are used as a standard for the individual and his physical fitness progress. The student is required to set goals and outline his/her own personal fitness program.
Individualized Lifetime Activities
Individual Lifetime Activities is a one-semester course designed to offer higher level proficiency and more detailed instruction in different activities. This course provides different offerings to meet the individual needs of each student. Such activities in this course include: weight training, walking, jogging, golf and disk golf. Each student will participate in some team sports with no more than six individuals per team. An individual activity journal is kept by the student to broaden the experience in class.
Participation Skills and Techniques
Participation Skills and Techniques is a course designed to meet individual and team sport requirements. Varsity Sports instruction is included in this course and fitness testing that is appropriate to measure improvement of each student from the beginning to the ending of the grading period. The Presidential Physical Fitness Test may be considered for use in this course. This course is recommended for grades 7-12 and is recommended to avoid repetition in other physical education.
Social Studies
Elementary
Seventh & Eighth Grade History
Philosophy
John Adams said, “Liberty cannot be preserved without general knowledge among the people.”
We feel that it is of supreme importance that students be educated about history of our country, the Constitution, and the significance of our social make-up and what our responsibility is as part of the world. We strive to instill in our students the faith that our nation is a nation under God and that knowledge of this country’s history will help each generation appreciate and protect the liberty of which John Adams spoke.
Goal and Objectives
Promote interest and enthusiasm for laws and social order. Provide opportunity to make up any deficiencies from previous educational experiences.
Many of our students have had experiences with the court system. We give students opportunities for students to learn about their place and responsibly in society and urge students to examine their current moral and ethical codes. Courses in the Social Studies department will enrich the student’s political, social, and educational development.
Information Technology
Philosophy
Every student has individual abilities and interests. The Information Technology program is planned to help each student obtain skills that will be applicable, marketable and bring personal satisfaction in today’s technological world. We teach that it is change. We encourage our students to adopt the highest moral and ethical codes as their personal guides.
Goal and Objectives
It is our goal that each student be able to analyze their own strengths and plan personal, educational, and career goals accordingly. We will assist them in attaining their goals by providing the latest in equipment, software, and materials. We also encourage students to adopt a high personal code of moral and work ethics.
Recreational Therapy
Hiking
Backpacking
Philosophy
There is a distinct correlation between the physical, emotional, and cognitive intelligences. We believe that recreational therapy can help boys to be successful in physical activities and that will directly affect their cognitive success.
Goal and Objective
It is our goal to provide a wholesome, relaxed atmosphere conductive to successful social interaction where a large variety of activities for growth and enrichment can take place. We provide opportunities for students to participate and observe, be a member of a group and work individually, be a leader and a follower, to experience success and failure and to be introduced to many enriching experiences.
Environmental Science
This course is offered as a packet only. Students can earn up to 1.0 elective credit for completing the work. They will use the Environmental Science: Working with the Earth fifth edition textbook. They will read information in the text about current environmental issues. These issues include an understanding of the ecosystem, human impacts on the ecosystem, energy resources and their limitations, biodiversity, population dynamics, cultural issues, worldviews, urbanization, environmental economics and politics, environmental hazards including pollution, global warming and ozone loss, waste reduction (recycling) and many other current environmental issues. This texts includes guest essays that offer opposing views on the issues being discussed allowing the students to develop their own ideas and viewpoints of these environmental issues. The students will be required to answer Critical Thinking questions that encourage the students’ use of the knowledge they have gained to analyze and develop their own ideas and then justify this in essay form. Students are also asked to write four, 3-4 page papers on topics that interest them using the information they have gained from their research.
Advanced Guitar Syllabus
Goal: To inspire students to make positive choices through developing a love and talent for playing quality music on the guitar. Advanced Guitar will focus on four areas of music: Perform, Create, Listen/Analyze/Evaluate, and Discover Meaning. Advanced Guitar is an Ensemble that incorporates all the skills and principles learned in beginning and intermediate guitar, and is only available to students who have successfully passed both, or who have been invited after auditioning. The main focus of the class is playing and writing songs together. Every song written and learned will be performed in public and private settings. It is important that each student leaves his ego at the door and comes to class prepared to share and receive ideas and feedback. The class will primarily be student driven with the teacher filling an advisory role. Learning to work with other people toward a common goal is essential to having a successful career and fulfilling life.
Participation: Students are expected to come to class prepared and ready to learn. Prepared means that each student comes with his guitar, notebook, and pencil. Ready to learn means that he comes to class with a good attitude and a willingness to practice the given assignment. Members of the class will be responsible for each other in making sure that each is doing his part to make the group excellent. You’ll receive 20 points for each class attended. This is your group. Make it happen!
