ACADEMIC HANDBOOK · 1. An understanding and appreciation for learning, varied cultures, and...
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ACADEMIC HANDBOOK for SOMERSET COUNTY HIGH SCHOOLS 2016-2017
Transcript of ACADEMIC HANDBOOK · 1. An understanding and appreciation for learning, varied cultures, and...
ACADEMIC HANDBOOK
for
SOMERSET COUNTY
HIGH SCHOOLS
2016-2017
Mission Statement
Serving a rural, diverse community rooted in rich traditional values, Somerset County Public Schools
empowers all students to become innovative problem-solvers and ethical leaders by providing engaging
technology enhanced instruction and balanced extracurricular programs.
Belief Statement
We believe:
1. An understanding and appreciation for learning, varied cultures, and diversity is essential
to success in a global society.
2. All students have the right to a safe, healthy and nurturing school environment.
3. Students, family, school and community share in the responsibility of education.
4. All students have the capacity to learn and become productive citizens.
5. A wide range of opportunities and well-balanced, rigorous and engaging curriculum will
lead to an educated community.
INTRODUCTION
Student planning of his/her high school program of study is extremely critical. This booklet
provides information about graduation requirements, programs of study, and course descriptions for
SCPS high schools. Somerset County requires each student to have a basic curriculum of language arts,
social studies, mathematics, science, and the fine arts. The balance of the curriculum consists of electives
which students may choose appropriate to individual needs and interests. The important task is to select a
plan of study that leads you to a career area or post graduate educational opportunity. Don’t be content
with selections that just allow you to receive a diploma. Develop a plan that gives you a variety of
opportunities once you graduate. Even if you change your mind later, following a plan is a good
experience for whatever comes after.
SOMERSET COUNTY BOARD OF EDUCATION
Brig. Gen. (Ret.) Warner I. Sumpter
Chairman
30466 Prince William Street
Princess Anne, MD 21853
Mrs. Penelope Nicholson
Vice-Chairman
11707 Beechwood Street
Princess Anne. Maryland 21853
Mr. Robert T. Wells
11966 Jeffrey Lane
Princess Anne. Maryland 21853
Ms. Margo D. Green-Gale
123 West Chesapeake Avenue
Crisfield, MD 21817
Mr. Dan Keubler
5010 Canal Drive
Crisfield, MD 21817
Student Representatives from each High
School are selected to provide activity updates
for all of the schools in Somerset County
HIGH SCHOOL DIRECTORY
Washington High School
410-651-0480
Mr. Sidney Hankerson, Principal
Mr. Chad Moletress, Vice-Principal
Ms. Germaine Richardson, Vice Principal
Ms. Chari Jones, Counselor
Mr. Greg Montresor, Counselor
Crisfield High School
410-968-0150
Ms. Chantal Russum, Principal
Mr. Jeff Hale, Vice Principal
Mrs. Faith Daum, Counselor
J.M. Tawes Technology and Career Center
410-651-2285
Mr. Keith O’Neal, Principal
Mrs. Janice Cottman, Counselor
CENTRAL OFFICE DIRECTORY
(410-651-1616)
Dr. John B. Gaddis, Superintendent
Tom Davis, Deputy Superintendent
Tracie Bartemy, Director of Schools
Renee U. McLaughlin, Supervisor of Elementary Student
Services
Tracey Cottman, Supervisor of Secondary Student Services
Dr. Lynette Johnson, Supervisor of Special Education
Patricia West-Smith, Supervisor of Instructional Programs,
RELA (6-12), World Languages
William Gray, Supervisor of Secondary Science, Music
and Visual Arts
Jill Holland, Instructional Technology & Social Studies
Supervisor
Traci Schneider, Elementary Math/Science Supervisor,
STEM Initiatives and Gifted and Talented
Terry Drechsler, Supervisor of Secondary Mathematics
Table of Contents
Somerset County Course Requirements for Graduation ........................................................... 1
Maryland High School Graduation Requirements ..................................................................... 2
Maryland HSA Requirements ...................................................................................................... 4
Maryland PARCC Requirements................................................................................................. 4
Maryland College and Career Ready ........................................................................................... 4
Service Learning Requirements ................................................................................................... 4
Promotion Requirements .............................................................................................................. 6
Class Honors – Valedictorian and Salutatorian .......................................................................... 8
Admission Requirements of Maryland State Universities and Colleges ................................... 9
NCAA Eligibility Center Quick Reference Guide .................................................................... 10
Course Levels ............................................................................................................................... 13
Advanced Placement Courses ..................................................................................................... 14
Dual Enrollment ........................................................................................................................... 15
Course Descriptions ..................................................................................................................... 18
Career and Technology .................................................................................................. 19
English.............................................................................................................................. 29
Fine Arts .......................................................................................................................... 34
Foreign Language ........................................................................................................... 36
Mathematics .................................................................................................................... 38
Performing Arts .............................................................................................................. 42
Physical Education .......................................................................................................... 44
Science .............................................................................................................................. 45
Social Studies ................................................................................................................... 48
Technology ....................................................................................................................... 51
Scheduling Forms......................................................................................................................... 52
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SOMERSET COUNTY COURSE REQUIREMENTS
FOR GRADUATION
The following general standards govern requirements for graduation from Somerset County Public
Schools.
CREDIT REQUIREMENT
The minimum requirements for a Maryland High School Diploma in Somerset County are:
English ........................................................................................................................................... 4
Fine Arts ......................................................................................................................................... 1
Mathematics ..................................................................................................................................... 4*
1 with algebraic concepts and topics
1 with geometric concepts and topics
Physical Education ........................................................................................................................ 1
2
Health ............................................................................................................................................ 1
2
Social Studies .................................................................................................................................. 4
1 American History
1 Government
1 World History
1 Contemporary Issues
Science ............................................................................................................................................ 3
1 in Biology
2 that must include laboratory Experience in any or all of the following
areas: earth, life science, physical science
Technology Education .................................................................................................................... 1
Fine Arts ......................................................................................................................................... 1
In addition to meeting the specific credit requirement cited above, a student will earn one of the
following:
Foreign Language ...................................................................2
or, Advanced Technology Education
or, 2 Years of State Approved Career and Technology Program
Electives .......................................................................................................................................... 3
Total Credits ................................................................................................................................ 24
At least four of these credits must be earned after the completion of grade 11. The allowable exception is
outlined in Somerset County Board of Education Policy # 500-25.
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MARYLAND HIGH SCHOOL GRADUATION REQUIREMENTS
To be awarded a diploma, a student shall be enrolled in a Maryland public school and have earned a
minimum of 21 credits that include the following and meet the Maryland state assessment requirements
for their graduating class:
Subject
Area
Specific Credit
Requirements
Effective with
students entering
high school in 2005
High School Assessment
English 4 credits Students must satisfy one of the following:
(a) Achieve a passing score as established by the Department
on the Maryland high school assessments for algebra,
biology, English, and government;
(b) Achieve a combined score(s) as established by the
Department on the Maryland high school assessments;
(c) Achieve a score as established by MSDE on Department-
approved substitute assessments for algebra, biology, English,
and government, aligned with the Maryland high school
assessments such as Advanced Placement examinations, SAT
I, SAT II, ACT, and International Baccalaureate
examinations;
(d) In school years 2016—2017 and beyond, if a student is
unable to meet the above requirements, then they must
satisfactorily complete the requirements of the Bridge Plan
for Academic Validation, or
(e) Prior to the 2016—2017 school year, if a student has taken
an HSA-aligned or PARCC-aligned Algebra I and/or English
10 course and has passed the course(s) but failed the
assessment aligned with the course(s) that student is exempt
from completing a Bridge Plan for Academic Validation.
Mathematics 3 credits
1 in Algebra
1 in Geometry
1 additional
mathematics credit
Science 3 credits
1 in Biology
2 that must include
laboratory
experience in any
or all of the
following areas:
earth, life,
environmental, or
physical science
Social Studies 3 credits
US History
World History
Local, State, and
National
Government
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Additional information:
Any student who has taken an HSA-aligned or PARCC-aligned Algebra I and/or English 10 course prior to
the 2016—2017 school year may meet the graduation requirements for Algebra I and/or English 10 in the
following ways:
(1) Passing the course(s) and passing the assessments aligned with the Algebra I and/or English 10 course
(for students taking the assessments prior to 2014-2015); or
(2) Passing the course(s) and taking the assessment aligned with the Algebra I and/or English 10 course at
least one time (for students taking the assessments in 2014-2015 and 2015-2016).
Specific information on Government:
- Students entering 9th grade from 2008-2009 to 2012-2013 school year, are NOT required to take or pass the
Government HSA for graduation.
- Students entering 9th grade in the 2013-14 school year and beyond MUST take and pass the Government
HSA or take the Government HSA and meet the combined score option.
Other Requirements
Math Beginning with students entering the 9th grade class of 2014—2015 school year, each
student shall enroll in a mathematics course in each year of high school that the student
attends, up to a maximum of 4 years of attendance, unless in the 5th or 6th year a
mathematics course is needed to meet a graduation requirement.
Fine Arts 1 credit
Physical
Education
½ credit
Health ½ credit
Technology
Education
1 credit
Other 2 credits of foreign language or 2 credits of American Sign Language or
2 credits of advanced technology ed and
3 credits in electives
Or
4 credits by successfully completing a State-approved career & technology program and
1 credit in an elective
Students must also meet attendance, service-learning, and any local school system requirements
Updated
12/10/2015
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Maryland HSA Requirements
Students enrolled in Biology and Government are required to pass the Maryland High School
Assessments in both Biology and Government.
These assessments are scheduled as end of course tests for Biology and Government. It is possible to
meet requirements without passing both tests. As of January 2008, the Bridge Plan has been devised to
provide for an alternative to passing these assessments. More detailed information about the HSAs is
provided at www.hsaexam.org .
Maryland PARCC Requirements
Algebra I and English 10
Students who are enrolled in Algebra I and English 10 must sit for the PARCC assessments in both
Algebra I and English 10. Beginning in the 2016-2017 school year, students enrolled in Algebra I and
English 10 must pass the PARCC assessment in order to graduate.
These assessments are scheduled as end of course tests for Algebra I and English 10. It is possible to
meet requirements without passing both tests. Bridge Plans will be in place to provide for an alternative
to passing these assessments.
Maryland College and Career Ready
By the end of the 11th grade, students must show that they are College and Career ready. There are
several ways of doing this. One way would be to take the English 11 PARCC assessment and the
Algebra II PARCC assessment and score a 4 or a 5. Students may also show they are College and Career
ready by taking the Accuplacer, SAT, and ACT and have the required score set by the State of Maryland.
Students may also enroll in a Dual Enrollment class to meet this requirement. Students who are not
College and Career Ready in English and Mathematics will be placed in a Transition course for the
required subject. More information regarding this can be found at
http://www.marylandpublicschools.org/MSDE/testing/hsg_qa/.
Service Learning Requirements
Maryland students must also complete seventy-five (75) hours of service learning. A program has been
established so that students may begin earning hours from the sixth grade onward.
