Dunwoody High School 2013 2014 Course Description Catalogdunwoodyhs.dekalb.k12.ga.us/Downloads/DHS...
Transcript of Dunwoody High School 2013 2014 Course Description Catalogdunwoodyhs.dekalb.k12.ga.us/Downloads/DHS...
Dunwoody High School
2013 – 2014
Course Description
Catalog
Personal Responsibility In Developing Excellence
2
Table of Contents
Instructional Classification Definitions 4
Career Technology Department 7
English/ESOL/Drama Department* 15
Mathematics Department* 20
Physical Education/ROTC/Music Department 24
Science Department* 34
Social Studies Department* 39
Special Education Department (Resource & Self-Contained) 42
World Languages Department* 58
Reference List 63
3
*All Collaborative and Co-Taught course descriptions are the same as content departmental course descriptions.
Instructional Classification Definitions
Special Education- Independent Living Program: Educational placement decisions are determined individually by the
student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. Other skills important to the student, such as adaptive behavior, self-help, communication,
and vocational skills will be addressed in each student’s IEP an instructional day as needed. Some students will require community- based instruction to prepare for transition to possible adult service programs.
Special Education Setting: Educational placement decisions are determined individually by the student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. The special education teacher provides services to the student with disabilities in a special education classroom. English Speakers of Other Languages (ESOL) Instruction: Students are eligible for ELL services, if their first/primary language is other than English and after being screened with the W-APT, they score below a 5.0 Composite Proficiency Level. Special Education-Collaborative Instruction: Educational placement decisions are determined individually by the student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. A special education
4
teacher provides services to students with disabilities and shared teaching responsibilities with two general education teachers within an instructional segment in the general education classroom. The special education teacher is in each general education class for half of the instructional segment. Special Education-Co Taught Instruction: Educational placement decisions are determined individually by the student’s IEP. All students must have access to the general education curriculum and grade-level Georgia Performance Standards (GPS). Providing access to grade level GPS will be different for each student based upon individual strengths and weaknesses. The special education and general education teacher provide service to students with disabilities and share teaching responsibilities for all students in the general education classroom. The special education teacher is in the general education class for the full instruction segment. College Preparatory: College preparatory instruction that includes: Universal screenings to
target groups in need of specific instructional and/or behavioral support; implementation of the Georgia Performance Standards (GPS) through a standards-based classroom structure; differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning; progress monitoring of learning through multiple formative assessments; and positive behavior supports.
Accelerated/Gifted Instruction: The student’s instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to the general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Instructional goals should be selected on the basis of careful analyses for their roles in the content and hierarchies of curricula. The pacing of activities and goals should be based on pre-instructional assessment. The Georgia State Board of Education defines a gifted student as" . . . a
student who demonstrates a high degree of intellectual, creative and/or artistic ability (ies), possesses exceptional leadership skills, or excels in
5
specific academic fields and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities."
Advanced Placement Instruction: An Advanced Placement (AP) course is not simply a course that explores the regular high school curriculum faster or in greater depth. Instead, AP courses cover material normally studied at the collegiate level and demand heavier workloads, increased depth of thought, and more intensive standards of grading. They also require the completion of summer reading assignments and/or projects and receive the following weighted Carnegie Unit credit: A = 5.0 pts.; B = 4.0 pts.; C = 3.0 pts.; and D = 2.0 pts.
6
Career Technology and Visual Arts
8.43600 Entrepreneurship: Building a
Business (MKT – EN)
Entrepreneurship: Building a Business, an imperative component of a strong
economy, is based on individuals who are creative thinkers and risk takers.
Therefore, students in this entrepreneurship course focus on recognizing a
business opportunity, starting a business based on the recognized opportunity,
and operating and maintaining that business. This course begins by moving
students from the typical “what is” educational focus to the “what can be” focus.
Preparation of a business plan allows students to apply the functional areas of
accounting, finance, marketing, and management to the planned business, as well
as to the legal and economic environments in which a new venture operates.
This course may be taken as a part of a student’s Marketing Pathway or may
serve as a stand alone course for students in other disciplines wishing to explore
business ownership. In order to increase the number of application experiences,
students should participate in work-based learning activities and the student
organization, DECA, An Association of Marketing Students. It is highly
advantageous for students to participate in a school–based enterprise where
available.
8.47400 Marketing Principles (MKT-
MP)
Marketing Principles is the foundational course for all pathways in Marketing
Education. Marketing Principles addresses all the ways in which marketing
satisfies consumer and business needs and wants for products and services.
Students develop an understanding of the functions of marketing and how these
functional areas affect all businesses. They learn basic marketing concepts and
the role of marketing in our economy. Students also develop skills in applying
economic concepts to marketing, distribution and logistics, marketing
information management, finance in marketing, product/service planning,
7
pricing mixes, promotional strategies, and personal selling. In order to increase
the number of application experiences, students should participate in work-based
learning activities and the student organization, DECA, An Association of
Marketing Students. It is highly advantageous for students to participate in a
school–based enterprise where available.
10.51110 Broadcast/ Video Production 1
ACCT-BVP1
This one credit course is the first in a pathway that prepares the student for
employment or entry into a postsecondary education program in the
Broadcast/Video Production career field. Topics covered may include, but are
not limited to: history of mass media, terminology, safety, basic equipment,
script writing, production teams, production and programming, set production,
lighting, recording and editing, studio production, and professional ethics. Skills
USA, the Georgia Scholastic Press Association, Technology Student Association
(TSA) and Student Television Network are examples of, but not limited to,
appropriate organizations for providing leadership training and/or for reinforcing
specific career and technical skills and may be considered an integral part of the
instructional program. All material covered in BVP1 will be utilized in
subsequent courses.
10.51210 Broadcast/ Video Production 2
ACCT-BVP 2
This one credit course is the second in a series to prepare for a career in
Broadcast/Video production and/or to transfer to a postsecondary program for
further study. Topics include: Planning, Writing, Directing and Editing a
Production; Field Equipment Functions; Operational Set-Up and Maintenance;
Advanced Editing Operations; Studio Productions; Performance; Audio/Video
Control Systems; Production Graphics; Career Opportunities; and Professional
Ethics. Skills USA, the Georgia Scholastic Press Association, Technology
Student Association (TSA) and Student Television Network are examples of, but
not limited to, appropriate organizations for providing leadership training and/or
for reinforcing specific career and technical skills and may be considered an
integral part of the instructional program. All material covered in BVP1 and
BVP2 will be utilized in subsequent courses.
8
10.51310 Broadcasting /Video Production
3 ACCT-BVP 3
This one credit transition course is designed to facilitate student-led
broadcasts/videos under the guidance of the instructor. Students work
cooperatively and independently in all phases of broadcast/video production.
Skills USA, the Georgia Scholastic Press Association, Technology Student
Association (TSA), and Student Television Network are examples of, but not
limited to, appropriate organizations for providing leadership training and/or for
reinforcing specific career and technical skills and may be considered an integral
part of the instructional program. All material covered in BVP1, BVP2 and
BVP3 will be utilized in subsequent courses.
10.51410 Broadcast/Video Production
Applications ACCT-BVPA
Broadcast/Video Production Applications is the fourth course in the BVP
pathway and is designed to assist students in mastering skills necessary to gain
entry level employment or to pursue a post-secondary degree or certificate.
Topics include advanced camcorder techniques, audio production, scriptwriting,
producing, directing, editing, employability skills, and development of a digital
portfolio to include resume’, references, and production samples. Skills USA, the
Georgia Scholastic Press Association, Technology Student Association (TSA),
and Student Television Network are examples of, but not limited to, appropriate
organizations for providing leadership training and/or for reinforcing specific
career and technical skills and may be considered an integral part of the
instructional program. Instructor approval of digital portfolio (as needed for
satisfactory completion of BVP 3) required prior to registration for this course.
11.41500 Introduction to Digital
Technology
Introduction to Digital Technology is the foundational course for Web & Digital
Communications, Programming, Advanced Programming, Information Support
& Services, and Network Systems pathways. This course is designed for high
school students to understand, communicate, and adapt to a digital world as it
impacts their personal life, society, and the business world. Exposure to
foundational knowledge in hardware, software, programming, web design, IT
support, and networks are all taught in a computer lab with hands-on activities
and project-focused tasks. Students will not only understand the concepts, but
apply their knowledge to situations and defend their actions/decisions/choices
through the knowledge and skills acquired in this course. Employability skills
are integrated into activities, tasks, and projects throughout the course standards
to demonstrate the skills required by business and industry. Competencies in the
co-curricular student organization, Future Business Leaders of America (FBLA),
are integral components of both the employability skills standards and content
standards for this course. Various forms of technologies will be highlighted to
9
expose students to the emerging technologies impacting the digital world.
Professional communication skills and practices, problem-solving, ethical and
legal issues, and the impact of effective presentation skills are taught in this
course as a foundational knowledge to prepare students to be college and career
ready. The knowledge and skills taught in this course build upon each other to
form a comprehensive introduction to digital world. Introduction to Digital
Technology is a course that is appropriate for all high school students. The pre-
requisite for this course is advisor approval.