Written Work: Written work includes notating melodies, writing songs including parts for other class members. Short analytical essays will be written and discussed after every performance and any concert or performance we may attend as a class. The final assignment of the class will be a written evaluation of your progress and your personal feelings of how music has helped you grow spiritually and intellectually. Assignments are worth 20 points and will be graded accordingly.
Performances: Public and private performances will be scheduled by the instructor and are required for receiving a grade for the class. Performances are the payoff for all the hard work you do, and should be looked forward to with great anticipation. We will do as many as we can.
Music Appreciation Syllabus
Goal: To help students gain an understanding of the fundamentals of music and an appreciation for good music of all genres. Music Appreciation is a class in which we will study the basic elements of music including: music theory, reading notes and rhythms, intervals and chords, listening to various types of music ranging from early chants to modern rock, and learning to recognize instruments and chord progressions. We will learn about composers and performers of music throughout history as well as Broadway musicals. We will also watch recordings of live performances and write about them.
Participation: Students are expected to come to class prepared and ready to learn. Prepared means that each student comes with his notebook and pencil. Ready to learn means that he comes to class with a good attitude and a willingness to learn and discuss musical concepts, ideas, and principles. Each class day students will be given a point total (1-20) based on their participation.
Written Work: These will include a variety of projects, papers, quizzes, compositions, thought papers, and performance reviews. All projects and papers are worth 20 points and will be graded accordingly. The majority of the written work will be done in class and homework will be minimal. Students are expected to write in their notebooks all the notes pertaining to the class that are written on the board. Quizzes will be given based on those notes.
Quizzes: There will be four quizzes based on subjects covered in class. Each quiz is worth 50 points.
Tests: There will be two tests worth 100 points each. The first test will occur mid quarter and will cover everything learned up to that point. The second test will be the final exam and will cover everything for the quarter.
Choir Syllabus
Goal: To inspire students to make positive choices through developing a love for singing quality music. Choir will focus on five areas of music: Perform, Create, Listen/Analyze/Evaluate, Discover Meaning, and Intellectual and Spiritual Growth. Because this is a participation oriented class, there will not be any homework unless class time or concerts are missed, and make ups are needed.
Participation: All students are expected to be on time, prepared, and ready to learn. 1. Being on time means that each student is in his chair before the bell rings. Prepared means that he comes to class with a good attitude and willingness to follow instructions. Ready to learn means that he participates in all singing and breathing exercises, has good citizenship, and wants to do his part to contribute to the group as a whole. Students are given a point total (1-20) for each class day. This point total is based on how well he participates in class.
Performances: All students are required to be at performances on time and ready to sing. Performance attire consists of a white shirt and tie, slacks and dress shoes unless the teacher says otherwise. You will not be allowed to perform without your performance attire. Performances are worth 100 points so don’t miss them!
Written Assignments: The class following every performance will be an assessment and evaluation class wherein each student writes a one page evaluation essay based on his individual performance and the groups performance. We will then discuss the positives and negatives and decide what we need to do to make the next performance better. Written assignments are worth 20 points.
Intermediate Guitar Syllabus
Goal: To inspire students to make positive choices through developing a love and talent for playing quality music on the guitar. Intermediate Guitar will focus on four areas of music: Perform, Create, Listen/Analyze/Evaluate, and Discover Meaning. We will build on the principles learned in beginning guitar and focus on creating music. Topics of study include: scale playing, creating melodies over chord progressions, rhythms and alternate tunings, learning songs to play individually and as a group, chord progressions and symbols, more theory, songwriting, analyzing, and recording.
Participation: Students are expected to come to class prepared and ready to learn. Prepared means that each student comes with his guitar, notebook, and pencil. Ready to learn means that he comes to class with a good attitude and a willingness to practice the given assignment. Free practice time will be given after assignments have been completed, at the discretion of the teacher. Each class day students will be given a point total (1-20) based on their participation. Remember, participation makes up ¾ of the final quarter grade. Use class time wisely!
Playing Tests: Each student is required to pass off every assignment with the teacher. Assignments are worth ten points and will be scored from 1-20. There is no reason a student shouldn’t receive a 20 on every playing test. Preparing for these playing tests can generally be done during class time. However, if more preparation time is needed the student should practice in his home after school. Do not miss playing tests.
Written Work: Written work includes goal setting, assessments, music theory, songwriting, quizzes, essays, and personal evaluations. Learning to notate melodies and rhythms will make up the bulk of the written work and will only be done during class. All written assignments are worth 20 points and will be graded accordingly.