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Service learning
History
In July 1992, Maryland became the first state in the nation to establish a service-learning graduation
requirement for public school students. The Maryland State Department of Education stated that in order
to graduate from high school, students must complete:
1. 75 hours of student service that includes preparation, action and reflection components and
that, at the discretion of the local school system, may begin in the middle grades; OR
2. A locally designed program in student service that has been approved by the State
Superintendent of Schools.
Service-Learning in Somerset County
Hours By Grade
Grade # of Hours Method
6 20 Interdisciplinary Project
7 20 Interdisciplinary Project
8 20 Interdisciplinary Project
9, 10, 11, 12 15 Independent Service Project
Independent Service Learning Projects
Students must have their project approved by the guidance counselor and principal of their respective
schools. At each high school, there are twenty-five approved community sites listed in the Somerset
County Teacher’s Service Learning Guide. The Principal, SIT chairperson, and each guidance counselor
have a copy. Guidance counselors have the responsibility of approving sites. Community based
organizations must adhere to the Maryland Seven Best Practices when working with students on group
and individual projects.
Transfer Policy: If a student enters high school in Somerset from outside the state, the following
schedule will be used.
Freshmen- 75 hours
Sophomore-34 hours
Juniors- 25 hours
Seniors- 15 hours
Reporting: Tracking of service-learning is on PDS cards that follow students from school to school and
is also put into Powerschool.
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Promotion Requirements
(1) Based on required Carnegie Units/Credits and graduation requirements, the following are
the minimum number of cumulative credits for promotion/graduation.
Ninth Grade 4 Credits
Tenth Grade 9 Credits
Eleventh Grade 14 Credits
Twelfth Grade 24 Credits
Four high school courses must be completed by the student during the twelfth grade year,
unless an exception has been granted in accordance with Somerset County Policy Number
500-25 - Guidelines for Alternate Routes to High School Graduation.
In order to be promoted to the twelfth grade, students must be on schedule to complete all
graduation requirements by the normal graduation date of that year.
Procedures for Calculating Cumulative Grade Point Average
(1) A class ranking list of students proceeding toward graduation will be compiled at each
high school.
(2) Class ranking will be determined on the basis of final and potential credits in grades nine
(9) through twelve (12)
(3)The course grade of “C” or better earned for each Advanced Placement course and locally
offered Dual Enrollment course will be weighted with one additional quality point to be
computed in the determination of class rank. The computation for Advanced Placement and
locally offered Dual Enrollment course grades shall be as follows:
A = 5 Quality Points
B = 4 Quality Points
C = 3 Quality Points
D = 1 Quality Point
E = 0 Quality Points
(4) The computation for all course grades in grades 9 through 12, except Advanced
Placement Courses and locally offered Dual Enrollment Courses shall be as follows:
A = 4 Quality Points
B = 3 Quality Points
C = 2 Quality Points
D = 1 Quality Point
E = 0 Quality Points
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Final numerical grades will be converted to quality points, and then multiplied by the number
of credits. The total number of points will be divided by the total number of credits to come
up with a Grade Point Average.
(5) College Course Grades – Refer to Dual Enrollment information on page 13
(6) Pass/Fail Grades - For courses carrying a pass/fail grade, a grade of “pass” will receive
credit toward graduation in a course required for graduation in Somerset County Public
Schools. Elective credit toward graduation will be granted for a “pass” grade in a pass/fail
course not required for graduation in Somerset County Public Schools. Grades for pass/fail
courses will not be computed to numerical grades on the student’s grade transcript and will
not be included in the computation for class ranking.
(7) Repeated Courses – Policy 500-20 provides an opportunity for a student who has lost
athletic eligibility by failing a subject to retake it in summer school to gain eligibility for the
fall. When this occurs, both grades (original and retake) will be included on the transcript
and will be averaged for GPA/ class rank purposes.
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Class Honors- Selection of Valedictorian and Salutatorian
1. (a) The graduating class valedictorian will be the senior student who has maintained the highest
grade point average computed for the four years following grade eight. The salutatorian will be
the senior student who has maintained the second highest grade point average computed for the
four years following grade eight.
2. (b) To be eligible for valedictorian or salutatorian, a student must successfully complete a
minimum of twelve (12) Honors or AP level courses and have completed the last two years
(junior and senior years) in a Somerset County Public high school.
Computation of Grades for Valedictorian and Salutatorian
The selection process for determining the graduating class valedictorian and salutatorian will be as
follows:
1. Final course grades for all students proceeding toward graduation ranking in the top five per cent
of the senior class, as computed in accordance with Policy # 500-23, 2. B. (3), will be computed
again using the actual numerical course grades.
2. For each successfully completed AP level course bearing a grade of “C” or above, ten (10)
additional points will be added to the numerical course grade before the computing for
valedictorian or salutatorian.
3. Final numerical grades will plus 10 points for a “C” or better for an AP course will be multiplied
by the number of credits for the course. The total of all the courses will be divided by the total
number of credits.
4. This computation will be carried to the fourth decimal point and rounded to the third decimal
point.
5. The senior student who has achieved the highest grade point average using this procedure will be
determined to be the graduating class valedictorian
6. The student who has achieved the second highest grade point average using this procedure will
be determined to be the graduating class salutatorian.
7. Upon completion of this computation procedure, should a tie exist, co-valedictorians and/or co-
salutatorians will be named accordingly.
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ADMISSION REQUIREMENTS OF MARYLAND STATE UNIVERSITIES AND COLLEGES
Bowie State University, Coppin State University,
Frostburg State University, Salisbury University, Towson University, &
University of Maryland (Eastern Shore, Baltimore County and College Park)
The above named institutions of higher learning require that incoming freshmen will have met the high school graduation requirements through satisfactory completion of the following list of courses. If you intend to attend one of these schools, you should plan your four-year (4) high school program to include the appropriate courses.
ENGLISH 4 Units SOCIAL STUDIES 3 Units
English 9 1 Unit U. S. History 1 Unit
English 10 1 Unit Government 1 Unit
English 11 1 Unit World History 1 Unit
English 12 1 Unit
[The English courses collectively satisfy English requirements.]
LAB SCIENCE 2 Units MATHEMATICS * 4 Units
Biology 1 Unit Algebra I 1 Unit
Chemistry 1 Unit Algebra II 1 Unit
Environmental Science 1 Unit Geometry 1 Unit
Physical Science 1 Unit Statistics, Calculus 1 Unit
(Students must take a “non-trivial” mathematics course in their senior year)
WORLD LANGUAGE/ASL
Two years of the same language
*Students who complete Algebra II before their senior year must also complete the fourth-year-math requirement. They can do so by taking a course during their senior year that is intensive in algebra and expands on algebra foundations developed during Algebra II. “Non-trivial” courses offered include Honors Statistics, AP Statistics, Honors Trig/Pre-Calculus, AP Calculus I and AP Calculus II. Students may also choose to enroll through dual enrollment in a mathematics course at a local community college or university.
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NCAA ELIGIBILITY CENTER QUICK REFERENCE GUIDE Divisions I and II Initial-Eligibility Requirements
Core Courses: (16)
Initial full-time collegiate enrollment before August 1, 2016:
o Sixteen (16) core courses are required (see chart on next page for subject-area requirements).
Initial full-time collegiate enrollment on or after August 1, 2016:
o Sixteen (16) core courses are required (see chart on next page for subject-area requirements).
Ten (10) core courses completed before seventh semester; seven (7) of the 10 must be in
English, math or natural/physical science.
These courses/grades are “locked in” at the start of the seventh semester (cannot be
repeated for grade-point average [GPA] improvement to meet initial-eligibility
requirements for competition).
o Students who do not meet core-course progression requirements may still be eligible to receive
athletics aid and practice in the initial year of enrollment by meeting academic redshirt
requirements.
Test Scores: (ACT/SAT)
Students must present a corresponding test score and core-course GPA on the sliding scale.
Located at http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf.
o SAT: critical reading and math sections
Best subscore from each section is used to determine the SAT combined score
for initial eligibility.
o ACT: English, math, reading and science sections
Best subscore from each section is used to determine the ACT sum score for
initial eligibility.
All ACT and SAT attempts before initial full-time collegiate enrollment may be used for initial
eligibility.
Enter 9999 during ACT or SAT registration to ensure the testing agency reports your score
directly to the NCAA Eligibility Center. Test scores on transcripts will not be used.
Core Grade-Point Average
Only core courses that appear the high school’s List of NCAA Courses on the NCAA Eligibility
Center’s website (www.eligibilitycenter.org) will be used to caclculate your core-course GPA.
Use this list as a guide.
Initial full-time collegiate enrollment before August 1, 2016: o Students must present a corresponding test score (ACT sum or SAT combined score) and
core-course GPA (minimum 2.000) on Sliding Scale Score A located at
http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf o Core-course GPA is calculated using the best 16 core courses that meet subject-area
requirements.
Initial full-time collegiate enrollment on or after August 1, 2016: o Students must present a corresponding test score (ACT sum or SAT combined score) and
core-course GPA (minimum 2.300) on Sliding Scale Score B located at
http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf
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o Core-course GPA is calculated using the best 16 core courses that meet both progression
(1- before seventh semester; seven in English, math or science; “locked in”) and subject-
area requirements.
DIVISION I
Core-Course Requirement (16)
4 years of English
3 years of math (Algebra I or higher)
2 years of natural/physical science (1
year of lab if offered)
1 year of additional English, math or
natural/physical science
2 years of social science
4 years of additional courses (any
area above, foreign language or
comparative religion/philosophy)
DIVISION I – 2016
Qualifier Requirements
*Athletic aid, practice, and competition
16 core courses
Ten (10) core courses completed
before the start of seventh
semester. Seven (7) of the 10
must be in English, math or
natural/physical science.
“Locked in” for core-course
GPA calculation.
Corresponding test score (ACT
sum score or SAT combined score)
and core-course GPA (minimum
2.300) on Sliding Scale B
Graduate from high school.
DIVISION I – 2016
Academic Redshirt Requirements
*Athletics aid and practice (no competition)
16 core courses
No grades/credits “locked in”
(repeated courses after the
seventh semester begins may be
used for initial eligibility).
Corresponding test score (ACT
sum score or SAT combined
score) and core-course GPA
(minimum 2.000) on Sliding Scale
B.
Graduate from high school.
Division II Initial-Eligibility Requirements
Core Courses:
Division II currently requires 16 core courses. See the chart below.
Begging August 1, 2018, to become a full or partial qualifier for Division II, all college-bound
student-athletes must complete the 16 core-course requirement.
Test Scores
Division II currently requires a minimum SAT score of 820 or an ACT sum score of 68.
Beginning August 1, 2018, Division II will use a sliding scale to match test scores and core-
course grade-point averages (GPA). The sliding scale for those requirements can be found at
http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf.
The SAT score used for NCAA purposes includes only the critical reading and math section.
The writing section of the SAT is not used.
The ACT score used for NCAA purposes is a sum of the following four sections: English,
mathematics, reading and science.
When you register for the SAT or ACT, use the NCAA Eligibility Center code of 9999 to
ensure all SAT and ACT scores are reported directly to the NCAA Eligibility Center from
the testing agency. Test scores on transcripts will not be used.