11.418
00 Beginning Programming (BCS
– BP)
The major goal of this course is for students to develop the computer science
skills of algorithm development, problem solving, and programming. While the
emphasis of the course will be on programming, students will also be introduced
to other important topics, such as careers, the limits of computing and the
difference between interpreters and compilers.
11.42100 Intermediate Programming
(BCS – IP)
The goal of this course is to deepen students understanding of computing.
Students will learn key concepts of software engineering, graphical user
interface, and user interface design. Students will gain a deeper understanding of
basic data structures and use them to solve more complex problems in a
collaborative manner.
11.43100 Fundamentals of Web Design
(BCS-FWD)
Fundamentals of Web Design is the second course in the Interactive Media
Career Pathway. This course will provide students with essential web page
planning and development skills. Students will learn to write code manually and
use graphical authoring tools. Students will also learn to work with web page
layout and graphical elements, including images, hyperlinks, tables, forms, and
frames. Mastery of these standards through project-based learning and leadership
development activities of Future Business Leaders of America (FBLA) will help
prepare students with a competitive edge for the global marketplace.
10
11.43200 Advanced Web Design (BCS-
AWD)
The goal of this course is to provide students with the study of advanced topics
in web design. Computer in the Modern World and Beginning Web Design are
both prerequisites for this course. Upon completion of this course, students
should have a thorough knowledge of all areas of web page design. Topics
include the web development process, advanced layout and design features,
advanced study of scripting languages, site development with HTML editors,
and web servers and databases. This course also prepares students to take the
CIW Associate Design Specialist Certification.
20.44100 Foundations of Interior Design
FCS-FID
This course introduces the student to the basic fundamentals of design and the
interior design profession. The skills taught throughout the course will allow the
student to investigate and explore the various careers within the aspects of
interior design. Students will gain knowledge of the history of interior
furnishings. Basic mathematics, English language arts and science skills will be
incorporated throughout the curriculum. Individual work, teamwork and
presentation skills will also be incorporated into the curriculum. Upon
completion of the interior design curriculum, students will have acquired the
basic skills that will allow them to make a well educated move to the post
secondary level.
20.44200 Interior Design Furnishings,
Materials & Components FCS-
IFMC
The materials and components course is related to interior design and
construction and introduces the student to a wide array of building fixtures,
furnishings, and equipment used in the industry. Students will learn to read
scaled floor plans, estimate quantity, and understand specifications for residential
and commercial products. Knowledge of current industry standards, correct
product applications, and product resource development are important elements
in this course. Students will research career options including educational
requirements, salary expectations, and job demands. Projects will involve
individual work, team work, verbal presentations, and application of computer
technology.
20.44700 Textile Science FCS-TS The textile science course introduces students to the fascinating world of fabrics,
fibers, dyes and fabric construction. Textiles for apparel, interior furnishings, and
industrial applications are investigated. Testing methods, labeling laws, trends,
applications, and color forecasting are all included. Various career paths will be
researched to determine educational levels, salary expectations, and growing
industry demand. Projects will involve individual work, team work, verbal
presentations, fabric swatches, and computer applications.
11
20.52510 Introduction to Early
Childhood Care and Education
(EDU-IECE)
Introduction to Early Childhood Care prepares the student for employment in
early childhood education and services. The course also provides a foundation
for advanced study leading to postsecondary education and careers in related
fields. The course addresses early childhood care and education and development
issues that include guiding the physical, cognitive, creative, social, emotional,
and moral development of children. This course of study includes planning and
guiding developmentally appropriate practices for working with young children
including career paths, principles and theories of child development, the creation
of a developmentally appropriate learning environment, collaborative
relationships and guidance, lesson planning, and appropriate response to cultural
diversity and students with special needs. Mastery of standards through project
based learning, technical skills practice, and leadership development activities of
the career and technical student organizations will provide students with a
competitive edge for either entry into the education global marketplace and/or
the post-secondary institution of their choice to continue their education and
training.
20.42320 Human Growth & Development
for Early Childhood (EDU-
HGD)
Human Growth and Development for Early Childhood addresses the knowledge,
skills, attitudes, and behaviors associated with supporting and promoting optimal
growth and development of infants and children. Topics that may be addressed
include principles of physical, emotional, social, cognitive, and moral
development; human needs across the ages and stages of childhood; impacts of
family and societal crisis on the development of the child; and career decisions.
Mastery of standards through project based learning, technical skills practice,
and leadership development activities of the career and technical student
organizations will provide students with a competitive edge for either entry into
the education global marketplace and/or the post-secondary institution of their
choice to continue their education and training.
20.52610 Health, Safety & Nutrition for
the Young Child (EDU-HSN)
This advanced course in consumer services focuses on the development of skills
to enable students to work with consumers in a variety of consumer service
settings. Skills are developed in such areas as working with individuals in the
exercise of their consumer rights, credit counseling, and in the management of
their resources. Students also develop skills in consumer communications and
public relations, product testing and demonstration, and consumer advocacy.
In order to ensure that students master these performance standards, it is
recommended that some type of work-based learning component be incorporated
into the program. The students could participate in specially organized consumer
services projects in the community, be concurrently enrolled in a Consumer
12
Services Co-op/Internship, enrolled in an Internship prior to the completion of
the program; or the students could participate in specially designed consumer
services projects in a school-based setting.
Competencies for the co-curricular student organization Family, Career and
Community Leaders of America (FCCLA) are integral components of both the
core employability skills standards and the technical skills standards, and
FCCLA activities should be incorporated throughout instructional strategies
developed for the course
20.41610 Food, Nutrition & Wellness
(FCS-FNW)
Food, Nutrition and Wellness is an essential course in understanding nutritional
needs and food choices for optimal health of individuals across the lifespan.
Interrelationships with wellness are explored. This course leads to the advanced
nutrition pathway and develops a knowledge base and the skills necessary to
select among alternatives in the marketplace, with an emphasis on nutrient
content, the development of chronic diseases, and food safety.
20.41710 Food & Nutrition Through the
Lifespan (FCS-FNL)
Food and Nutrition through the Lifespan is an advanced course in food and
nutrition that addresses the variation in nutritional needs at specific stages of the
human life cycle: lactation, infancy, childhood, adolescence, and adulthood
including old age. The most common nutritional concerns, their relationship to
food choices and health status and strategies to enhance well-being at each stage
of the lifecycle are emphasized. This course provides knowledge for real life and
offers students a pathway into dietetics, consumer foods, and nutrition science
careers with additional education at the post-secondary level.
20.41810 Food Science (FCS-FS) Food science integrates many branches of science and relies on the application of
the rapid advances in technology to expand and improve the food supply.
Students will evaluate the effects of processing, preparation, and storage on the
quality, safety, wholesomeness, and nutritive value of foods. Building on
information learned in Nutrition and Wellness and Chemistry, this course
illustrates scientific principles in an applied context, exposing students to the
wonders of the scientific world. Careers will be explored.
21.42500 Foundations of Engineering and
Technology (ENGR – FET)
Foundations of Engineering and Technology is the introductory course for all
Georgia Engineering and Technology Education pathways. This course provides
students with opportunities to develop fundamental technological literacy as they
learn about the history, systems, and processes of invention and innovation.
13
21.47100 Engineering Concepts (ENGR –
EC)
Engineering Concepts is second course in the engineering pathway. This course
introduces students to the fundamental principles of engineering. Students learn
about areas of specialization within engineering and engineering design, and
apply engineering tools and procedures as they complete hands-on instructional
activities.
21.47200 Engineering Applications
(ENGR-EA)
Engineering Applications is the third course in the engineering pathway.
Students have opportunities to apply engineering design as they develop a
solution for a technological problem. Students use applications of mathematics
and science to predict the success of an engineered solution and complete hands-
on activities with tools, materials, and processes as they develop a working
drawings and prototypes.
50.02110 Visual Arts/Comprehensive I Introduces art history, art criticism, aesthetic judgment and studio production.
Emphasizes the ability to understand and use elements and principles of design
through a variety of media, processes and visual resources. Explores master
artworks for historical and cultural significance.
50.02120 Visual Arts/Comprehensive II Enhances level-one skills in art history, art criticism, aesthetic judgment and
studio production. Emphasizes and reinforces knowledge and application of the
design elements and their relationship to the principles of design. Explores
different two-and three-dimensional art media and processes. Investigates master
artworks to increase awareness and to examine the role of art and the artist in
past and contemporary societies.
50.02140 Visual Arts/Comprehensive IV Enhances level-three skills in art history, art criticism, aesthetic judgment and
studio production. Provides opportunities for in-depth application of design
elements and principles of design in two-and three-dimensional art media and
processes. Stresses creative problem solving through art production and the study
of master artists and their works.
14
50.02180 Visual Arts/Comprehensive
VIII
Enhances level-seven skills in art history, art criticism, aesthetic judgment and
studio production. Provides opportunities to use two-and-three-dimensional art
media and process in the development of individual portfolios used in job, art
school and college applications. Stresses refining of portfolio and production of
slides intended for submission for judging. Enhances art-criticism writing skills
of both master works and student productions. Provides opportunities for
preparing and exhibiting art work.
50.03110 Visual Arts/Drawing I Explores a variety of drawing techniques and media; emphasizes developing
basic drawing skills and critical analysis skills for responding to master
drawings. Examines solutions to drawing problems through student drawings
and those of other artists. Covers Western and non-Western cultures.