Performances: Performing in front of people is the best way to hone a musical skill. All students are required to perform two times in class and twice during a school recital. Two of the songs performed, including the recital, will be teacher’s choice and two will be the students.
Recordings: Each student will be given the opportunity to record songs he has either learned or written during the duration of the class. He is free to use class time to record as long as the song has been passed off by the instructor. Recording songs is a great way for each student to measure his progress and evaluate his personal growth.
Honors Music Syllabus
Goal: To inspire students to make positive choices through developing a love and talent for composing music. Honors Music is a composition class designed for students who seek the opportunity to expand their musical knowledge and abilities through creating original compositions and analyzing and evaluating existing compositions. Students who desire to be in the class must be able to read standard musical notation and play an instrument. The class will focus on four areas of music: Perform; Create; Listen/Analyze/Evaluate; and Discover Meaning.
Perform
Students will demonstrate technical performance skills by playing major, minor, and pentatonic scales and intervals, basic chords and chord progressions, meters and key signatures on a selected instrument.
Students will also produce a recording of an original composition/arrangement for class presentation.
Create
Students will improvise, compose, and arrange rhythmic and melodic ideas and phrases, and write original melodies and compositions in multiple voicing using MIDI based notation software.
Listen/Analyze/Evaluate
Students will expand music listening skills and use music vocabulary to analyze and evaluate music, and their own personal growth as a musician.
Discover Meaning
Students will find avenues of understanding and communication through connecting music to personal growth, the joy of living, traditions, culture, and history.
Participation: Each student is expected to come to class prepared with his notebook and pencil, a good attitude and willingness to practice the given assignment. Students will receive up to 20 participation points per class day.
Compositions: Composition assignments vary in the degree of difficulty and will be assigned a point total of 20 to 100 points based on the degree of difficulty. Composition assignments include notating rhythmic ideas and melodies, dictating melodies and musical phrases, improvising scales and chord progressions, and writing in multiple voicing.
Beginning Guitar Syllabus
Goal: To inspire students to make positive choices through developing a love and talent for playing quality music on the guitar. Beginning Guitar will focus on four areas of music: Perform, Create, Listen/Analyze/Evaluate, and Discover Meaning. We will spend most of the quarter learning technical performance skills including: proper posture and fingering, ear training, guitar tuning, scale and chord playing, reading tablature and standard notation, strumming, finger picking, and bar chords. Below are expectations for each grading section.
Participation: Students are expected to come to class prepared and ready to learn. Prepared means that each student comes with his guitar, notebook, and pencil. Ready to learn means that he comes to class with a good attitude and a willingness to practice the given assignment. Free practice time will be given after assignments have been completed, at the discretion of the teacher. Each class day students will be given a point total (1-20) based on their participation. Remember, participation makes up ¾ of the final quarter grade. Use class time wisely!
Playing Tests: Each student is required to pass off every assignment with the teacher. Assignments are worth 10 points and will be scored from 1-10. Preparing for these playing tests can generally be done during class time. However, if more preparation time is needed the student should practice in his home after school. Do not miss playing tests. Your grade will drop every time a playing test is missed.
Written Work: Written work includes goal setting, assessments, music theory, songwriting, quizzes, essays, and personal evaluations. Learning to notate melodies and rhythms will make up the bulk of the written work and will only be done during class time. All written assignments are worth 20 points and will be graded accordingly.
Performances: Performing in front of people is the best way to hone a musical skill. All students are required to perform twice in class and once during a school recital.
Two of the songs performed, including the recital number, will be teacher’s choice and one will be the students. Do not miss performances. Not only will your grade drop ½ but you will miss a wonderful opportunity for growth. Performances are worth 50 points.
Song Pass-Off: All students are required to learn three new songs throughout the quarter and play them for the class. Any songs learned above and beyond the specified songs are worth up to 25 points extra credit.
Special Education
SP Study Skills
Students will learn and apply the fundamentals of organization and listening skills, memory and concentration strategies, organizational skills, study strategies, and test-taking strategies. Students will learn to appreciate cleanliness by organizing their backpacks and notebooks. They will develop an understanding of how each strategy corresponds with the other. They will learn different methods for taking notes and which methods work best for them. They will learn the various ways of enhancing concentration and memory. The students will be able to follow a variety of instructions including written and oral. Lastly, they will learn how to use various strategies to succeed in test-taking including strategies such as process of elimination, context clues, and reading all answer options first.
SP Math
Students will learn and apply math skills such as earning and spending money, recognizing a variety of angles and lines, and learning how math applies to traveling. They will begin to see how basic skills such as addition, subtraction, multiplication, and division play apart of our everyday lives. They will develop their own projects applying concepts that they have learned. The students will be working together to form an understanding of how math applies to our lives in general.