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Core Grade-Point Average
Be sure to look at your high school’s List of NCAA Courses on the NCAA Eligibility Center’s
website (www.eligibilitycenter.org). Only courses that appear on your school’s approved List of
NCAA Courses will be used in the calculation of the core GPA. Use this list as a guide.
The current Division II core GPA requirements in a minimum of 2.000. Division II core GPA
required to be eligible for competition on or after August 1, 2018, is 2.2000 (corresponding test
score requirements are listed on the Sliding Scale located at
http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf).
The minimum Division II core GPA required to receive athletic aid and practice as a partial
qualifier on or after August 1, 2018, is 2.000 (corresponding test-score requirements are listed on
the Sliding Scale located at
http://fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf).
Remember, the NCAA core GPA is calculated using NCAA core courses only.
DIVISION II
16 Core Courses
3 years of English
2 years of mathematics (Algebra I or
higher).
2 years of natural/physical science (1
year of lab if offered by high school.)
3 year of additional English,
mathematics or natural/physical
science
2 years of social science
4 years of additional courses (any area
above, foreign language or comparative
religion/philosophy)
For more information, visit the NCAA Eligibility Center website at www.eligibilitycenter.org
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Course Levels
All courses in Somerset County are designed to meet Maryland graduation requirements. Students will
be required to work on a level that follows the Maryland College and Career Standards or the Next
Generation Science Standards. In addition, science, technical subjects, and history/social studies teachers
incorporate content-specific literacy into their classrooms, to develop literacy skills to fully prepare
students for the challenges and expectations of college and career.
In addition to traditional classes, Somerset County also offers students the options of taking honors,
Advance Placement, and Dual Enrollment courses in some disciplines. Advanced Placement courses in
certain disciplines may not be offered every year. Offering of Advance Placements course in a discipline
is dependent on enrollment, as well as staff.
Honors- Honors level classes are scheduled for English, Science and Social Studies content area
courses in grades 8, 9, 10, and 11. Honors courses are designed to prepare students for the rigor of
Advanced Placement classes. Students should be prepared for a highly demanding class with additional
reading, writing, and research projects. In addition to the rigor, students should accept the fact that
additional personal initiative and independence are required to maintain high averages in these classes.
Demonstrated academic excellence in previous classes is necessary for entrance into honors classes.
Academic Rigor- Hard work never hurt anybody and students should strive to take the most difficult
schedule possible. At the same time, students should realize that dual enrollment and advanced
placement classes require work that taxes the higher cognitive levels of thinking. Maintaining a high
average is more difficult in the higher level classes, but college admissions counselors examine high
school transcripts and value the number of difficult classes attempted as well. Higher level classes also
prepare students better for courses to follow.
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ADVANCED PLACEMENT COURSES
The Board of Education of Somerset County has approved the offering of advanced placement
courses. These courses are designed as beginning level college offerings that students will encounter in
post-secondary education. These courses, which are rigorous in nature, are culminated by the AP test in
May. Students wishing to elect these courses must meet established criteria. Students who take the AP
Examination will be assessed a fee to cover the cost of the exam although there are fee waivers for
economical disadvantaged students. Students must also consult their counselor, AP instructor and
parent/guardian about their intentions concerning these courses. Advanced Placement courses in certain
disciplines may not be offered every year. Offering of Advance Placements course in a discipline is
dependent on enrollment, as well as staff.
Advanced Placement courses available to students are as follows:
Biology Environmental Science English Language
English Literature Psychology Statistics
U.S. History Studio Art
ADVANCED PLACEMENT PROGRAM ADMISSIONS PROCEDURES ARE AS FOLLOWS:
To be placed in an Advanced Placement (AP) course, a student must obtain approval from the appropriate
department, counselor, and his/her parent/guardian.
Department Approval
To be approved by the department the student must meet EACH of the following requirements:
· Complete successfully all courses identified as prerequisite or relevant to the selection of the AP
course recommended by the specified teacher(s)
· Produce as part of the selection process a relevant sample of work, it appropriate (writing, etc.)
· Be willing to devote adequate time to the course
· Have successfully met requirements for graduation in previous courses in the discipline they are
seeking to take an Advance Placement course in.
Counselor Approval
Once departmental approval is secured, the counselor will evaluate the number of AP requests made by a
student in view of the student’s total academic performance. Any exception to the above procedure
must be approved by the Principal.
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SCPS Dual Enrollment
In 2013, the Maryland General Assembly passed the College and Career Readiness Act requiring all
public school systems to provide opportunities for students to enroll in credit-bearing college courses
while attending high school. Somerset County Public Schools offers students two ways to participate in
this program: (A) Enroll in credit-bearing college classes attended on the college campus; or (B) Enroll in
credit-bearing college classes offered on site at either Washington Academy High School or Crisfield
Academy High School.
Eligibility Criteria for Dual Enrollment:
In accordance with COMAR regulations and SCPS policy, students must meet the following
criteria to be eligible for dual enrollment through SCPS:
Be a junior or senior attending one of the county high schools
Passed all required state assessments in Algebra I, English 10, Government, & Biology
Have a cumulative 2.5 Grade Point Average
Completed a minimum of 50 service learning hours
Have acceptable school attendance (94%)
Meet university or community college entrance requirements (including placement
exams)
Must have one teacher recommendation letter (from last two years)
Must have principal approval
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College Course Offerings on a SCPS Site:
Wor-Wic Community College courses have been provided in both SCPS High Schools and taught by
SCPS staff. University of Maryland Eastern Shore courses have been provided in both SCPS High
Schools and taught by UMES staff. As the program grows, a variety of offerings may be available.
Interested and qualified students should inquire with their guidance department for current course
offerings. During the 2015-2016 school year, the following credit-bearing courses were offered on a
SCPS high school site:
(Wor-Wic Community College) ENG 101 Fundamentals of English I (3 credits) This course is designed to help students develop their college-level writing skills with an emphasis on the
writing process. This course includes an introduction to research skills. Students write summary
assignments and a series of essays in various modes, culminating in an argumentative research paper.
Students must earn a grade of “C” or better in this course in order to enroll in ENG 151. Hours: 39
lecture.
Prerequisites: Acceptable reading and writing placement test scores on the Accuplacer assessment.
Note: This dual enrollment course will also satisfy the English IV credit required for SCPS
graduation.
(Wor-Wic Community College) ENG 151 Fundamentals of English II (3 credits) This course continues to help students develop their college-level writing skills. Students are introduced
to the study of literature (prose, poetry, fiction and drama). Students integrate outside sources with their
own ideas in written arguments. They also refine their research and documentation skills. Hours: 39
lecture.
Prerequisite: ENG 101 with a grade of “C” or better. Note: This concurrent enrollment course will
allow the student to earn college credit. A student enrolled in a concurrent course will be ineligible
to earn high school credit.
(Wor-Wic Community College) ENV 101 Environmental Science (4 credits) This is a general education natural science course that integrates the physical and biological sciences in
order for students to gain an understanding of humans in their environment. This course emphasizes
critical thinking and an evaluation of current topics in environmental science in a local, national and
global context, and prepares students to be able to discuss ecological concerns and rational solutions for
today’s environmental problems. Hours: 39 lecture and 26 laboratory.
Prerequisite: MTH 092 with a grade of “C” or better or an acceptable mathematics placement test
score. Laboratory fee: $30. Note: This dual enrollment course will also satisfy the 4th
Science Credit
required for SCPS graduation.
(UMES) HIST 101/Honors History of World Civilization I (Credit 3) The course examines human endeavors from the earliest civilizations to 1500. It examines major political
and socio-economic achievements, stressing non-western and Greek, Roman, and Medieval contributions
to world civilization. Note: This concurrent enrollment course will allow the student to earn
college credit. A student enrolled in a concurrent course will be ineligible to earn high school
credit.
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(UMES) HIST 102/Honors History of World Civilization II (Credit 3)
This course is a continuation of HIST 101 from the Reformation to contemporary times. Emphasis is
given to the growth of strong nation states, revolutions, liberalism, nationalism and imperialism, and
current problems resulting from two global wars and the end of the cold war. Note: This dual
enrollment course will also satisfy the World History credit required for SCPS graduation.
(UMES) MATH 210 Elementary Statistics (Credit 3) The course covers frequency and graphs of distributions; calculation of averages from raw data and Bayes
Theorem and Bayesian inference; Regression and correlation in two variables; and Times Series Analysis
and applications.
Prerequisite: Passing score on the Accuplacer test. Note: This dual enrollment course will also
satisfy the 4th
Math Credit required for SCPS graduation.
Application Procedures:
Interested juniors and seniors should contact their guidance counselors to begin the application process:
Complete the SCPS Dual Enrollment application and return it to the guidance counselor
by the appropriate deadline. (Deadlines: June 18th for Fall Semester; November 25th for
Spring Semester)
Upon SCPS approval, student should apply to the identified institution for acceptance.
Upon college approval, student should register for specific course with college.
Points to Consider:
Students may take no more than two college courses per semester
Dual enrollment course count toward GPA if the course is taught in a Somerset County
School.
If a course is taught on the college campus, the course will not count towards GPA.
If a student drops out of a dual enrollment class or fails a dual enrollment
class, they will not be eligible to enroll in a dual enrollment course the
following semester.
Home schooled students are not eligible to participate in the SCPS Dual
Enrollment Program.
For college courses taken on a college campus, transportation must be
provided by the student or guardian.
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Somerset County
Public schools
Course Descriptions
***The inclusion of a course description in this handbook indicates that it has been approved by SCPS.
However, it does not guarantee that it will be offered during a given semester or year. With the size of
SCPS high schools, the offering of courses is dependent on the number of student requests and the
availability of qualified instructors. Courses required for graduation or a popular plan of study would
naturally be given precedence.
Because of the small size of our schools, some courses with small numbers of sections will be
scheduled in an order that maximizes enrollment. In other words, taking desired courses needs to be done
in the order that they are offered, not always in the order preferred by an individual student.
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Career and Technology
Auto technology - Automotive Technology is designed to provide appropriate skills for students to
enter the workforce upon graduation or prepare them for further study in Automotive Technology at the
post-secondary level. A two year course of study, this program is intended to address the critical
shortage of qualified technicians in today’s automotive facilities.
The Auto Technology course will begin with a study of the Automotive Industry and the impact it has
had on society. Attention will be given to general workplace safety, personal safety, and tool and
equipment safety. After concentrating on identification of automotive tools and equipment, students
will begin study in four (4) areas of ASE Certification: Brake Systems, Steering and Suspensions
Systems, Electrical and Electronic Systems, and Engine Performance. Students will be required to
participate in both classroom activities as well as “hands on” projects in the Auto Tech lab.
Auto Technology I - This opening course will deal with an overview of the industry,
workplace and personal safety, appropriate work habits, use and care of tools, and the initial study
of the four ASE certification areas: Brake Systems, Steering and Suspension Systems, Electrical
and Electronic Systems, and Engine Performance.