50.03120 Visual Arts/Drawing II Enhances level-one skills in technique and provides further exploration of
drawing media; reinforces basic drawing skills and critical analysis skills for
responding to master drawings of different historical styles and periods.
Examines solutions to drawing problems through student drawings and those of
other artists.
50.03210 Visual Arts/Painting I Explores a variety of techniques and wide range of painting media; emphasizes
developing basic painting and critical analysis skills for responding to master
paintings. Examines solutions to painting problems through the study of the
color theory and composition. Emphasizes the concept and development of
personal style. Covers Western and non-Western cultures.
50.03220 Visual Arts/Painting II Enhances level-one painting skills and offers opportunities to apply painting
techniques in a variety of media; emphasizes critical analysis skills for
responding to master paintings of different styles and historical periods. Resolves
selected painting problems and emphasizes the concept and development of
personal style.
15
50.08130 Advanced Placement Studio:
2D Design Portfolio
Conforms to College Board topics for the Advanced Placement Studio 2D
Design Portfolio Examination. Requires submission of original works and slides
to be evaluated on quality. Provides experiences using different drawing media
and approaches; designed for students interested in the practical experiences of
art.
16
English,ESOL and Drama
23.03100 Writer’s Workshop This course offers opportunities for students to explore different
writing genres: narrative, descriptive, persuasive, and expository
modes of discourse. The students will study different writers and
their writing styles. The students will have opportunities to improve
writing proficiency through a complete study of the components of
solid writing: fluency, style, diction, mechanics, grammar,
imaginative expressions, and details. The course allows students to
utilize the writing process to write independently to improve their
writing.
23.03200 Journalism I This course focuses on journalistic writing through analysis of
newspapers, yearbooks, literary magazines, and broadcast journalism
publications. A concentration on the following components of
journalistic writing is critical: influence, purpose, structure, and
diction. Reading, writing, and critical thinking are key components as
students explore the power and influence of journalism. Students will
participate in news gathering, the study of ethics, and the aspects of
copy writing, editing, and revising and will study the ethics of
journalism. If a publication is produced, the students will learn the
process of publishing.
23.03300 Journalism II The course offers an advanced study of journalistic writing. Skills
from Journalism I are continued; the students focus on a more intense
analysis of print and broadcast publications. Students read
extensively to explore and analyze the influence of good journalistic
writing. This course requires more critical thinking and more in-
depth writing.
23.03500 Journalism III This course is an extension of Journalism I and II; the students will
enhance and hone the skills in journalistic writing, with a main focus
in analysis of print and broadcast publications. An in-depth coverage
of level-two topics will serve as the main premise. Students will
evaluate and apply skills appropriately and efficiently to various
publication opportunities and activities.
17
23.04300 Advanced Placement
Language/Composition
This course focuses on content, purpose, and audience as the guide for
the students’ organization in writing. The course will enable students
to become skilled readers of prose written in a variety of periods,
disciplines, and rhetorical contexts. The students will compose for a
variety of purposes with a clear understanding of writer’s purpose,
audience expectations, and subjects as well as the way conventions
and resources of language contribute to writing effectiveness.
Expository, analytical, and argumentative writings support the
academic and professional communication required by colleges;
personal and reflective writing support the development of writing
facility in any context. Students will examine primary and secondary
sources to synthesize materials for their writing. An AP syllabus will
be submitted and approved by College Board.
23.04600 Speech/Forensics I-PSO This course is a detailed study of forensic speaking including
extemporaneous speaking, oration, and interpretation of literature, and
debate. There is an emphasis on understanding various forensic
speaking formats and the importance of applying reasoning, research
and delivery skills. Critical thinking is a major component of this
course.
23.05100 American Literature/Composition This course focuses on the study of American literature, writing
modes and genres, and essential conventions for reading, writing, and
speaking. The student develops an understanding of chronological
context and the relevance of period structures in American literature.
The students develop an understanding of the ways the period of
literature affects its structure and how the chronology of a work
affects its meaning. The students read a variety of informational and
literary texts in all genres and modes of discourse. Reading across the
curriculum develops students’ academic and personal interests in
different subjects. While expository writing is the focus in American
literature, the students will also demonstrate competency in a variety
of writing genres: narrative, persuasive, and technical. The student
will engage in research, timed writing, and the writing process.
Instruction in language conventions will occur within the context of
reading, writing, and speaking. The students demonstrate an
understanding of listening, speaking, and viewing skills for a variety
of purposes. THIS COURSE MUST REFLECT THE GEORGIA
PERFORMANCE STANDARDS.
18
23.05200 British Literature/Composition This course focuses on the study of British literature, writing modes
and genres, and essential conventions for reading, writing, and
speaking. The students develop an understanding of chronological
context and the relevance of period structures in British literature.
The students develop an understanding of the ways the period of
literature affects its structure and how the chronology of a work
affects its meaning. The students encounter a variety of informational
and literary texts and read texts in all genres and modes of discourse.
Reading across the curriculum develops the students’ academic and
personal interests in different subjects. While the continued focus is
expository writing in British literature, the student will also
demonstrate competency in a variety of writing genres: narrative,
persuasive, and technical. The students will engage in research, the
impact that technology has on writing, timed writing, and the writing
process. Instruction in language conventions will occur within the
context of reading, writing, and speaking, rather than in isolation.
The students demonstrate an understanding of listening, speaking, and
viewing skills for a variety of purposes. THIS COURSE MUST
REFLECT THE GEORGIA PERFORMANCE STANDARDS.
23.06100 Ninth Grade Literature/and
Composition
This course focuses on a study of literary genres; the students develop
initial understanding of both the structure and the meaning of a
literary work. The students explore the effect of the literary form in
regards to interpretation. The students will read across the curriculum
to develop academic and personal interests in different subjects.
While the focus is technical writing in ninth grade literature, the
student will also demonstrate competency in a variety of writing
genres: narrative, expository, persuasive, and technical. The students
will engage in research, timed writings, and the writing process.
Instruction in language conventions will occur within the context of
reading, writing, and speaking, rather than in isolation. The students
demonstrate an understanding of listening, speaking, and viewing
skills for a variety of purposes. THIS COURSE MUST REFLECT
THE GEORGIA PERFORMANCE STANDARDS.
19
23.06300 World Literature/Composition This course focuses on a study of World Literature; the students
develop an understanding of chronological context and the relevance
of period structures in literature within world cultures. A focus is to
explore the ways the work’s place of origin affects its structure and
how the chronology of a literary work affects its meaning. The
students develop an understanding of literature as both a culture’s
product and a culture-bearer. An exploration of commonalities and
differences among works of literature from different times and places
in the world is a major component. The students will read across the
curriculum to develop academic and personal interests in different
subjects. Depending on which grade level this course is taught, the
teacher will follow strands from the Georgia Performance Standards
for that grade level for composition, conventions, and listening,
speaking, and viewing.
23.06500 Advanced Placement
Literature/Composition
The course focuses on an intensive study of representative works
from various literary genres and periods. The focus is on the
complexity and thorough analysis of literary works. The students will
explore the social and historical values that works reflect and embody.
The textual detail and historical context provide the foundation for
interpretation: the experience of literature, the interpretation of
literature, and the evaluation of literature. Writing to evaluate a
literary work involves making and explaining judgments about its
artistry and exploring its underlying social and cultural values through
analysis, interpretation, and argument (e.g. expository, analytical, and
argumentative essays). The writers will develop stylistic maturity:
strong vocabulary, sentence variety, and effective use of rhetoric to
maintain voice. An AP syllabus will be submitted and approved by
College Board.
23.08300 Basic Reading/Writing I This course provides fundamental skills development in the five
strands of the GPS courses: Reading and Literature, Reading Across
the Curriculum, Writing, Conventions, and Listening, Speaking, and
Viewing. The setup is a language lab setting; the class includes drill
and practice opportunities in reading comprehension, vocabulary
development, reading opportunities, writing (according to the GPS
literary and writing genres associated with students’ English course),
speaking, and critical thinking.
20
23.09200 English ESOL II Refer to the descriptors for the corresponding GPS driven course
offered by the district. This course follows the aligned GPS course
with differentiation and appropriate teaching strategies for English
language learners.
23.09300 English ESOL III Refer to the descriptors for the corresponding GPS driven course
offered by the district. This course follows the aligned GPS course
with differentiation and appropriate teaching strategies for English
language learners.
23.09400 English ESOL IV Refer to the descriptors for the corresponding GPS driven course
offered by the district. This course follows the aligned GPS course
with differentiation and appropriate teaching strategies for English
language learners.
52.02100 Dramatic Arts/Fundamentals I Serves as prerequisite for other theater/drama courses. Develops and
applies performance skills through basic vocal, physical and
emotional exercises; includes improvisation and scene study and
related technical art forms.
52.02200 Dramatic Arts/Fundamentals II Enhances level-one skills by producing and studying children's theater
in depth with performance opportunities.
52.02300 Dramatic Arts/Fundamentals III Enhances level-two skills by producing and studying literature as
related to theater. Provides opportunities for performance with focus
on language arts classes.