SP English
Students will learn to recognize complete and incomplete sentences as well as how to write a complete sentence. They will learn to use the appropriate punctuation and capitalization corresponding with the text in each sentence. The students will learn how to write a complete paragraph and eventually an essay while staying on topic. They will learn to use context clues and other resources to pick out important information in a reading passage as well as identify characters, setting, plot, and theme. They will learn to appreciate different types of literature by reading different selections from the book given. The students will be able to answer questions about a story by recalling, inferring, and analyzing corresponding information.
Jr. High Language Arts
Students will identify and understand a variety of prefixes including Latin, Greek, and number prefixes. They will develop an understanding of the elements of a story including characters, setting, theme, and plot as well as learn how to use context clues to identify the elements of a story. The students will learn how to use various reference books including the dictionary, thesaurus, and encyclopedia. The students will learn how to correctly identify the appropriate suffixes and word endings in order to change or maintain the integrity of a word. The students will learn how to make predictions and inferences as well as become actively involved in reading. They will identify a variety of types of literature and be able to write a short selection from each type of literature- such as drama, short story, poetry, and nonfiction.
Spanish I
Level I Spanish language courses provide instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students are able to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures. Within this context, the course provides students with opportunities to:
1. Respond to and give oral directions and commands and to make routine requests in the classroom and in public places;
2. Understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events;
3. Ask and answer simple questions and participate in brief guided conversations related to their needs and interests;
4. read isolated words and phrases in a situational context, such as menus, signs, and schedules;
5. Comprehend brief written directions and information;
6. Read short narrative texts on simple topics; and
7. Write familiar words and phrases in appropriate contexts and respond in writing to various stimuli.
Additionally, students learn:
1. About nonverbal communication, such as gestures and body language;
2. About awareness of current events in the cultures; the major holidays and geographical features of the countries being studied;
3. Greeting and leave taking behaviors in a variety of social situations; the appropriate way to respond to introductions and use courtesy behaviors; and
4. Appropriate etiquette in a variety of social settings.
Spanish II
Level II Spanish language courses enable students to participate in classroom and extracurricular activities related to the language studied as well as to participate in conversations dealing with daily activities and personal interests. Students are able to:
1. ask questions regarding routine activities;
2. participate in conversations on a variety of topics;
3. relate a simple narrative about a personal experience or event;
4. interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life;
5. understand main ideas and facts from simple texts over familiar topics;
6. read aloud with appropriate intonation and pronunciation; and write briefly in response to given situations, for example postcards, personal notes, phone messages, and directions, as well as write letters using culturally appropriate format and style.
Additionally, students become:
1. familiar with major geographical features, historical events, and political structures of the country or countries being studied;
2. familiar with different aspects of the culture, including the visual arts, architecture, literature and music, using the world language where appropriate;
3. able to extend and respond to hospitality as a host or a guest; and
4. aware of time expectations, such as arriving for appointments and social engagements.
Spanish III
Level III Spanish language courses provide instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of people using the languages being learned. Students are willing to initiate and participate in discussions concerning these cultures. In addition, students are able to:
1. respond to factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases;
2. read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines, and cartoons and personal correspondence;
3. read short literary selections of poetry, plays, and short stories;
4. complete authentic forms and documents and take notes that require familiar vocabulary and structures;
5. write paraphrases, summaries, and brief compositions;
6. describe different aspects of the culture, using the world language where appropriate, including: (1) major historical events, (2) political structures, (3) value systems, (4) visual arts, (5) architecture, (6) literature, and (7) music; and
7. seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries.
Art
Students in art engage in sequential learning experiences that encompass learning to see as an artist sees. Experiential exercises help student to see thing as forms and shapes rather than as symbols. Students learn to use the right side of the brain and enjoy the
experience of drawing. Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing. Additionally, students create abstract drawings, stipple drawings, and learn colored pencil and water color techniques.
Bible Studies
Bile Studies looks at the Bible in its historical context and also at its importance as the root of Christian-Judeo ethics. Above all it is considered as a guide to living a Christian life and a source of information to understand God and His Son. Emphasis is placed on Jesus Christ and how both Old and New Testaments all point to His role as the promised Messiah and His prophesied return.