Auto Technology II - This course will cover the four certification areas extensively to prepare
students to the take the ASE certification examinations. Both “hands-on” and classroom activities
are structured to develop proficiency in both diagnostic and repair skills necessary for either job
entry skills or post graduate study.
Prerequisite: Auto Technology I
Biomedical Sciences: Project Lead The Way (PLTW) – The Biomedical Sciences
program is based on the national content standards for Science, Mathematics, and English Language Art
and the Accountability Criteria for the national Health Care Cluster Foundations Standards. The
program consists of a sequence of four courses: Principles of the Biomedical Sciences, Human body
Systems, Medical Interventions, and Biomedical Innovations. Students who complete the program are
prepared for employment and further education. Stevenson University, Maryland’s PLTW Biomedical
Sciences Affiliate University, offers transcripted credit to students who successfully complete the
program.
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Business
Accounting I - Accounting I prepares the student for entry-level employment as a
bookkeeper. The fundamental principles of debits and credits, principle of balance, posting,
providing the accuracy of work and the preparation of financial statements are covered in this
course. These principles are taught through the completion of various problems, projects and
business simulations. Concepts are reinforced in manual and automated data processing through the
use of computers.
Accounting II - Accounting II is a review of basic accounting procedures used by small
businesses followed by a more specialized approach to accounting. Business simulation sets as well
as numerous problems and projects are used. Concepts in data processing are reinforced in greater
depth than in Accounting I.
Marketing I - In this course, students will study marketing foundations and functions. This
course covers the various activities that are required for businesses to successfully develop their
products and services, bring them to the consumer, encourage sales and secure earnings. Economic
systems, marketing mix, market segmentation and consumer behavior will be discussed and applied
to real life.
Marketing II - This class provides a comprehensive approach to the advanced study of
Marketing. The students will explore marketing practices and principals at both the retail and
industrial level to give students an overview of the importance of marketing to the business
world. Second, it stresses the mathematics fundamentals and applications they need to pursue
marketing careers. Third, it helps students do the values clarification they need to identify their
interests and aptitudes in the marketing career they will enjoy. Case studies, magazines, the Internet
and other media will be used in conjunction with the textbook. Students will study and evaluate
possible job potentials in the marketing field.
Foundations of Business - This course will provide a clear understanding of the
characteristics, the organizations, and the operations of business. This class is aimed at students who
want a sound foundation of the business world as they prepare for business or other careers. Some
of the general goals of the course are identified as follows: Acquire a working vocabulary of
common business terms; obtain an awareness of the many activities, problems and decisions
involved in successfully operating a business; gain an appreciation of the importance of business
and management in our economic system; and develop insights for deciding on specific career
objectives from among the great number of employment opportunities in the business world.
Advanced Computer Application (Word 2007) - This course is designed to provide
a comprehensive presentation to Microsoft Word 2007. The objectives of this course is teach the
fundamentals of Word 2007; to expose students to practical examples of the computer as a useful
tool; to acquaint students with the proper procedures to create documents suitable for course work,
professional purposes and personal use; and to develop an exercise-oriented approach that allows
learning by doing.
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Advanced Computer Application Microsoft Excel (2007) - Excel 2007 is a
spreadsheet application used to organize, analyze, and chart data. This course is designed to teach
the fundamentals of Excel 2007; to expose students to practical examples of the computer as a
useful tool; to acquaint students with the proper procedures to create workbooks suitable for course
work, professional purposes, and personal use; to develop an exercise-oriented approach that allows
learning by doing; and to introduce students to new input technologies.
Information Processing - This course provides an overview of the Microsoft Office XP
2007 suite. Students will learn Word, Excel, PowerPoint, Publisher, and Outlook. Microsoft Office
2007 is a windows application that consists of several applications, each designed to perform a
specific tasks. Word 2007 is a word processor application used to produce professional-looking
documents such as letters, resumes, and reports. Excel 2007 is a spreadsheet application used to
organize, analyze, and chart data. PowerPoint 2007 is a presentation application used to organize
and format slides. Outlook 2007 is an e-mail client with tools for organizing and searching email;
and Publishing 2007 is desktop publishing application used to create publications such as
newsletters and business reports.
Computer Technology
Introduction to Computer and Networking Technology I - Computer &
Networking Technology I is a course offered to all students in grades tenth through twelfth that
deals with computer hardware, operating systems, cabling, and networking for students interested in
a career in Information Technology. During this course students will disassemble, configure and
reassemble a working PC. Students will obtain skills required to become a certified hardware and
software technician.
Introduction to Computer and Networking Technology II - Computer &
Networking Technology II is a offered to all students in grades tenth through twelfth that continues
the learning of trouble shooting, and setting up of computer networks. This course is for students
that have completed and passed “Computer and Networking Technology I. During this course
students will configure and assemble a working Windows based networks. Students successfully
completing this program will be prepared to take the CompTia A+ certification test.
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Construction
The SCPS construction program is currently aligned with NCCER (National Center for Construction
Education and Research). This is a national construction education program of study that allows
students to become nationally certified in the area of construction. If a student successfully
completes these classes, they will have a national certification and be listed in a national data bank for
employers to view. With a ‘B’ average they will also receive four credits from Wor-Wic Community
College for Basic Construction Techniques I and II.
The course of study and certifications are as follows:
Carpentry I – Carpentry I covers the following topics:
OSHA 10 Online Construction Safety Certification
NCCER Core Curriculum (Introductory Craft Skills)
Basic Safety
Construction Math
Hand Tools
Power Tools
Blue Print
Communication Skills
Employability Skills
Material Handling
NCCER Masonry Level 1
Introduction to Masonry
Masonry Tools and Equipment
Measurements and Drawings
Mortar
Masonry Units and Installation Techniques
Carpentry II – Carpentry II covers:
Orientation to the Trade
Wood Burning Materials
Fasteners and Adhesives
Floor Systems
Wall and Ceiling Framing
Roof Framing
Windows and Exterior Doors
Siding
Customizing Exteriors
Painting and Finishing
Interior Trim Work and Moldings
Basic Stair Layout
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Criminal Justice
Criminal Justice I - This is part one of a two year course designed to expose students to Law
Enforcement, Corrections, Military, Private Security, and Court Operations. The course begins with
a study of the American Legal system. With that foundation, the students study the historical
background and practices of the criminal justice system
Criminal Justice II - This is part two of a two year course designed to expose students to Law
Enforcement, Corrections, Military, Private Security, and Court Operations. The emphasis in Part II
is on basic skills such as fingerprinting, crime scene investigation, accident investigation, search and
seizure speed and alcohol enforcement, and communications. Numerous laboratory experiments are
conducted in such diverse areas as blood typing blood spatter analysis, forensic knot analysis,
chromatography, questioned document analysis, skid factor determination and chemical fingerprint
lifting procedures. An understanding of basic algebra and grasp of English composition is essential.
This program is articulated with Wor-Wic Community College; successful completers who pass an
exam administered by the college receive six college credits.
Culinary Arts
Culinary I - The Food Service Course is designed to give beginning students, interested in the
foods trade, knowledge of the food service industry and various career opportunities. Students will
gain basic knowledge and practice in personal and kitchen sanitation, equipment use and care,
safety rules and cooking terms and techniques. Students will gain basic skills in following a recipe,
recipe conversion, and costing. Students will learn basic preparation techniques including dry,
moist, and combination cooking methods. They will also prepare appetizers, soups, salads,
sandwiches, sauces; do basic butchery with proper knife skills. The student also learns how to
prepare food for banquets, including setting up and serving.
Culinary II - The Food Service II Course is designed to give second-year students in
depth knowledge and skills necessary for food preparation and quantity cookery. The program also
includes preparing food for banquets, setting up and serving banquets. Students will gain skills in
preparing various main dishes, vegetables, salads, soups, appetizers, garnishes, sauces, and various
types of basic sandwiches. Students will gain knowledge in menu making and procurement. Skills
will also be practiced in performing purchasing, receiving, inventory and storage duties. Second
year students can also receive their Serv-safe certificate. Students will demonstrate skills necessary
to write a personal resume' and complete job applications. They are exposed to all concepts of
working in an entry level food service position. This course is articulated with Wor-Wic
Community College.
Prerequisite: Food Services I
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Fire & Rescue
Fire and Rescue -The Fire and Rescue program is designed to provide knowledge of fire,
rescue, emergency medical, and hazardous materials skills and techniques that can be used by
individuals who have an interest in a career in the emergency services field or who want to serve in
a volunteer capacity. At the end of this program a student will be eligible for certification in Hazard
Materials, as a rescue technician, Fire Fighter I and as an Emergency Medical Technician. To be
eligible for this program a student must be 16 years of age and a member in good standing of a
volunteer fire or rescue department.
Interactive Media Production – The Interactive Media Production program includes a strong
foundation in arts and communication with particular emphasis on graphic and media communications,
interactive technologies, and project development. Students complete two foundation courses in Arts,
Media and Communication and Interactive Media Production before selecting one of two options for
advanced study – Interactive Media Production or Simulation and Gaming.
Interactive Media Production students gain experience in Internet technology and website
development, computer graphics, digital media production and project management. Simulation
and Gaming students advance their understanding and skill level in computer game design and
interactive programming. All students develop a portfolio of their work and may earn certification
in Adobe Creative Suite or web design. Graduates may also earn articulated college credit.
Health Occupations
Health Occupations I/ Anatomy/Physiology I - This course is designed
to provide students with an introduction to a career in a health care institution. Students are trained
to function as a part of a health care team. Skills are taught in patient care so students will be able
to administer hands-on care and function as a Nursing Assistant. A course in Anatomy &
Physiology is taught in conjunction with Health Occupations. Students are given training and
instruction in the structure and function of the human body and its relationship to patient care.
Health Occupations II/Anatomy/Physiology II - Students successfully completing
all components of Health Occupations I will be able to enroll in Health Occupations II.
Continuation of study on the human body and related diseases is presented in several mini-courses,
including: Communicable Diseases, Death & Dying, Alzheimer, Maternity & Child Care, and First
Aid & CPR. Clinical experiences are provided at numerous sites, including Tawes Nursing Home,
McCready Hospital, and Manokin Manor Nursing Home. These experiences prepare students to
take the "National Geriatric Exam". Upon successful completion of the exam and this program,
students may pursue either related employment or continue education on a post-secondary level.
This program is articulated with Wor-Wic Community College.
Prerequisite: Health Occupations I.
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Heating, Ventilation, & Air Conditioning
HVAC I - First year students in the Heating, Ventilation, and Air Conditioning Program will
complete NCCER Core Curriculum: Introductory Craft Skills. This curriculum will familiarize
students with the construction industry and the associated trades. Core Curriculum includes
Modules on Basic Safety, Construction Math, Hand Tools, Power Tools, Blue Prints,
Communication Skills, Employability Skills and Material Handling. They will become certified
upon successful completion of OSHA’s 10-Hour Occupational Safety and Health Training Course.