21
Mathematics
27.04400 Mathematics Support I The purpose of the Mathematics Support class is to address the needs
of students who have traditionally struggled in mathematics by
providing the additional time and attention they need in order to
successfully complete their regular grade-level mathematics course
without failing. Mathematics Support is an elective class that should
be taught concurrently with a student’s regular mathematics class.
27.04500 Mathematics Support II The purpose of the Mathematics Support class is to address the needs
of students who have traditionally struggled in mathematics by
providing the additional time and attention they need in order to
successfully complete their regular grade-level mathematics course
without failing. Mathematics Support is an elective class that should
be taught concurrently with a student’s regular mathematics class.
27.06500 Advanced Algebra and
Trigonometry
Enhances algebra skills and introduces trigonometry through
calculators and computers. Emphasizes real and complex numbers,
vectors, matrices, sequences, series, probability, statistics, conic
sections, functions, and problem solving. Stresses interrelationships
of concepts. Prerequisite: Either Euclidean Geometry or Informal
Geometry, and Algebra II.
27.07200 Advanced Placement Calculus AB Follows the College Board syllabus for the Advanced Placement
Calculus AB Examination. Includes properties of functions and
graphs, limits and continuity, differential and integral calculus.
Prerequisite: Advanced Algebra and Trigonometry or analysis.
27.07300 Advanced Placement Calculus BC Conforms to College Board topics for the Advanced Placement
Calculus BC Examination. Covers Advanced Placement Calculus
AB topics and includes vector functions, parametric equations,
conversions, parametrically defined curves, tangent lines, and
sequence and series. Prerequisite: Advanced Algebra and
Trigonometry or Analysis.
27.07400 Advanced Placement Statistics Follows the College Board syllabus for the Advanced Placement
Statistics Examination. Covers four major themes: exploratory
analysis, planning a study, probability, and statistical inference.
Prerequisite: Either Euclidean Geometry or Informal Geometry, and
Algebra II.
22
27.08100 Mathematics I: Algebra / Geometry
/ Statistics
This is the first in the sequence of secondary mathematics courses
designed to ensure that students are college and work ready. This
course requires students to: explore the characteristics of basic
functions using tables, graphs, and simple algebraic techniques;
operate with radical, polynomial, and rational expressions; solve a
variety of equations, including quadratic equations with a leading
coefficient of one, radical equations, and rational equations;
investigate properties of geometric figures in the coordinate plane;
use the language of mathematical argument and justification;
discover, prove, and apply properties of polygons; utilize counting
techniques and determine probability; use summary statistics to
compare samples to populations; and explore the variability of data.
27.08200 Mathematics II: Geometry /
Algebra II / Statistics
This is the second in the sequence of secondary mathematics courses
designed to ensure that students are college and work ready. This
course requires students to: represent and operate with complex
numbers; use numerical, graphical, and algebraic techniques to
explore quadratic, exponential, and piecewise functions and to solve
quadratic, exponential and absolute value equations and inequalities;
use algebraic models to represent and explore real phenomena;
explore inverses of functions; use right triangle trigonometry to
formulate and solve problems; discover, justify and apply properties
of circles and spheres; use sample data to make informal inferences
about population means and standard deviations; and fit curves to
data and examine the issues related to curve fitting.
27.08300 Mathematics III-Advanced Algebra
/ Statistics
This is the third in the sequence of secondary mathematics courses
designed to ensure that students are college and work ready. It
requires students to: analyze polynomial functions of higher degree;
explore logarithmic functions as inverses of exponential functions;
solve a variety of equations and inequalities numerically,
algebraically, and graphically; use matrices and linear programming
to represent and solve problems; use matrices to represent and solve
problems involving vertex-edge graphs; investigate the relationships
between lines and circles; recognize, analyze, and graph the
equations of conic sections; investigate planes and spheres; solve
problems by interpreting a normal distribution as a probability
distribution; and design and conduct experimental and observational
studies.
23
27.08400 Mathematics IV-Pre-Calculus –
Trigonometry/Statistics
This is a fourth year mathematics course designed to prepare
students for calculus and similar college mathematics courses. It
requires students to: investigate and use rational functions; analyze
and use trigonometric functions, their graphs, and their inverses; use
trigonometric identities to solve problems and verify equivalence
statements; solve trigonometric equations analytically and with
technology; find areas of triangles using trigonometric relationships;
use sequences and series; understand and use vectors; investigate the
Central Limit theorem; and use margins of error and confidence
intervals to make inferences from data.
27.09100 Accelerated Mathematics I-
Geometry / Algebra II / Statistics
This is the first in the sequence of mathematics courses designed to
ensure that students are prepared to take higher level mathematics
courses during their high school career, including Advanced
Placement Calculus AB, Advanced Placement Calculus BC, and
Advanced Placement Statistics. It requires students to: represent and
operate with complex numbers; explore the characteristics of basic
functions utilizing tables, graphs, and simple algebraic techniques;
operate with radical, polynomial, and rational expressions; solve
equations, including quadratic, radical, and rational equations;
investigate properties of geometric figures in the coordinate plane;
use the language of mathematical argument and justification;
discover, prove, and apply properties of polygons, circles and
spheres; utilize counting techniques and determine probability; use
summary statistics to compare samples to populations; explore
variability of data; and fit curves to data and examine the issues
related to curve fitting.
27.09200 Accelerated Mathematics II-
Advanced Algebra/Geometry /
Statistics
This is the second in the sequence of mathematics courses designed
to ensure that students are prepared to take higher level mathematics
courses during their high school career, including Advanced
Placement Calculus AB, Advanced Placement Calculus BC, and
Advanced Placement Statistics. It requires students to: explore the
characteristics of exponential, logarithmic, and higher degree
polynomial functions using tables, graphs, and algebraic techniques;
explore inverses of functions; use algebraic models to represent and
explore real phenomena; solve a variety of equations and inequalities
using numerical, graphical, and algebraic techniques with
appropriate technology; use matrices to formulate and solve
24
problems; use linear programming to solve problems; use matrices to
represent and solve problems involving vertex-edge; use right
triangle trigonometry to formulate and solve problems; investigate
the relationships between lines and circles; recognize, analyze, and
graph the equations of conic sections; investigate planes and spheres;
use sample data to make informal inferences about population means
and standard deviations; solve problems by interpreting a normal
distribution as a probability distribution; and design and conduct
experimental and observational studies.
27.09300 Accelerated Mathematics III-Pre-
Calculus –Trigonometry / Statistics
This is the third in the sequence of mathematics courses designed to
ensure that students are prepared to take higher level mathematics
courses during their high school career, including Advanced
Placement Calculus AB, Advanced Placement Calculus BC, and
Advanced Placement Statistics. It requires students to: investigate
and use rational functions; analyze and use trigonometric functions,
their graphs, and their inverses; find areas of triangles using
trigonometric relationships; use trigonometric identities to solve
problems and verify equivalence statements; solve trigonometric
equations analytically and with technology; use complex numbers in
trigonometric form; understand and use vectors; use sequences and
series; explore parametric representations of plane curves; explore
polar equations; investigate the Central Limit theorem; and use
margins of error and confidence intervals to make inferences from
data.
25
Physical Education and ROTC
17.01100 Health Explores the mental, physical and social aspects of life and how each
contributes to total health and well-being. Emphasizes safety,
nutrition, mental health, substance abuse prevention, disease
prevention, environmental health, family life education, health
careers, consumer health , and community health.
28.01100 JROTC Air Force I: Aerospace
Science: A Journey into Aviation
History and Leadership I
This is the recommended first AS course for all new cadets. It is an
aviation history course focusing on the development of flight
throughout the centuries. It starts with ancient civilizations, then
progresses through time to modern day. The emphasis is on civilian
and military contributions to aviation; the development,
modernization, and transformation of the Air Force; and a brief
astronomical and space exploration history. It is interspersed with
concise overviews of the principles of flight to include basic
aeronautics, aircraft motion and control, flight power, and rockets.
Throughout the course, there are readings, videos, hands-on activities,
and in-text and student workbook exercises to guide in the
reinforcement of the materials. Many of the 72 hours dedicated to
leadership studies relate directly to the academic subject matter. The
LE-100 textbook introduces cadets to the Air Force Junior Reserve
Officer Training Corps (AFJROTC) program providing a basis for
progression through the rest of the AFJROTC program while
instilling elements of good citizenship. It contains sections on cadet
and Air Force organizational structure; uniform wear; customs,
courtesies, and other military traditions; health and wellness; fitness;
individual self-control; and citizenship.
26
28.01200 JROTC Air Force II: Aerospace:
Science of Flight and Leadership II
The second year is a science course designed to acquaint the student
with the aerospace environment, the human requirements of flight,
principles of aircraft flight, and principles of navigation. The course
begins with a discussion of the atmosphere and weather. After
developing an understanding of the environment, how that
environment affects flight is introduced. Discussions include the
forces of lift, drag, thrust, and weight. Students also learn basic
navigation including map reading, course plotting, and the effects of
wind. The portion on the Human Requirements of Flight is a survey
course on human physiology. Discussed here are the human
circulatory system, the effects of acceleration and deceleration, and
protective equipment. Leadership Education 200 hours stress
communications skills and cadet corps activities. Much information is
provided on communicating effectively, understanding groups and
teams, preparing for leadership, solving conflicts and problems, and
personal development. Written reports and speeches compliment the
academic materials. Cadet corps activities include holding positions
of greater responsibility in the planning and execution of corps
projects.