World History
World History emphasizes events and developments in the past that greatly affected large numbers of people across broad areas of the earth and that significantly influenced peoples and places in subsequent eras. Some key events and developments pertain primarily to particular people and place; others, by contrast, involve trans-cultural interactions and exchanges between various peoples and places in different parts of the world. Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, research, issues-analysis, and decision-making. They are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. Students are expected to examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Finally, students are expected to apply content knowledge to the practice of thinking and inquiry skills and processes. There should be continuous and pervasive interactions of processes and content, skills and substance, in the teaching and learning of history.
Spanish Culture
This course on the culture of Spain and the nations she created provides an understanding of and appreciation for the diverse peoples, cultures, and economic systems of Mexico, Central and South America, and the Caribbean nations. Content includes environmental and historical factors that have influenced contemporary situations. Topics of study include: (1) the development of pre-Columbian civilizations, (2) European colonial systems and resulting institutions, (3) the development of independent nations and governments, and (4) current issues.
Greeks and Romans
The contribution of the ancient Greeks and Romans to our own culture and civilization is enormous. They have given us our basic concepts and ideas about art, literature, science, government, and the relationship of human beings to the world around us. They invented democracy, philosophy, physics, technology, engineering, history, sociology, psychology, grammar, and much, much more. Before the Greeks and Romans these things simply did not exist. Along with the Hebrews, they represent the most significant influence on the whole of Western culture. Thus, to explore the Greek and Roman history and Culture is to explore ourselves, to investigation the unspoken assumptions and habits of thought which dominate our lives, whether we are aware of them or not.
While the Greeks and Romans have left us many beautiful works of art and literature, the greatest legacy of these ancients is in the area of important and powerful ideas, such as "myth,""individualism,""tragedy,""politics,""history," and "philosophy."
American Civil War
The American Civil War was the worst political crisis and most bloody military conflict in U.S.history. Although it ended the threat of rebellion, the failure of Reconstruction to ensure constitutional rights to the freed slaves meant that the Union's victory was flawed and incomplete.
This course examines military, political and social aspects of the Civil War, including
the effects of the war on the civilian population, the participation of women, and the role of African Americans. It analyzes the causes of the war and the effect this conflict has had on the course of American History. We also consider how the Civil War and Reconstruction have been treated in film, literature and popular memory.
9-10 Language Arts
Since all of the skills needed for success in Language Arts have been taught by the time students reach ninth and tenth grade this class will focus on practicing and refining communication skills. To enhance word attack skills we will work on vocabulary packets that help a student understand the correct usage of homonyms and other easily confused words. We will have lots of writing opportunities and chances to work in both large and small groups. Reading for Book Reports will help students increase their understanding and appreciation for the spoken and written word. We will have research opportunities to improve research and questioning techniques. As a class we will work on a Drama experience and a Poetry Unit.
11-12 Language Arts
College Preparation
Because our school is small we will teach a college preparation course of study. We will also focus on improving communication skills and putting their use into real life situations. Vocabulary will focus on prefixes, suffixes and root words that have come to English from other languages. We will have writing experiences in nonfiction, creative, autobiographical and expository genres. Students will work in groups on research assignments and also have the opportunity to explore on their own. Reading will be from diverse genres and cultures to help expand the students’ horizons and appreciation of language and its use.
11-12 Language Arts
Media Science
By combining these two fields, students will be better prepared to enter either the work place or higher education. We will, of course, spend time focused on the Big 6; however we will put it to practical applications and not just the theory of research. Students will do outside reading and in-class writing using research techniques. We will write and read from fiction, nonfiction and reference materials. This will give the students a better understanding of how to use the World Wide Web and other media available to them. They will make individual and group presentations using assorted technology.
Electronics
Course Description
A program with a sequence of courses that prepares individuals to apply technical knowledge and skills to assemble, install, operate, maintain, and repair electrical/electronic equipment used in business, industry, and manufacturing, includes instruction in installing, maintaining, and testing various types of electronic equipment. Describe the purposes of legislation concerning safety in the workplace. Along with safety precautions and procedures, correct safety procedures for hand and power tools, shop safety equipment and use safe work practices.
Marketing
Course Description
The course introduces entry- level concepts about business and marketing functions. The following skill standards will prepare the student in Marketing, marketing and business fundamentals, selling, financing, product/service planning, information management, purchasing, distribution, pricing, promotion, risk management, career development, economics, communications, human relations, marketing math, and marketing operations. Student taking marketing classes should have the opportunity to participate in DECA (An Association of Marketing Students). DECA related activities and curriculum can be used as an approved part of all marketing classes.
Consumer Science
Course Description
This course prepares students to understand the values, needs, wants, goals, and resources that enable people to make wise decisions that contribute to a family’s financial stability and improve the quality of life. Financial resource management, including consumer rights and responsibilities are discussed. FCCLA may be an integral part of this course.