Students will also receive their MD HVACR Apprentice Licenses ($10.00 fee required). The
Students will also begin learning the Theory and Principles of Mechanical Refrigeration while using
NCCER’s HVAC Level I. They will begin working in the shop using the tools of the trade. By the
end of their first year, they will have learned soldering, brazing, ductwork layout & fabrication and
basic electrical. These skills are used for job placement in the field in the summer following
successful completion of their first year in the program. Students must maintain academic grades,
professionalism, attendance & transportation to and from work in order to be placed for
employment. A valid driver’s license is highly recommended.
HVAC II - Second year students will return to the program and hone the skill learned the prior
year and over the summer. They will learn how to perform preventative maintenance on various
HVACR Systems, system components, troubleshooting skills, and proper repair procedures.
Students will complete an approved EPA Certification Program and test for their CFC Certification
($45.00 Fee required). Upon successful completion of the two year HVAC Program – Students may
sit for an exam at Wor-Wic Community College and receive six credits towards their degree. It is
highly encouraged for anyone in this program to continue with their studies after high school by
attending one of the many colleges or trade schools which will be sure to accelerate their career
path. The instructor will assist students in job placement prior to graduation.
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Teacher Education
Teaching As a Profession (Year 1, Semester 1) - This course focuses on the
profession of teaching: its history, purposes, issues, ethics, laws and regulations, roles, and
qualifications. Emphasis is placed on identifying the current, historical, philosophical, and social
perspectives of American education, including trends and issues.
Human Growth and Development (Year 1, Semester 2) - This course focuses on
human development from birth through adolescence. Emphasis is placed on theories of physical,
cognitive, and psychological development, the heredity and the environment, the role of caregivers
and the family, health and safety concerns, and contemporary issues.
Foundations of Curriculum and Instruction (Year 2, Semester 1) - This
course explores curriculum delivery models in response to the developmental needs of all
children. Emphasis is placed on the development of varied instructional materials and activities to
promote learning, classroom management strategies, and a supportive classroom environment.
Education Academy Internship (Year 2, Semester 2) - The internship is the
culminating course of the Education Academy Program. Students will have an opportunity to
integrate content and pedagogical (teacher instructional training) knowledge in an educational area
of interest. They will have an opportunity to extend and apply their knowledge about teaching in a
classroom setting under the supervision of a mentor teacher.
CTE Survey
Survey of Career and Technology Programs - Students in the survey class will get
firsthand knowledge of all of the programs available at the technology and career center. Eighth
graders will attend each program for five days during a marking period to experience what is taught
in every program offered at JM Tawes Technology and Career Center.
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Cooperative Work Experience
Cooperative Work Experience - This course provides seniors with the opportunity to
work on a job unrelated to the students' vocational training at the high school. Each prospective
student must make application to the Cooperative Work Experience Coordinator who then reviews
academic and behavior records and work-site eligibility as criteria for job placement. Selected
students must work a minimum of fifteen hours per school week to earn one to two credits toward
graduation. Employees must pay the minimum wage scale or better and provide workmen's
compensation. All participants are required to attend a minimum of three hours of daily classroom
instruction.
Cooperative Education - This course is designed to meet the needs of seniors who are
enrolled in a career and technology program. The program allows students to have an opportunity
to enter the world of work while still in school and apply the vocational skills they have learned.
Each student who desires to enter the program must make application to the C.V.E. Coordinator.
The C.V.E. Coordinator then reviews each prospective student's academic and behavioral records
and the worksite eligibility as criteria for job placement. Students selected to the program must
work a minimum of fifteen hours per week to earn two to four credits toward graduation.
Employees must pay minimum wage scale or better and provide workmen's compensation. All
participants are required to take two classes at school either in the morning or the afternoon. Some
students with financial needs, exceptional opportunities, or special circumstances will also be
considered for the program.
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English
Language Arts 8 - (not a graduation credit) - Students read a variety of literature, exploring
the characteristics of different forms and relating life situations to literary themes. Language
study includes vocabulary and learning about language history and structure, as well as the study
of language conventions. Through varied and frequent writing assignments, students build on
their understanding of writing as a process of prewriting, drafting, revising, and publishing;
students will also learn to write on demand. They also improve speaking and listening skills as
well as observing and practicing oral presentations to develop poise and confidence.
Language Arts 8 Honors - (not a graduation credit) - Although the same content will be
covered as in the regular class, the reading level of selections will be higher as well as the
complexity of the literary analysis. Students may also complete more frequent, rigorous
independent projects and be expected to write at a higher level of sophistication.
English I - English I provides a foundation for English II, introducing the skills needed to pass
the PARCC English I and II Assessments using a variety of forms of literature. Focuses include
reading strategies for literary and informational text, making inferences, speaking and listening
effectively, and writing to persuade, analyze, construct a narrative, and express personal ideas.
Students will also continue their student of language, including vocabulary, language history and
structure, and language conventions. There is an emphasis in the English I standards on exploring
non-US literature and authors.
English I Honors - Although the same content will be covered as in the regular class, the
reading level of selections will be higher as well as the complexity of the literary analysis.
Students may also complete more frequent, rigorous independent projects and be expected to
write at a higher level of sophistication.
Recommended: "C" or better in advanced eighth grade English, "B" or better in a general level
course.
English II - English II continues to build on the skills needed to pass the PARCC English II
Assessment using a variety of forms of literature. Passing the English II Assessment is graduation
requirement in Maryland. Focuses include reading strategies for literary and informational text,
making inferences, speaking and listening effectively, and writing to persuade, analyze, construct
a narrative, and express personal ideas. Students will also continue their student of language,
including vocabulary, language history and structure, and language conventions. English II also
builds a foundation for the more rigorous curriculum in English III; passing the English III
PARCC Assessment designates a student as college and career ready.
English II Honors - Although the same content will be covered as in the regular class, the
reading level of selections will be higher as well as the complexity of the literary analysis.
Students may also complete more frequent, rigorous independent projects and be expected to
write at a higher level of sophistication.
Recommended: "C" or better in advanced English I, "B" or better in a general level course.
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English III - In English III, students will continue to build their skills in reading informational
and literary text, writing for a variety of purposes and audiences, controlling language, and
speaking and listening. The text also includes a survey of American Literature, but is not
dedicated to American literature solely. Students will read both short and extended text, write
process pieces, and complete writing on demand tasks. At the end of the course, students will take
the English III PARCC Assessment, which will be used to determine if the student is college and
career ready. There may be other assessments that can be used to determine CCR. Students who
do not meet the requirements for CCR at the end of English II must complete a transition course
in their senior year in order to graduate.
English III Honors - This course is designed for those students who plan to attend college.
Although the same content will be covered as in the regular class, the reading level of selections
will be higher as well as the complexity of the literary analysis. Students may also complete
more frequent, rigorous independent projects and be expected to write at a higher level of
sophistication.
Recommended: "C" or better in advanced English II, "B" or better in a general level course.
English IV - This course focuses on British but may also include American, and World
Literature. Students will study the short story, Shakespearean drama, at least one novel, and
poetry. A number of writing assignments, based mostly on literature reading will be required
each term. Grammar, sentence structure and usage will be taught as needed as well as
composition. Content will continue to focus on reading informational and literary text, writing,
speaking, listening, and controlling language.
English IV Transition - This course will contain the same content as the standard English
IV course; however, it will also contain MSDE required content for the transition course.
Students will be required to take an MSDE approved assessment at the end of the course to
determine growth.
Advanced Placement English Language and Composition - This college level
course is designed to help students become skilled readers of prose written in a variety of
rhetorical contexts and to become skilled writers who compose for a variety of purposes. Both
their writing and their reading should make students aware of the interactions among a writer's
purposes, audience expectations, and subjects as well as the way generic conventions and the
resources of language contribute to effectiveness in writing. Students will write essays that
proceed through several stages or drafts, with revision aided by teacher and peers.
Advanced Placement English Literature and Composition - This course will
engage students in the careful reading and critical analysis of imaginative literature. Through the
close reading of selected texts, students will deepen their understanding of the ways writers use
language to provide both meaning and pleasure for their readers. Writing is integral part of the
course and is more than a mere adjunct to the study of literature. Since reading and writing
stimulate one another, they will be taught together in order to underscore both their common and
distinctive elements.
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Introduction to Theater (Theater Production) - This course involves a study of
the principles of speech and drama, emphasizing the organization of an oral presentation and the
production of several plays. Students will learn the various types of speeches and other forms of
communication as well as the technical areas involved in producing a play. The student's grades
will be based on weekly assignments, quizzes, tests, and performances. Attendance is required at
all performances.
Prerequisite: Approval of adviser is required.
Journalism I (11-12) - This course involves a step-by-step approach through the principles
of writing for the school newspaper: editing copy, designing the paper and working with other
outlets for school news. Units include gathering the news, covering speeches, writing features
and sports stories and advertising.
Prerequisites: Approval of the newspaper adviser is required for admission to this course.
Students must have basic keyboarding skills.
Journalism II (12) - This course is a continuation of Journalism I.
Prerequisites: Approval of the newspaper adviser is required for admission to this course.
Students must have basic typing skills. Students must have had Journalism I.
Yearbook I (11-12) - The yearbook class is responsible for creating the yearbook in a web-
based format through Jostens online. This class is a hands-on class with an extensive amount of
writing and research as well as assignments in layout, design and desktop publishing. Deadlines
are an extremely important part of the field of journalism and must be strictly adhered to in this
class. Yearbook is also a business oriented class. Besides creating the yearbook, students will be
required to take photos, sell ads and participate in marketing and selling the yearbook. Digital
photography, image manipulation, and photojournalism are also included in the class.
Prerequisite: Approval of the yearbook instructor is required for admission to this course.
Yearbook II (12) - This class involves a refinement of the skills acquired in Yearbook I and
the selection of an editor who, along with the rest of the senior members of the class, introduces
the new students to the mechanics of producing a yearbook.
Prerequisite: Credit in Yearbook I and the approval of instructor is required for admission to
the course.
Reading Acceleration (English Elective) - This course will not take the place of
language arts or English courses but will help toward graduation as one elective credit. Students
will be using a research based program, Read 180, in which students will be reading non-fiction
and fiction based on their reading level. While students may not be happy with missing another
elective, students recommended for this course will learn strategies and skills which will be
necessary for all of their other courses and will promote graduation on time.
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Reading Enrichment - This offering is for students who need less help than the course
listed above. Because the time is less than a semester’s work, there is no credit earned for this.
Students may attend this on an alternating basis with another course or may take it during
(advisory/access lunch). Like the other offering, students will be working with interesting
materials on their reading level. The length of time that students will be in the program will be
determined by the progress that they make.
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Fine Arts (Visual)
Art I - This course of study in visual arts focuses on enabling the student to understand how art
is created as a response to images, forms and experiences; understand the relationships among
works of art, individuals and societies in which they are created; develop the ability to create
visual images and the skills and sensitivity to apply aesthetic criteria to works of art; and
understand the health and safety rules of the art room.
Art II - This is a course of study in visual arts which focuses on enabling the student to
comprehend design concepts in works of art and the environment; understand and appreciate the
diversity and idiosyncratic quality of individual concepts for visual expression.
Prerequisite: Art I or consent of the instructor.