28.01300 JROTC Air Force III: Aerospace
Science: Global and Cultural
Studies I
Global and Cultural Studies is a multidisciplinary course that
introduces students to various regions of the world from a geographic,
historical and cultural perspective. The course provides increased
international awareness and insight into foreign affairs that permits a
more educated understanding of other cultures and enhanced
knowledge of America’s interests and role in the world. Geopolitical
issues such as terrorism, economics, politics, military issues, religion,
environmental concerns, human rights, disease, over population,
literacy, the migration of peoples and other cultural issues will be
examined. The regional areas included in this course are Europe, the
Middle East, South Asia, East Asia, Africa, and Latin America. The
lessons include excellent videos to provide a window into life and
issues within the regions, followed by a variety of hands-on activities
created to engage the student. Readings are also available to set the
stage for each lesson, along with workbook exercises suitable for in-
class or homework assignments.
27
28.01400 JROTC Air Force IV: Aerospace:
Astronomy and/or Leadership III
Explorations: An Introduction to Astronomy explores the history or
astronomy to include prehistoric astronomy, the early ideas of the
heavens. The size and shape of the earth are discussed as well as the
distance and size of the Sun and Moon. Other topics such as
astronomy in the renaissance and Isaac Newton and the Birth of
Astrophysics and the growth of astrophysics are discussed. We take
focus on the Earth as a planet and the Earth’s interior; the age of the
Earth and Earth’s magnetic atmosphere and magnetic field. The
Moon is discussed in detail including its description, its structure, and
its origin and history, as well as its eclipses and tides. An in-depth
study of the Solar System, the terrestrial planets and the outer planets
is covered as well. The Leadership Education III: Life Skills and
Career Opportunities textbook will be helpful to students deciding
which path to take after high school. Information on how to apply for
admission to college or to a vocational or technical school is included.
Information on how to begin the job search is available to students
who decide not to go to college or vocational school. Available also
is information about financial planning and how to save, invest, and
spend money wisely, as well as how not to get caught in the credit
trap. Students are informed about real life issues such as
understanding contracts, leases, wills, warranties, legal notices, and
personal bills. Citizen responsibilities such as registering to vote, jury
duty, and draft registration will be helpful to. For those students who
may be moving into an apartment of their own, information is
presented on apartment shopping and grocery shopping skills. There
is information on how to prepare a résumé and the importance of
good interviewing skills. If there are students who are interested in a
career in the military, with the federal government, or an aerospace
career, information is also provided for them.
28.01500 JROTC Air Force V: Aerospace
Science: Exploration of Space
and/or Leadership III
The third year is a science course that includes Aerospace Science:
The Exploration of Space and Explorations: An Introduction to
Astronomy. The Exploration of Space examines our Earth, the Moon
and the planets, the latest advances in space technology, and
continuing challenges of space and manned spaceflight. Issues that are
critical to travel in the upper atmosphere such as orbits and
trajectories, unmanned satellites, space probes, guidance and control
systems are explained. The manned spaceflight section covers major
28
milestones in the endeavor to land on the Moon, and to safely orbit
humans and crafts in space for temporary and prolonged periods. It
also covers the development of space stations, the Space Shuttle and
its future, and international laws for the use of and travel in space.
The Leadership Education III: Life Skills and Career Opportunities
textbook will be helpful to students deciding which path to take after
high school. Information on how to apply for admission to college or
to a vocational or technical school is included. Information on how to
begin the job search is available to students who decide not to go to
college or vocational school. Available also is information about
financial planning and how to save, invest, and spend money wisely,
as well as how not to get caught in the credit trap. Students are
informed about real life issues such as understanding contracts, leases,
wills, warranties, legal notices, and personal bills. Citizen
responsibilities such as registering to vote, jury duty, and draft
registration will be helpful to. For those students who may be moving
into an apartment of their own, information is presented on apartment
shopping and grocery shopping skills. There is information on how to
prepare a résumé and the importance of good interviewing skills. If
there are students who are interested in a career in the military, with
the federal government, or an aerospace career, information is also
provided for them.
28.01600 JROTC Air Force VI: Aerospace
Science: Management of the Cadet
Corps and National Endowment for
Financial Education (NEFE) and/or
Leadership IV
The cadets manage the entire corps during the fourth year. This
hands-on experience affords the cadets the opportunity to put the
theories of previous leadership courses into practice. All the
planning, organizing, coordinating, directing, controlling, and
decision-making will be done by the cadets. They practice their
communication, decision-making, personal-interaction, managerial,
and organizational skills. Leadership IV: Principles of Management
textbook is a guide to understanding the fundamentals of
management, managing yourself, and others. Emphasis is placed on
allowing the student to see himself/herself as a manager. Every
organization, regardless of size, faces the challenge of managing
operations effectively. No matter how well a manager carries out his
or her job, there are always ways of doing at least part of the task
more effectively. There are four building blocks of leadership
considered in this text from the military and civilian perspective.
29
Attention to these four areas will form a strong foundation for a
capability to lead others – something that can be very valuable to you
for the rest of your life. The four areas are Management Techniques,
Management Decisions, Management Functions, and Managing Self
and Others.
28.01700 JROTC Air Force VII: Aerospace
Science: Aerospace Science: Global
and Cultural Studies II
Global and Cultural Studies is a multidisciplinary course that
introduces students to various regions of the world from a geographic,
historical and cultural perspective. The course provides increased
international awareness and insight into foreign affairs that permits a
more educated understanding of other cultures and enhanced
knowledge of America’s interests and role in the world. Geopolitical
issues such as terrorism, economics, politics, military issues, religion,
environmental concerns, human rights, disease, over population,
literacy, the migration of peoples and other cultural issues will be
examined. The regional areas included in this course are Europe, the
Middle East, South Asia, East Asia, Africa, and Latin America. The
lessons include excellent videos to provide a window into life and
issues within the regions, followed by a variety of hands-on activities
created to engage the student. Readings are also available to set the
stage for each lesson, along with workbook exercises suitable for in-
class or homework assignments.
28.01800 JROTC Air Force VIII: Aerospace
Science: Survival
The Survival text is a synthesis of the basic survival information
found in Air Force Regulation 64-4 Survival Training. The survival
instruction will provide training in skills, knowledge, and attitudes
necessary to successfully perform fundamental tasks needed for
survival. Survival also presents “good to know” information that
would be useful in any situation. The information is just as useful to
an individual lost hunting or stranded in a snowstorm.
36.02100 Introductory Team Sports Introduces fundamental skills, strategies, and rules associated with
team sports such as basketball, volleyball, soccer, softball, baseball,
field hockey, lacrosse, team handball, and flag football.
36.05100 Personal Fitness Provides instruction in methods to attain a healthy level of physical
fitness. Covers how to develop a lifetime fitness program based on a
personal fitness assessment and stresses strength, muscular endurance,
flexibility, body composition and cardiovascular endurance. Includes
fitness principles, nutrition, fad diets, weight control, stress
30
management, adherence strategies and consumer information;
promotes self-awareness and responsibility for fitness.
36.05200 Physical Conditioning Provides opportunities to participate in a variety of activities to
enhance flexibility, muscular strength and endurance, cardiovascular
endurance and body composition. Includes fitness concepts for the
development of healthy lifetime habits.
36.05500 Exercise and Weight Control Provides safe, effective and physiologically sound ways to manage
weight and alter metabolism and body composition. Includes
consumer information on products, programs and fitness concepts for
developing healthy lifetime habits.
31
Band, Orchestra and Chorus
53.03710 Intermediate Band I (Grades 9-12) Provides opportunities for intermediate-level performers to increase
performance skills and precision on a wind or percussion instrument.
Includes performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Stresses individual progress and
learning and group experiences; strengthens reading skills.
53.03720 Intermediate Band II (Grades 9-12) Enhances level-one skills and provides further opportunities for
intermediate-level performers to develop reading techniques and
increase performance skills. Covers performance and production,
analysis and theoretical studies, historical and cultural contributions
and influences, creative aspects of music and appreciation of music.
Stresses individualized learning and group experiences.
53.03730 Intermediate Band III (Grades 9-12) Enhances level-two skills and provides further opportunities for
intermediate-level performers to build independence and leadership
within the ensemble. Covers performance and production, analysis
and historical and cultural contributions and influences, creative
aspects of music and appreciation of music. Stresses individualized
learning and group experiences.
53.03740 Intermediate Band IV (Grades 9-12) Enhances level-three skills and provides further opportunities for
intermediate-level performers to increase performance skills and
precision with increasingly difficult literature. Covers performance
and production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress, practice strategies
and group experiences.
53.03810 Advanced Band I (Grades 9-12) Provides opportunities for advanced-level performers to increase,
develop and refine performance skills and precision on a wind or
percussion instrument. Covers performance and production, analysis
and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music at
advanced levels of understanding. Organizes objectives for self-paced
progress through all four levels. Stresses individual progress and
learning strategies and ensemble experiences.
32
53.03820 Advanced Band II (Grades 9-12) Enhances level-one skills and provides further opportunities for
advanced-level performers to develop and refine performance skills
and precision on a wind or percussion instrument. Covers
performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Stresses self-paced progress,
individual learning strategies and ensemble experiences.