Art III - This is a course of study in visual arts which focuses on enabling the student to
comprehend how the visual arts interrelate with other forms of human creativity, such as the
humanities and science; develop the ability to identify, describe, and communicate personal
criteria for assessing one’s own work; and further develop the utilization of design concepts for
visual expression. This course is on a contract basis in individual studio practical selected topics
including: drawing, painting, graphics, ceramics, sculpture and photography.
Prerequisite: Art I or consent of the instructor.
Art IV - This course of study will include print making and directed studio assignments.
Prerequisite: Art I or consent of instructor.
Photography - Students will learn the basics of conventional chemical based photography
and electronic digital image development, production, and reproduction. Students will learn
elements of picture composition, light exposure, focus, shutter, and aperture manipulation in both
mediums.
Mass Communications - This class is designed to give students a working knowledge of
media production from the developmental stage to the final presentation to the public. Students
will become skilled in the following areas; computer graphics, camcorder use, editing, news
production, and video production. Students must be able to work independently and
cooperatively.
Advanced Placement Studio Art - Portfolios are created by students who are seriously
interested in the practical experience of art. AP Studio Art is not based on a written examination;
instead, students submit portfolios for evaluation at the end of the school year. The AP Program
offers three portfolios: Drawing, 2-D Design, and 3-D Design. The portfolios share a basic, three-
section structure, which requires the student to show a fundamental competence and range of
understanding in visual concerns (and methods). Each of the portfolios asks the student to
demonstrate a depth of investigation and process of discovery through the concentration section
(Section II). In the breadth section (Section III), the student is asked to demonstrate a serious
grounding in visual principles and material techniques. The quality section (Section I) permits the
student to select the works that best exhibit a synthesis of form, technique, and content.”
33
Foreign Language
Spanish I – The Spanish I class is designed to give an introduction to basic Spanish grammar
and vocabulary through oral repetition and practice as well as written, listening and reading
exercises. No prior study of the language presumed. Through the use of a wide variety of
resources and hearing the teacher speak the language students begin to develop communication
skills in the language. Intonation, diction, accent, and rhythm are stressed in oral practice and
during read-alouds. Correct spelling, accent usage, and structure are practiced in written
exercises. Culture, history and geography of the Spanish-speaking countries are introduced as a
separate unit and reinforced through the entire course. The course emphasizes understanding and
practical application rather than rote memory.
Spanish II – The Spanish II class is designed to continue and reinforce the speaking and
reading of the student on an intermediate level. Emphasis is placed on developing the vocabulary
and improving fluency of the student. Role plays, rehearsed and non-rehearsed reading materials
are used to meet this goal. Written Spanish will provide review of those principles presented in
Spanish I as well as practice on newly acquired knowledge. By the end of the year students will
be able to understand and interpret written and spoken language on a variety of topics. The course
focuses on the fundamental elements of the Spanish language within a cultural context. Emphasis
is on the progressive development of listening, speaking, reading, and writing skills. Upon
completion, students should be able to comprehend and respond with increasing proficiency to
spoken and written Spanish and should be able to demonstrate further cultural awareness.
Spanish III – The Spanish III course is intended to engage students in communication with
spoken and written Spanish language. Students will also continue to familiarize themselves with
different perspectives of the target language culture through experiences with its products and
practices. Through the study of thematic vocabulary and more advanced grammatical structures,
students will be able to imitate appropriate gestures, intonation, and common idiomatic
expressions through social interaction. Oral comprehension and pronunciation are improved via
the class use of the language. Grammatical structures are reinforced orally and in writing
throughout the year. The course continues to build on the four aspects of communication:
listening, speaking, reading, and writing.
Spanish IV - The curriculum of this course is designed to meet the needs of students who are
interested in learning to communicate in a world language at an advanced level. Additionally,
students will be exposed to the cultural similarities and differences as they relate to Spanish-
speaking countries. The class focuses on four content areas: speaking, listening, reading, and
writing. Students will acquire a working knowledge of thematic vocabulary and advanced
grammatical structures to enhance their ability to communicate in all four content areas of a
second language. Students will be reading a novel in the target language.
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Mathematics
Math 8 - This course is an on-grade level course that covers the 8th grade College and Career
Ready Standards. This course builds on the foundation established in 7th grade of the following
topics: the number system, statistics and probability, geometry, and expressions and equations.
This course also includes an in-depth study of functions. Mathematical practices, as defined by
CCSS, are woven through each unit. The depth of work in Mathematics will be based on the
level of challenge appropriate for the students. Students will take the PARCC End-of-Year
Assessment for Mathematics 8.
Algebra I - The purpose of this course is to satisfy the Algebra I requirement for graduation.
This course fits into an overall program of mathematics studies with a rigorous academic core by
extending what students have learned in the previous mathematics courses as well as introducing
key concepts and theories that provide a foundation for further study in mathematics (Geometry,
Algebra II, and beyond) and increases student’s mathematic literacy, problem solving and critical
thinking skills. These advanced topics include understanding our number system, solving,
graphing, and writing linear equations, inequalities, linear systems, exponents, quadratics,
polynomials, and factoring. The kind of learning activities in which students will engage can be
described as cooperative group investigations, partner collaboration, or individual work
(depending on the topic and assignment.) all of which are designed to help students understand
and explain the key concepts presented in this course, incorporating mathematical reasoning,
analysis, communication skills and real world applications. Students will learn and apply the
principals of Algebra I while employing 21st Century Skills, including creativity/innovations,
communication, collaboration, critical thinking, problem solving, and decision making. Students
will experience hands on activities and participate in class discussions with open-ended problem
solving. Students will take the PARCC End-of-Year Assessment for Algebra I
Geometry - The purpose of this course is to satisfy the Geometry requirement for graduation.
Geometry is designed to formalize and extend students’ geometric experiences from the middle
grades. Students explore more complex geometric situations and deepen their explanations of
geometric relationships, moving towards formal mathematical arguments. Important differences
exist between this Geometry course and the historical approach taken in Geometry classes. For
example, transformations are emphasized early in this course. Close attention should be paid to
the introductory content for the Geometry conceptual category found in the high school CCSS.
The Standards for Mathematical Practice apply throughout each course and, together with the
content standards, prescribe that students experience mathematics as a coherent, useful, and
logical subject that makes use of their ability to make sense of problem situations. The critical
areas, organized into five units are as follows: Congruence, Proof, and Constructions, Similarity,
Proof, and Trigonometry, Extending to Three Dimensions, Connecting Algebra and Geometry
through Coordinates, and Circles with and without Coordinates.
Prerequisite Course: Successful completion of Algebra I.
35
Algebra II - The purpose of this course is to satisfy the Algebra II requirement for students
who are planning to attend college and to prepare students for the College and Career Assessment
given at the end of their junior year. This upper level course fits into an overall program of
mathematics studies with a rigorous academic core by extending what students have learned in
the introductory-level mathematics courses as well as introducing more advanced topics. These
advanced topics include linear equations, inequalities, and systems, quadratic, polynomial,
exponential, logarithmic, and rational functions, equations and expressions. This course
introduces students to key concepts and theories that provide a foundation for further study in
mathematics (College Algebra, Calculus, Statistics, and beyond) and problem solving and critical
thinking skills that students learn in Algebra II are valuable tools that can be taken and applied in
other disciplines. Students will take the PARCC End-of-Year Assessment for Algebra II which
will determine if a student is “college and career ready” or show that they are College and Career
Ready by taking the SAT, ACT, or Accuplacer. Students who fail to meet the College and Career
Ready score on the PARCC assessment or who do not meet the score set forth by the Maryland
State Department on the SAT, ACT, or Accuplacer will be required to take an “Algebra based”
course.
Prerequisite Courses: Successful completion of Algebra I and Geometry
36
Integrated Mathematics - This course focuses on the key readiness standards from the
Common Core as well as the eight Standards of Mathematical Practices needed for students to be
ready to take postsecondary academic or career preparation. The course addresses standards
throughout high school and even earlier, including Algebra I, statistics and geometry, course
related mathematics for the Career and Technology courses, and the Algebra II standards agreed
to as essential college- and career-readiness standards for non-STEM math courses. Emphasis is
placed on the understanding of math concepts rather than just memorizing procedures. Students
learn the context behind the procedure: why to use a certain formula or method to solve a
problem, for example. This equips them with higher-order thinking to apply math skills, functions
and concepts in different situations. This course prepares students for college-level math
assignments based on the content. It is designed to meet the third level mathematics course for
students attending the College and Career Technology Center. It is not designed to prepare
students for college-level math in STEM majors. Students will take the PARCC End-of-Year
Assessment for Algebra II which will determine if a student is “college and career ready” or show
that they are College and Career Ready by taking the SAT, ACT, or Accuplacer. Students who
fail to meet the College and Career Ready score on the PARCC assessment or who do not meet
the score set forth by the Maryland State Department on the SAT, ACT, or Accuplacer will be
required to take an “Algebra based” course.
Prerequisite Courses: Successful completion of Algebra I and Geometry.
(AP)Statistics – This course introduces students to the major concepts and tools for
collecting, analyzing and drawing conclusions from data. Students will be introduced to the
major concepts and tools for collecting, analyzing, and drawing conclusions from data. The
course is built around four main topics: exploring data, planning a study, probability as it relates
to distribution of data, and inferential reasoning.
Prerequisite Courses: Successful completion of Algebra I, Geometry, Algebra II, and
designated as College and Career Ready.
Dual Enrollment Statistics – This course introduces students to the major concepts and
tools for collecting, analyzing and drawing conclusions from data. Students will be introduced to
the major concepts and tools for collecting, analyzing, and drawing conclusions from data. The
course is built around four main topics: exploring data, planning a study, probability as it relates
to distribution of data, and inferential reasoning.
Prerequisite Courses: Successful completion of Algebra I, Geometry, Algebra II, and
designated as College and Career Ready.
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Calculus AB – This course is primarily concerned with developing the students’
understanding of the concepts of calculus and providing experience with its methods and
applications. The courses emphasize a multi-representational approach to calculus, with concepts,
results, and problems being expressed graphically, numerically, analytically, and verbally.
The connections among these representations also are important. Broad concepts and widely
applicable methods are emphasized. The focus of the courses is neither manipulation nor
memorization of an extensive taxonomy of functions, curves, theorems, or problem types. Thus,
although facility with manipulation and computational competence are important outcomes, they
are not the core of these courses. Technology will be used regularly by students to reinforce the
relationships among the multiple representations of functions, to confirm written work, to
implement experimentation, and to assist in interpreting results. Through the use of the unifying
themes of derivatives, integrals, limits, approximation, and applications and modeling, the course
becomes a cohesive whole rather than a collection of unrelated topics.
Prerequisite Courses: Successful completion of Algebra I, Geometry, Algebra II, and
designated as College and Career Ready.
Fundamentals of College Mathematics - This course is a study of the fundamental
topics in advanced algebra with emphasis on applications, the understanding of the function
concept and manipulative skills. Major topics include operations on algebraic expressions and
complex numbers; solving polynomial equations and inequalities, absolute value equations and
inequalities and rational equations and inequalities; applications; functions; exponents and
logarithms; graphs of polynomial, exponential and logarithmic functions and systems of
equations and inequalities. The use of graphing calculators will be incorporated throughout the
course. While college bound students would be better prepared completing the math sequence
through statistics, some students are not ready for statistics and this course will help them to meet
minimum math entry requirements. This course meets the state requirements of a non-trivial
Algebra course. Students enrolled in this course who are not College and Career ready will be
tested using Accuplacer at the end of the course.
Prerequisite Courses: Successful completion of Algebra I, Geometry, and either Algebra II or
Integrated Mathematics.
38
Performing Arts
Eighth Grade Concert Choir - Eighth Grade Concert Choir offers a variety of learning
experiences for choral musicians of all levels. This ensemble introduces a variety of musical
styles while incorporating music theory, music history and vocal technique.
Music I - This semester course is designed to introduce and develop fundamental skills in
music with special emphasis on singing for the beginning student in music. The student will
study music history (history of American Folk Music, American Popular Music, the instruments
of the orchestra and the Master composers). Music application will be an integral part of
instruction.
Music II - This is designed to acquaint students with music theory, music reading and
performance. Historical development, major composers, classical music and listening
appreciation will be emphasized. The course will also acquaint students with the basic principles
of playing a piano, recorder, autoharp and guitar on a beginner to advanced level.
Chorus - This course is designed for students who are interested in refining their musical,
vocal and performance skills. Music of all cultures, periods and styles, with difficulty or levels
ranging from medium to advanced, are considered in selecting the repertory of the choral music
program. Attendance at all performances is required.
Prerequisite: Admission by Vocal Audition.
Chamber Choir - Chamber Choir is a selected choral ensemble whose members assume
individual responsibility for professionalism, commitment, awareness of musical objectives and
excellence in performance. This is an advanced mixed choir which will provide opportunities for
the advancement and refinements of musical and performance skills and aesthetic judgments.
Prerequisite: Admission to students in grades 9-12 by audition only
8th
Grade Band - The purpose of the 8th grade Band is to develop the intermediate
instrumentalist, providing opportunities for both performance and basic instruction of musical
terminology and theory. Members will study the rudiments of music, including basic intervallic,
melodic, harmonic, and rhythmic ear training. The course will also include the development of
musical understanding of pitch, rhythm, timbre, dynamics and style. In addition, the performance
skills of posture, breath control, tone quality, finger dexterity, articulation, sight reading and the
development of the Band Repertoire (Grade I-III) will be covered. Performances will be
mandatory.
Prerequisite: Admission by instrumental audition.
Jazz Band - The purpose of the Jazz Band is to meet the needs of the experienced musician,
providing opportunities for both performance and basic instruction in the form of American
Jazz. Members will study the rudiments of Jazz, the history of Jazz, and the style of Jazz. All
performances are mandatory.
Prerequisite: Must be a current member of the Symphonic Marching Band and audition.
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Symphonic/March Band/Concert - The purpose of the Concert Band is to meet the
needs of the experienced musician, providing opportunities for both performance and basic
instruction of musical terminology and theory. Members will study the rudiments of music,
including basic intervallic, melodic, harmonic, and rhythmic ear training. The course will also
include the development of musical understanding of pitch, rhythm, timbre, dynamics and
style. In addition, the performance skills of posture, breath control, tone quality, finger dexterity,
articulation, sight reading and the development of the Band Repertoire (Grade I-V) will be
covered. Performances will be mandatory.
Prerequisites: Admission by instrumental audition.
American Musical Theatre - An introductory course to the evolving American musical.
This class focuses on the shifts in style and content over the past two hundred years. Our
discussions include American theatrical influences, methods of analysis, influential artists
throughout history, and the current state of the American musical. Through discussion, readings,
recordings, and videotapes; students will investigate this lively art.
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Physical Education & Health
Physical Education/Health I (9)/(10) - This course is required for graduation.
Students alternate approximately every two weeks between health and physical activities.
Physical Fitness and team sports are emphasized. Health focuses on drugs, alcohol, tobacco, and
personal hygiene. Emphasis will be on physical fitness skills and team sports. Advanced and
additional activities will be included.
Physical Education II, III, IV - This course is an elective and emphasizes individual
and leisure activities. Some team sports will be utilized. In some situations, students will be
allowed to select from activities being offered. Physical fitness testing will be administered at the
beginning and end of the course. Emphasis will be placed on immediate and long-range values of
recreation and leisure as well as physical fitness.
Basketball Skills - This course is an elective and emphasizes individual and team skills used
in the game of basketball. Prior knowledge is encouraged but not required. Students will be
expected to participate in drills that improve techniques in skills such as dribbling, passing,
shooting and rebounding. Team concepts covering defense and offense will also be practiced
along with weight training and plyometrics. The course will run for 1 semester and counts as a 1
credit elective. Skill test and written test will be administered and a final exam given.
Lifetime Sports - Lifetime Sports is a class that provides opportunities for students to
enhance their physical, mental and social well-being through directed class activities. Activities
used will help the individual to incorporate physical activities into his or her daily lifestyle. Some
activities would include, but are not limited to: fitness training, bowling, ultimate Frisbee, paddle
ball and bocce. These activities would be dependent upon space and available equipment.
Fitness and Conditioning - This course is offered as a 1 credit elective. It is designed to
improve a student’s physical fitness, knowledge of sports, and participation in various sports and
activities. Students will be expected to change their clothes for safety and hygiene, participate in
daily activities, perform activities that improve cardiovascular endurance, and workout in the
weight room to increase muscular strength. A weekly test to assess knowledge of the sports
participated in will be administered. Students will take a cumulative final written exam.
Prerequisite: Students should have taken and passed Health/PE I.
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Science
Science 8 - Students will learn and practice the scientific method by conducting experiments
which demonstrate the process. Students will learn conversions in length, volume, and mass.
The class will explore the laws of motion and force and how they operate. The students will
explore chemical reactions and how they occur. (Not a graduation requirement)
Science 8 Honors - Students will learn and practice the scientific method by conducting
experiments which demonstrate the process. Students will learn conversions in length, volume,
and mass. The class will explore the laws of motion and force and how they operate. The
students will explore chemical reactions and how they occur. The students will be required to
either participate in science fair or create a research paper. (Not a graduation requirement)
Environmental Science (9) - This course is designed to give the student knowledge of
the Earth, appreciation of the environment, and as awareness of environmental issues. Topics
include studying the Earth, ecological interactions, energy resources, land and water resources,
managing human impact, the Manokin River and Chesapeake Bay.
Environmental Science Honors (9) - This course is designed to give the student
knowledge of the Earth, appreciation of the environment, and as awareness of environmental
issues. Topics include studying the Earth, ecological interactions, energy resources, land and
water resources, managing human impact, the Manokin River and Chesapeake Bay. The students
will be required to either participate in science fair or create a research paper.
Biology I (10) - This course places emphasis on giving the student the solid foundation they
need to understand biological concepts and skills to processes, energy transfer, naturally
occurring cycles, evolutionary change, relationships between living and nonliving factors in the
environment and man’s biological impact on the world.
Biology I Honors (10) - This course places emphasis on giving the student the solid
foundation they need to understand biological concepts and skills to processes, energy transfer,
naturally occurring cycles, evolutionary change, relationships between living and nonliving
factors in the environment and man’s biological impact on the world. The students will be
required to either participate in science fair or create a research paper.
Physical Science - This course is designed to expose students to the everyday application of
Physics and Chemistry Principles. Topics dealing with matte and its interactions, motion and
stability, energy, and waves and their applications in technologies for information transfer. This
hands-on-lab-oriented course aids student in their reasoning skills they will need to live in the
21st century.
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Physical Science Honors - This course is designed to expose students to the everyday
application of Physics and Chemistry Principles. Topics dealing with matte and its interactions,
motion and stability, energy, and waves and their applications in technologies for information
transfer. This hands-on-lab-oriented course aids student in their reasoning skills they will need to
live in the 21st century. The students will be required to either participate in science fair or create
a research paper.
Chemistry I - This introductory chemistry course focuses on the structure and properties of
matter. The initial concepts present some descriptive chemistry, a systematic approach to
problem solving, basic vocabulary, as well as the mechanics needed to move on to more complex
concepts. Topics covered will include stoichiometry, mole, chemical equations, energy, and
waves. The students will be required to participate in science fair.
Prerequisite: “C” or better in Algebra I and Algebra II or Algebra II concurrently.
Chemistry II - This course is for college-bound students with one credit of chemistry prior to
this course. Chemistry II will start where Chemistry I stopped and will have as its major
emphasis the areas of organic and analytical chemistry. Emphasis will be placed on laboratory
procedure and accuracy in measurement. The students will be required to participate in science
fair.
Prerequisite: C or better in Chemistry I
Anatomy & Physiology - Topics include anatomy and physiology of each of the body
systems, histology, and the language of anatomy and genetics. Labs will include dissections of
fetal pigs, fruit fly experiments, blood typing and observations of operations. The course will
require one to two hours of homework each night and will be taught on a college level.
Marine Biology - This course is designed primarily for those students at the senior high
level who do not wish to study an advanced science but wish an additional science course.
Emphasis is placed on understanding the marine environment specifically the Manokin River and
Chesapeake Bay.
Advance Placement Biology - This course is designed to be taken by students after the
successful completion of Biology I and Chemistry I. It will provide students with the conceptual
framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly
changing science of biology.
Dual Enrollment Environmental Science - This is a general education natural
science course that integrates the physical and biological sciences in order for students to gain an
understanding of humans in their environment. This course emphasizes critical thinking and
global context, and prepares students to be able to discuss ecological concerns and rational
solutions for today’s environmental problems.
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Social Studies
U.S. History 8th
Grade - U.S. History I will focus on the history of the United States from
the Colonial Period through the Civil War. Topics will include: the creation of the original 13
colonies, the Revolutionary War, Articles of Confederation, creation of the federal system, the
Constitution, Westward Movement, War of 1812, Industrial Revolution, Immigration,
Sectionalism, The Civil War, and Reconstruction. Economic, personal finance and geographic
standards will be incorporated into units throughout the year. Not a graduation requirement.
U.S. History 8th
Grade (Honors) - U.S. History I Honors will cover all units and
standards that are covered in regular U.S. History I. Additionally, students will be required to
complete one of the following additional requirements:
Read at least one historical novel (as selected and provided by teacher) for analysis
Submit bi-weekly presidential outlines on all presidents from Washington to Lincoln that
address major economic, foreign and domestic policies.
Submit a formal research paper of at least 5 pages complete with APA style citations &
Bibliography
Submit a formal multi-media presentation complete with APA style citation &
Bibliography. This course is not a graduation requirement.
U.S. History II - U.S. History II focuses on the period of U.S. History from Reconstruction
to the present. Major topics include Manifest Destiny, Immigration & Industrialization,
Xenophobia & Red Scare, World Wars, the Depression, the Cold War, Korea, Vietnam, and
Watergate. Students will study the factors and events which influenced the rapid growth of this
nation. Economic, personal finance and geographic standards will be incorporated into units
throughout the year.