53.03830 Advanced Band III (Grades 9-12) Enhances level-two skills and provides further opportunities for
advanced-level performers to develop and refine performance skills
and precision on a specific instrument. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress, individual
learning strategies and ensemble experiences.
53.03840 Advanced Band IV (Grades 9-12) Enhances level-three skills and provides further opportunities for
advanced-level performers to develop and refine performance skills
and precision on a wind or percussion instrument. Covers
performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Stresses self-paced progress in an
increasing breadth of repertoire, individual learning strategies and
ensemble experiences.
53.05710 Intermediate Orchestra I (Grades 9-
12)
Provides opportunities for intermediate-level performers to increase
performance skills and precision on orchestral stringed instruments.
Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Organizes objectives for self-paced
progress through all four levels. Stresses individual progress and
group experiences.
53.05720 Intermediate Orchestra II (Grades
9-12)
Enhances level-one skills and provides further opportunities for
intermediate-level performers to increase performance skills and
precision on orchestral stringed instruments. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress and group
experiences.
33
53.05730 Intermediate Orchestra III (Grades
9-12)
Enhances level-two skills and provides further opportunities for
intermediate-level performers to increase performance skills and
precision on orchestral stringed instruments. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress and group
experiences.
53.05740 Intermediate Orchestra IV (Grades
9-12)
Enhances level-three skills and provides further opportunities for
intermediate level performers to increase performance skills and
precision on orchestral stringed instruments. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress and group
experiences.
53.05810 Advanced Orchestra I (Grades 9-12) Provides opportunities for advanced-level performers to increase
performance skills and precision on orchestral stringed instruments.
Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Organizes objectives for self-paced
progress through all four levels. Stresses individual progress and
group experiences.
53.05820 Advanced Orchestra II (Grades 9-
12)
Enhances level-one skills and provides further opportunities for
advanced-level performers to increase performance skills and
precision on orchestral stringed instruments. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
53.05830 Advanced Orchestra III (Grades 9-
12)
Enhances level-two skills and provides further opportunities for
advanced-level performers to increase performance skills and
precision on orchestral stringed instruments. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress and group
experiences.
34
53.05840 Advanced Orchestra IV (Grades 9-
12)
Enhances level-three skills and provides further opportunities for
advanced-level performers to increase performance skills and
precision on orchestral stringed instruments. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress and group
experiences.
54.02210 Intermediate Mixed Chorus I
(Grades 9-12)
Provides intermediate-level performers opportunities to increase
performance skills and knowledge in mixed choral singing. Covers
performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Organizes objectives for selfpaced
progress through all four levels. Stresses individual progress and
group experiences.
54.02220 Intermediate Mixed Chorus II
(Grades 9-12)
Enhances level-one skills and provides intermediate-level performers
further opportunities to increase performance skills and knowledge in
mixed choral singing. Covers performance and production, analysis
and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music.
Stresses self-paced progress and group experiences.
54.02230 Intermediate Mixed Chorus III
(Grades 9-12)
Enhances level-two skills and provides intermediate-level performers
further opportunities to increase performance skills and knowledge in
mixed choral singing. Covers performance and production, analysis
and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music.
Stresses self-paced progress and group experiences.
54.02240 Intermediate Mixed Chorus IV
(Grades 9-12)
Enhances level-three skills and provides intermediate-level
performers further opportunities to increase performance skills and
knowledge in mixed choral singing. Covers performance and
production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and
appreciation of music. Stresses self-paced progress and group
experiences.
35
54.02310 Advanced Mixed Chorus I (Grades
9-12)
Provides advanced-level performers opportunities to increase
performance skills and knowledge in mixed choral singing. Covers
performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of
music and appreciation of music. Organizes objectives for selfpaced
progress through all four levels. Stresses individual progress and
group experiences.
54.02320 Advanced Mixed Chorus II (Grades
9-12)
Enhances level-one skills and provides advanced-level performers
further opportunities to increase performance skills and knowledge in
mixed choral singing. Covers performance and production, analysis
and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music.
Stresses self-paced progress and group experiences.
54.02330 Advanced Mixed Chorus III (Grades
9-12)
Enhances level-two skills and provides advanced-level performers
further opportunities to increase performance skills and knowledge in
mixed choral singing. Covers performance and production, analysis
and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music.
Stresses self-paced progress and group experiences.
54.02340 Advanced Mixed Chorus IV (Grades
9-12)
Enhances level-three skills and provides advanced-level performers
further opportunities to increase performance skills and knowledge in
mixed choral singing. Covers performance and production, analysis
and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music.
Stresses self-paced progress and group experiences.
53.02300 Advanced Placement Music Theory Conforms to College Board topics for the Advanced Placement Music
Theory Examination. Covers terminology and notational skills,
writing skills, visual analysis and aural skills and advanced levels of
understanding.
36
Science
26.01200 Biology I The Biology curriculum is designed to continue student investigations
of the life sciences that began in grades K-8 and provide students the
necessary skills to be proficient in biology. This curriculum includes
more abstract concepts such as the interdependence of organisms, the
relationship of matter, energy, and organization in living systems, the
behavior of organisms, and biological evolution. Students will
investigate biological concepts through experience in laboratories and
field work using the processes of inquiry.
26.01300 Biology II Enhances student’s skills and further develops the concepts on
interdependence of organisms, energy flow in living systems, and
biological evolution that were studied in Biology I.
26.01400 Advanced Placement Biology This course is designed to be the equivalent of a two semester college
introductory biology course usually taken by biology majors during
their first year. The AP Biology course is designed to be taken by
students after the successful completion of a first course in high
school biology and on in high school chemistry. It aims to provide
students with the conceptual framework, factual knowledge, and
analytical skills necessary to deal critically with the rapidly changing
science of biology. The topics covered on the course are molecules
and cells, heredity and evolution, and organisms and populations.
(College Board course description September 2007)
26.06110 Environmental Science The Environmental Science curriculum is designed to extend student
investigations that began in grades K-8. This curriculum is
extensively performance, lab and field based. It integrates the study
of many components of our environment, including the human impact
on our planet. Instruction should focus on student data collection and
analysis. Some concepts are global; in those cases, interpretation of
global data sets from scientific sources is strongly recommended. It
would be appropriate to utilize resources on the Internet for global
data sets and interactive models. Chemistry, physics, mathematical,
37
and technological concepts should be integrated throughout the
course. Whenever possible, careers related to environmental science
should be emphasized.
26.06200 Advanced Placement Environmental
Science
AP Environmental Science is designed to provide students with the
scientific principles, concepts, and methodologies required to
understand the interrelationships of the natural world, to identify and
analyze environmental problems both natural and human-made, to
evaluate the relative risks associated with these problems, and to
examine alternative solutions for resolving and/or preventing them.
The following themes provide a foundation for the structure of the AP
Environmental Science course: (1) Science is a process, (2) Energy
conversions underlie all ecological processes, (3) The Earth itself is
one interconnected system, (4) Humans alter natural systems, (5)
Environmental problems have a cultural and social context, and (6)
Human survival depends on developing practices that will achieve
sustainable systems. (Advanced Placement Course Description, May
1997. The College Board.)
26.07300 Human Anatomy/Physiology The human anatomy and physiology curriculum is designed to
continue student investigations that began in grades K-8 and high
school biology. This curriculum is extensively performance and
laboratory based. It integrates the study of the structures and
functions of the human body, however rather than focusing on distinct
anatomical and physiological systems (respiratory, nervous, etc.)
instruction should focus on the essential requirements for life. Areas
of study include organization of the body; protection, support and
movement; providing internal coordination and regulation; processing
and transporting; and reproduction, growth and development.
Chemistry should be integrated throughout anatomy and not
necessarily taught as a standalone unit. Whenever possible, careers
related to medicine, research, health-care and modern medical
technology should be emphasized throughout the curriculum. Case
studies concerning diseases, disorders and ailments (i.e. real-life
38
applications) should be emphasized.
40.05100 Chemistry I The Chemistry curriculum is designed to continue student
investigations of the physical sciences that began in grades K-8 and
provide students the necessary skills to be proficient in chemistry.
This curriculum includes more abstract concepts such as the structure
of atoms, structure and properties of matter, characterization of the
properties that describe solutions and the nature of acids and bases,
and the conservation and interaction of energy and matter. Students
investigate chemistry concepts through experience in laboratories and
field work using the processes of inquiry.
40.05200 Chemistry II This course is design to enhance the concepts that were cover on
Chemistry I. Chemistry II students acquire a deeper of understanding
of qualitative and quantitative analysis and are introduced to organic
chemistry.