U.S. History II (Honors) - U.S. History II Honors will cover all units and standards that
are covered in regular U.S. History I. Additionally, students will be required to complete one of
the following additional requirements:
Submit bi-weekly presidential outlines on all presidents from Johnson to Reagan that
address major economic, foreign and domestic policies.
Submit a formal research paper of at least 7 pages complete with APA style citations &
Bibliography
Submit a formal multi-media presentation complete with APA style citation &
Bibliography.
Government - The Government course focuses on the fundamentals of how American
Government works and how citizens and groups influence government, which are assessed on the
HSA. Major topics include: how the three branches of government function and interact with
each other; the impact of U.S. government on our economy and the global economy; how state
and local governments work; what impact the government has on everyday life, how do citizens
influence government, how and why is the government limited; and what role does U.S. foreign
policy play in global events?
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Government (Honors) - Government Honors will cover all units and standards that are
covered in regular Government. Additionally, students will be required to complete one of the
following additional requirements:
Participate in a year-long Stock Market Game simulation complete with Invest Write
analysis
Complete a formal research paper of at least 8 pages complete with APA style citation &
Bibliography
Submit a formal multi-media presentation complete with APA style citation &
Bibliography.
World History - This course covers major eras and events in World History from the end of
the Middle Ages through the present. Major topics covered include: African and Asian
Kingdoms of the Middle Ages; Renaissance and Reformation; Absolutism & Enlightenment;
World revolutions; Nationalism & Imperialism; World Wars; Cold War; Collapse of the Soviet
Union; Colonial Independence Movements; Arab Spring
World History (Honors) - World History Honors will cover all units and standards that
are covered in regular World History. Additionally, students will be required to complete one of
the following additional requirements:
Submit bi-weekly research presentations on countries throughout the world.
Submit a formal research paper of at least 8 pages complete with APA style citations &
Bibliography
Submit a formal multi-media presentation complete with APA style citation &
Bibliography
Contemporary Issues - This course focuses on the impact of social, economic,
international and political issues on contemporary society. It is designed to cover democratic
citizenship, government participation in domestic and foreign affairs, and personal finance.
Special attention is given to personal finance and geography.
Contemporary Issues (Honors) - Contemporary Issues Honors will cover all major
topics that are covered in regular Contemporary Issues. Additionally, students will be required to
complete one of the following additional requirements:
Submit a formal research paper of at least 10 pages complete with APA style citations &
Bibliography
Submit a formal multi-media presentation complete with APA style citation &
Bibliography
Note: This course may only be taken by seniors.
Psychology - This course is a study of human behavior and its effects on society. The learned
material is designed to help students cope with daily problems and understand why certain
behaviors occur. Extensive class/group discussion will be utilized in addition to simulations.
Class projects are a requirement for the course.
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AP Psychology - This course introduces students to the scientific study of human behavior
and mental processes. Students explore and apply psychological theories, concepts, and
phenomena associated with topics such as: biological bases of behavior, sensation, and
perception; learning and cognition, motivation, developmental psychology, abnormal behavior,
and social psychology.
AP United States History - AP United States History focuses on developing students’
abilities to think conceptually about U.S. history from approximately 1491 to the present and
apply historical thinking skills as they learn about the past. Seven themes of equal importance —
identity; peopling; politics and power; work, exchange, and technology; America in the world;
environment and geography; and ideas, beliefs, and culture — provide areas of historical inquiry
for investigation throughout the course. These require students to reason historically about
continuity and change over time and make comparisons among various historical developments in
different times and places.
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Technology
CAD I - CAD I begins with dimensioning with architecture and engineers scales, lettering and
mechanical drawing. Students then move on to computer assisted design software using
AutoCad, one of the industry standards. Students begin with an overall view of basic features of
AutoCad including menus, toolbars, and commands; basic shapes; types of lines and fill patterns;
basic edit commands; file control; using the snap command; dimensioning; using text features;
and layout drawing. Students learn by completing many projects which increase in difficulty.
CAD II - CAD II continues where CAD I left off. Students learn more complex features of
AutoCad and learn how it can be used for specific tasks associated with the various schools of
engineering and design. Advanced students begin to explore some of the modules available with
AutoCad. Students continue with a variety of more complex projects.
CAD III – CAD III is an advanced course for exceptional students and entry is through
instructor approval only. CAD III students will have an individual curriculum designed by the
instructor based on student skill and interest. In addition to completion of multifaceted projects,
students may also mentor younger students in CAD I and II.
Technology Education I - is an integrated, experience-based instructional program
designed to prepare a population that is knowledgeable about technology - its evolution, systems,
techniques, utilization, and social and cultural significance. It results in the application of math
and science concepts in technological systems. Students discover, create, solve problems, and
construct by using a variety of tools, machines, materials, processes, and computer systems.
Technology education is taught in an active laboratory setting rich with hands-on, multi-sensory
experiences. Such a laboratory setting has abundant opportunities for varied and multiple
methods of student assessment. Therefore, student assessment in technology education should
provide for a variety of ways in which students demonstrate achievement of learner outcomes.
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SCHEDULING FORMS
College
Freshman (Grade 9) Scheduled Completed Sophomore (Grade 10) Scheduled Completed
English 9 English 10
Regular Regular
Honors Honors
Algebra I Geometry
Environmental Science Biology
Regular Regular
Honors Honors
U.S. History II Government
Regular Regular
Honors Honors
Physical Education/Health Physical Education/Health
Electives Electives
American Musical Theatre American Musical Theatre
Art I Art I
Chorus Art II
Chamber Chorus Art III
Drama Drama
Jazz Band Art IV
Mass Communications Chorus
Music I Chamber Chorus
Photography Jazz Band
Spanish I Mass Communications
Symphonic/March/ Concert
Band
Music I
Tech Ed Music II
Photography
Spanish II
Symphonic/March/ Concert
Band
Tech Ed
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College Cont’d
Junior (Grade 11) Scheduled Completed Senior (Grade 12) Scheduled Completed
English 11 English 12
Regular Regular
Honors Honors
Advanced Placement English
Language and Composition
Advanced Placement English
Language and Composition
Advanced Placement English
Literature and Composition
Advanced Placement English
Literature and Composition
Algebra II Statistics
Chemistry Calculus
Physical Science Dual Enrollment Mathematics
Anatomy & Physiology Chemistry
Advanced Placement Biology Chemistry II
Dual Enrollment Environmental
Science
Physical Science
World History Anatomy & Physiology
Regular Advanced Placement Biology
Honors Dual Enrollment Environmental
Science
Advancement Placement U.S.
History
Physics
Psychology Contemporary Issues
Advanced Placement Psychology Regular
Physical Education/Health Honors
Electives Advancement Placement U.S.
History
American Musical Theatre Psychology
Art I Advanced Placement Psychology
Art II Physical Education/Health
Art III Electives
Art IV American Musical Theatre
Chorus Art I
Chamber Chorus Art II
Drama Art III
Jazz Band Art IV
Journalism I Chorus
Mass Communications Chamber Chorus
Music I Drama
Music II Jazz Band
Photography Journalism I
Spanish III Journalism II
Symphonic/March/ Concert Band Mass Communications
Tech Ed Music I
Yearbook I Music II
Photography
Spanish III
Symphonic/March/ Concert Band
Tech Ed
Yearbook I
Yearbook II
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Career Freshman (Grade 9) Scheduled Completed Sophomore (Grade 10) Scheduled Completed
English 9 English 10
Regular Regular
Honors Honors
Algebra I Geometry
Environmental Science Biology
Regular Regular
Honors Honors
U.S. History II Government
Regular Regular
Honors Honors
Physical Education/Health Physical Education/Health
Electives Electives
American Musical Theatre American Musical Theatre
Art I Art I
Chorus Art II
Chamber Chorus Art III
Drama Drama
Jazz Band Art IV
Mass Communications Chorus
Music I Chamber Chorus
Photography Jazz Band
Spanish I Mass Communications
Symphonic/March/ Concert
Band
Music I
Tech Ed Music II
Photography
Spanish II
Symphonic/March/ Concert
Band
Tech Ed
50
Career Cont’d
Junior (Grade 11) Scheduled Completed Senior (Grade 12) Scheduled Completed
English 11 English 12
Regular Regular
Honors Honors
Advanced Placement English
Language and Composition
Advanced Placement English
Language and Composition
Advanced Placement English
Literature and Composition
Advanced Placement English
Literature and Composition
Algebra II Algebra II
Transitional Mathematics Fundamentals of College Math
Chemistry Statistics
Physical Science Calculus
Anatomy & Physiology Dual Enrollment Mathematics
Advanced Placement Biology Chemistry
Dual Enrollment Environmental
Science
Chemistry II
World History Physical Science
Regular Anatomy & Physiology
Honors Advanced Placement Biology
Advancement Placement U.S.
History
Dual Enrollment Environmental
Science
Psychology Physics
Advanced Placement Psychology Contemporary Issues
Physical Education/Health** Regular
Electives Honors
American Musical Theatre Advancement Placement U.S.
History
Art I Psychology
Art II Advanced Placement Psychology
Art III Physical Education/Health**
Art IV Electives
Chorus American Musical Theatre
Chamber Chorus Art I
Drama Art II
Jazz Band Art III
Journalism I Art IV
Mass Communications Chorus
Music I Chamber Chorus
Music II Drama
Photography Jazz Band
Spanish III Journalism I
Symphonic/March/ Concert Band Journalism II
Tech Ed** Mass Communications
Yearbook I Music I
Music II
Photography
Spanish III
Symphonic/March/ Concert Band
Tech Ed**
Yearbook I
Yearbook II
51
CTE Freshman (Grade 9) Scheduled Completed Sophomore (Grade 10) Scheduled Completed
English 9 English 10
Regular Regular
Honors Honors
Algebra I Geometry
Environmental Science Biology
Regular Regular
Honors Honors
U.S. History II Government
Regular Regular
Honors Honors
Physical Education/Health Physical Education/Health
Electives Electives
American Musical Theatre American Musical Theatre
Art I Art I
Chorus Art II
Chamber Chorus Art III
Drama Drama
Jazz Band Art IV
Mass Communications Chorus
Music I Chamber Chorus
Photography Jazz Band
Spanish I Mass Communications
Symphonic/March/ Concert
Band
Music I
Tech Ed Music II
Photography
Spanish II
Symphonic/March/ Concert
Band
Tech Ed
52
CTE Cont’d
Junior Scheduled Completed Senior Scheduled Completed
English 11 English 12
Regular Regular
Honors Honors
Advanced Placement English
Language and Composition
Advanced Placement English
Language and Composition
Advanced Placement English
Literature and Composition
Advanced Placement English
Literature and Composition
Algebra II Algebra II
Transitional Mathematics Fundamentals of College Math
Chemistry Statistics
Physical Science Calculus
Anatomy & Physiology Dual Enrollment Mathematics
Advanced Placement Biology Chemistry
Dual Enrollment Environmental
Science
Chemistry II
World History Physical Science
Regular Anatomy & Physiology
Honors Advanced Placement Biology
CTE Concentrator Dual Enrollment Environmental
Science
Physics
Contemporary Issues
Regular
Honors
CTE Completer