40.05300 Advanced Placement Chemistry This course is designed to be the equivalent of the general chemistry
course usually taken during the first college year. Students should
attain a depth of understanding of fundamentals and a reasonable
competence in dealing with chemical problems. AP chemistry
students should study topics related to the structure and states of
matter (atomic theory, atomic structure, chemical bonding, nuclear
chemistry, gases laws, kinetic molecular theory, liquids and solids and
solutions), chemical reactions (reaction types, stoichiometry,
equilibrium, kinetics, and thermodynamics), and descriptive
chemistry (chemical reactivity, products of chemical reactions,
relationships in the periodic table, and organic chemistry). To develop
the requisite intellectual and laboratory skills, AP Chemistry students
need adequate classroom and laboratory time. It is expected that a
minimum of 290 minutes per week will be allotted for an AP
Chemistry course. Of that time, a minimum of 90 minutes per week,
preferably in one session, should be spent in the lab. The AP
Chemistry course is designed to be taken after the completion of a
39
first course in high school chemistry. In addition, the recommended
mathematics prerequisite for an AP Chemistry class is the successful
completion of a second-year algebra course. It is highly desirable that
a student have a course in secondary school physics and a four-year
college preparatory program in mathematics. (College Board course
description September 2007)
40.07100 Oceanography This course introduces the students to the study of the ocean
composition and structure, the dynamics of energy flow within the
ocean system, and the impact of human interaction with the ocean
systems. The basic concepts of physical, chemical, geologic and
biological oceanography are addressed by discussions on marine
mineral resources, ocean energy, living resources of the sea, marine
pollution and ocean management. Student will acquire practical
laboratory and field experiences through the reading of charts, making
basic measurements of seawater chemistry, examination of coastal
geology, wave and beach processes, and marine organisms and
habitats.
40.08100 Physics I The Physics curriculum is designed to continue student investigations
of the physical sciences that began in grades K-8 and provide students
the necessary skills to be proficient in physics. This curriculum
includes more abstract concepts such as interactions of matter and
energy, velocity, acceleration, force, energy, momentum, and charge.
This course introduces the students to the study of the correction to
Newtonian physics given by quantum mechanics and relativity.
Students investigate physics concepts through experience in
laboratories and field work using the processes of inquiry.
40
40.08300 Advanced Placement Physics B The Physics B course includes topics in both classical and modern
physics. Knowledge of algebra and basic trigonometry is required for
the course; the basic ideas of calculus may be introduced in
connection with physical concepts, such as acceleration and work.
Understanding of the basic principles involved and the ability to apply
these principles in the solution of problems should be one of the
major goals of the course. Students taken this course should cover the
following five content areas: Newtonian mechanics, fluid mechanics
and thermal physics, electricity and magnetism, waves and optics, and
atomic and nuclear physics. The Physics B course should also include
a hands-on laboratory component with a minimum of 12 student-
conducted laboratory investigations. Each student should complete a
lab notebook or portfolio of lab reports. (College Board course
description September 2007)
25.56800 Introduction to Biotechnology (HS-
IBT) Course meets fourth science
requirement.
This course is the second course in the career pathway that introduces
students to the fundamentals of biotechnology. Included in this
course is a basic overview of current trends and careers in
biotechnology. Additionally, emphasis on basic laboratory skills
along with the business, regulatory, and ethical aspects of
biotechnology is included. The knowledge and skills gained in this
course will provide students with a broad understanding of
biotechnology and its impact on society and with a set of foundation
skills for entry into the career pathway.
25.56900 Applications of Biotechnology (HS-
ABT) Course meets fourth science
requirement.
This course further introduces students to the fundamentals of
biotechnology. Included in this course are additional techniques in
biotechnology. Additionally, a deeper level of laboratory safety and
applications in biotechnology is emphasized. The knowledge and
skills gained in this course will provide students with a greater
understanding of biotechnology and prepare students for skill
application in a workplace setting.
40.09210 Scientific Research I-Biotechnology
Year 2
Under development
41
40.09220 Scientific Research II-Biotechnology
Year 3
Under development
42
Social Studies Department
45.01600 Advanced Placement Psychology Conforms to College Board topics for the Advanced Placement
Introductory Psychology Examination. Covers methods, approaches
and the history of psychology as a science, biological bases of
behavior, sensation and perception, states of consciousness, learning,
cognition, motivation and emotion, developmental psychology,
personality, testing and individual differences, abnormal psychology,
treatment of psychological disorders and social psychology.
45.05200 Advanced Placement
Government/Politics: United States
Conforms to College Board topics for the Advanced Placement
United States Government and Politics Examination. Covers
federalism, separation of powers, influences on the formulation and
adoption of the Constitution, political beliefs, political parties and
elections, interest groups, institutions and policy processes and civil
liberties and civil rights. (may substitute for 45.05700)
45.05300 Advanced Placement
Government/Politics: Comparative
Conforms to College Board topics for the Advanced Placement
Comparative Government and Politics Examination. Covers sources
of public authority and political power, society and politics, citizen
and state, political framework, political change and an introduction
to comparative politics.
45.05500 Constitutional Theory Focuses on the philosophical basis for our judicial system and the
history of the development of the law. Examines major court
decisions and the consequences of those decisions for society.
Integrates and reinforces social studies skills.
45.05700 American Government/Civics An in-depth study of the American political system. This course
focuses on the foundation, principles and structure of the American
system of government, examines the role of political parties, social
factors as they relate to the role of the citizen, and analyzes the
decision-making process that are a part of the system of American
political behavior. This course meets the state’s Citizenship
requirement for graduation.
45.06100 Economics/Business/Free
Enterprise-Principals of Economics
An introductory course into the principles of economics. The course
includes topics related to Fundamental Economic Concepts,
Microeconomics Concepts, Macroeconomics Concepts, International
43
Economics, and Personal Finance Economics.
45.06200 Advanced Placement
Macroeconomics
Conforms to College Board topics for the Advanced Placement
Macroeconomics Examination. Covers basic economic concepts,
measurement of economic performance, national income and price
determination and international economics and growth. (may
substitute for 45.06100)
45.07110 World Geography Investigates regions of the world and how these regions influence the
historical, economical, political and cultural development in an
interdependent world. Includes geographic concepts, physical
phenomena and the relationship of people to their environment.
Includes environmental issues and decision-making skills. Covers
regions, location (position on earth's surface), place (physical and
human characteristics), relationships within places and movement
(human interaction on the earth).
45.08100 United States History Examines the history of the United States beginning with the British
settlement of North America . The course’s main focus is the
development of the United States in the 20th and 21st centuries. The
course includes topics related to Colonization through the
Constitution; New Republic to Reconstruction; Industrialization,
Reform, and Imperialism; Establishment as a World Power; and the
Modern Era.
45.08110 Advanced Placement World History Conforms to the College Board topics for Advanced Placement
World History. Includes study of cultural, political, social and
economic history. Stresses research and writing skills. (May
substitute for 45.08300)
45.08200 Advanced Placement United States
History
Conforms to College Board topics for the Advanced Placement
United States History Examination. Covers discovery and settlement,
Colonial Society, the American Revolution, Constitution and the
New Republic, Age of Jefferson, Nationalism, Sectionalism,
Territorial Expansion, Civil War, Reconstruction, Industrialization,
Progressive Era, World War I, Depression, New Deal, World War II,
The Cold War, through modern times. (May substitute for 45.08100)
44
45.08300 World History A survey course beginning with the earliest civilizations and
highlighting important developments throughout the world until the
early 21st century. The course includes topics related to Early
Civilizations and Classical Empires; Growth, Expansion, and the
Emergence of the Modern World; Global Interaction and Conflict;
and the Contemporary World.
45.08400 Advanced Placement European
History
Conforms to College Board topics for the Advanced Placement
European History Examination. Covers intellectual and cultural
history, political and diplomatic history and social and economic
history.
45
Special Education Department (Resource & Self-Contained)
20.01450 Access to Life Skills and Careers I
(Only for students who participate in
the Georgia Alternate Assessment)
This course provides access to essential knowledge, skills, and behaviors
students need to live successfully in today’s world. Topics that may be
addressed include the decision-making process: examining life roles and
responsibilities as a family member and individual, building
interpersonal and communication skills; employability skills; balancing
career and family; career exploration and development; goal setting;
self-advocacy; managing personal resources. All instruction (utilizing
assistive technology as needed) should embed both the mastery of IEP
goals and objectives and incorporate generalization of access skills from
academic courses so that skills are not developed in isolation, but within
the context of the course content. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed using
the Georgia Alternate Assessment.
20.01451 Access to Life Skill and Careers II
(Only for students who participate in
the Georgia Alternate Assessment)
This course enhances the essential knowledge, skills, and behaviors
students need to live successfully in today’s world that are developed in
Access to Life Skills and Careers I. Topics that may be addressed
include the decision-making process: examining life roles and
responsibilities as a family member and individual, building
interpersonal and communication skills; employability skills; balancing
career and family; career exploration and development; goal setting;
self-advocacy; managing personal resources. All instruction (utilizing
assistive technology as needed) should embed both the mastery of IEP
goals and objectives and incorporate generalization of access skills from
academic courses so that skills are not developed in isolation, but within
the context of the course content. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed using
the Georgia Alternate Assessment.
46
20.01550 Access to Family, Community, and
Careers I
(Only for students who participate in
the Georgia Alternate Assessment)
This course provides access to skills, attitudes, and behaviors students
need to live successfully in today’s world. Topics that may be addressed
include problem-solving skills, including the planning process applied to
life situations such as assessing career plans, goal setting, self advocacy,
managing multiple roles and responsibilities, planning resources to meet
individual and family needs including consumer decisions about food,
clothing, shelter, care-giving, health care, and transportation. Consumer
decisions are evaluated according to their relationship to: community
roles and responsibilities of families and individuals, the relationship of
technology to consumer resources, and environmental impact of
consumer decisions. All instruction (utilizing assistive technology as
needed) should embed both the mastery of IEP goals and objectives and
incorporate generalization of access skills from academic courses so that
skills are not developed in isolation, but within the context of the course
content. Instruction should occur in community based settings in
addition to a classroom setting. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed
using the Georgia Alternate Assessment.
20.01650 Access to Family, Community, and
Careers II
(Only for students who participate in
the Georgia Alternate Assessment)
This course enhances the skills, attitudes, and behaviors students need to
live successfully in today’s world that are developed in Family,
Community and Careers I. Topics that may be addressed include
problem-solving skills, including the planning process applied to life
situations such as assessing career plans, goal setting, self advocacy,
managing multiple roles and responsibilities, planning resources to meet
individual and family needs including consumer decisions about food,
clothing, shelter, care-giving, health care, and transportation. Consumer
decisions are evaluated according to their relationship to: community
roles and responsibilities of families and individuals, the relationship of
technology to consumer resources, and environmental impact of
consumer decisions. All instruction (utilizing assistive technology as
needed) should embed both the mastery of IEP goals and objectives and
incorporate generalization of access skills from academic courses so that
skills are not developed in isolation, but within the context of the course
content. Instruction should occur in community based settings in
addition to a classroom setting. Related skills for independent living,
employment and self-determination are developed within the course
47
content. This course is intended only for students who are assessed
using the Georgia Alternate Assessment.
20.01750 Access to Family, Community, and
Careers III
(Only for students who participate in
the Georgia Alternate Assessment)
This course enhances the skills, attitudes, and behaviors students need to
live successfully in today’s world that are developed in Family,
Community and Careers II. Topics that may be addressed include
problem-solving skills, including the planning process applied to life
situations such as assessing career plans, goal setting, self advocacy,
managing multiple roles and responsibilities, planning resources to meet
individual and family needs including consumer decisions about food,
clothing, shelter, care-giving, health care, and transportation. Consumer
decisions are evaluated according to their relationship to: community
roles and responsibilities of families and individuals, the relationship of
technology to consumer resources, and environmental impact of
consumer decisions. All instruction (utilizing assistive technology as
needed) should embed both the mastery of IEP goals and objectives and
incorporate generalization of access skills from academic courses so that
skills are not developed in isolation, but within the context of the course
content. Instruction should occur in community based settings in
addition to a classroom setting. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed
using the Georgia Alternate Assessment.
20.01850 Access to Family, Community, and
Careers IV
(Only for students who participate in
the Georgia Alternate Assessment)
This course enhances the skills, attitudes, and behaviors students need to
live successfully in today’s world that are developed in Family,
Community and Careers III. Topics that may be addressed include
problem-solving skills, including the planning process applied to life
48
situations such as assessing career plans, goal setting, self advocacy,
managing multiple roles and responsibilities, planning resources to meet
individual and family needs including consumer decisions about food,
clothing, shelter, care-giving, health care, and transportation. Consumer
decisions are evaluated according to their relationship to: community
roles and responsibilities of families and individuals, the relationship of
technology to consumer resources, and environmental impact of
consumer decisions. All instruction (utilizing assistive technology as
needed) should embed both the mastery of IEP goals and objectives and
incorporate generalization of access skills from academic courses so that
skills are not developed in isolation, but within the context of the course
content. Instruction should occur in community based settings in
addition to a classroom setting. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed
using the Georgia Alternate Assessment.
20.01950 Access to Life Skills and Careers III
(Only for students who participate in
the Georgia Alternate Assessment)
This course enhances the essential knowledge, skills, and behaviors
students need to live successfully in today’s world that are developed in
Access to Life Skills and Careers II. This course provides access to
essential knowledge, skills, and behaviors students need to live
successfully in today’s world. Topics that may be addressed include the
decision-making process: examining life roles and responsibilities as a
family member and individual, building interpersonal and
communication skills; employability skills; balancing career and family;
career exploration and development; goal setting; self-advocacy;
managing personal resources. All instruction (utilizing assistive
technology as needed) should embed both the mastery of IEP goals and
objectives and incorporate generalization of access skills from academic
courses so that skills are not developed in isolation, but within the
context of the course content. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed using
the Georgia Alternate Assessment.
49
20.01951 Access to Life Skills and Career IV
(Only for students who participate in
the Georgia Alternate Assessment)
This course enhances the essential knowledge, skills, and behaviors
students need to live successfully in today’s world that are developed in
Access to Life Skills and Careers III. Topics that may be addressed
include the decision-making process: examining life roles and
responsibilities as a family member and individual, building
interpersonal and communication skills; employability skills; balancing
career and family; career exploration and development; goal setting;
self-advocacy; managing personal resources. All instruction (utilizing
assistive technology as needed) should embed both the mastery of IEP
goals and objectives and incorporate generalization of access skills from
academic courses so that skills are not developed in isolation, but within
the context of the course content. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed using
the Georgia Alternate Assessment.
20.41650 Access to Food, Nutrition, and
Wellness (Only for students who
participate in the Georgia Alternate
Assessment)
This course is aligned to Food, Nutrition and Wellness (20.41610) which
is an essential course in understanding nutritional needs and food
choices for optimal health of individuals across the lifespan.
Interrelationships with wellness are explored. This course leads to the
advanced nutrition pathway and develops a knowledge base and the
skills necessary to select among Alternates in the marketplace, with an
emphasis on nutrient content, the development of chronic diseases, and
food safety. . All instruction (utilizing assistive technology as needed)
should embed both the mastery of IEP goals and objectives and
incorporate generalization of access skills from academic courses so that
skills are not developed in isolation, but within the context of the course
content. Instruction should occur in community based settings in
addition to a classroom setting. Related skills for independent living,
employment and self-determination are developed within the course
content. This course is intended only for students who are assessed
using the Georgia Alternate Assessment.
50
20.43050 Access to Consumer Economics (Only
for students who participate in the
Georgia Alternate Assessment)
This course is aligned to Consumer Finance FCS-CF (20.43000) and
provides access to the economics of producing, exchanging, saving, and
investing as well as consuming. Topics that may be addressed include
examination of the impacts of economic systems and events on the
workplace and careers as well as in the family and home; the market
system in a global economy; the decision making process and impacts of
expectations, values, purchasing power, and other factors in family and
workplace settings; managing resources in order to meet needs and
wants within the frameworks of personal family and workplace values;
constructive participation in the marketplace; economic, environmental,
and ecological factors which cause changes in the marketplace. All
instruction (utilizing assistive technology as needed) should embed both
the mastery of IEP goals and objectives and incorporate generalization
of access skills from academic courses so that skills are not developed in
isolation, but within the context of the course content. Instruction
should occur in community based settings in addition to the special
education and regular education classroom setting. Related skills for
independent living, employment and self-determination are developed
within the course content. This course is intended only for students who
are assessed using the Georgia Alternate Assessment.
23.05150 Access to American
Literature/Composition
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to American Literature/Composition (23.05100)
and focuses on providing access to the study of American literature,
writing modes and genres, and essential conventions for reading,
writing, and speaking in adapted presentation and/or response format as
appropriate. Within this course is access to the chronological context
and the relevance of period structures in American literature. Students
experience a variety of informational and literary texts in all genres and
modes of discourse Access to the curriculum develops students’
personal interests in different subjects. The student may participate in
expository writing in a variety of writing genres: narrative, persuasive,
and technical. Instruction in communication will occur within the
context of reading, writing, and speaking. Students will experience the
importance of listening, speaking, and viewing skills for a variety of
purposes. All instruction (utilizing assistive technology as needed)
should embed the mastery of IEP goals and objectives so that skills are
not developed in isolation, but within the context of the course content.
Related skills for independent living, employment and self-
51
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is intended only for students who are assessed using the Georgia
Alternate Assessment.
23.05250 Access to English
Literature/Composition (Only for
students who participate in the
Georgia Alternate Assessment)
This course is aligned to English Literature /Composition (23.05200)
and focuses on providing access to the study of British literature, writing
modes and genres, and essential conventions for reading, writing, and
speaking in adapted presentation and/or response format as appropriate.
The students experience chronological context and the relevance of
period structures in British literature. The students will experience a
variety of informational and literary texts and read texts in all genres and
modes of discourse. Access to the curriculum develops the students’
personal interests in different subjects. The student may participate in
expository writing in a variety of writing genres: narrative, persuasive,
and technical (which may include assistive technology). Instruction in
communication will occur within the context of reading, writing, and
speaking, rather than in isolation. The students will experience the
importance of listening, speaking, and viewing skills for a variety of
purposes. All instruction (utilizing assistive technology as needed)
should embed the mastery of IEP goals and objectives so that skills are
not developed in isolation, but within the context of the course content.
Related skills for independent living, employment and self-
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is intended only for students who are assessed using the Georgia
Alternate Assessment.
52
23.06150 Access to Ninth Grade
Literature/Composition
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Ninth Grade Literature/Composition
(23.06100), and focuses on providing access to literary genres, and an
introduction to both the structure and the meaning of a literary work in
adapted presentation and/or response format as appropriate. The
students will be given access to texts across the curriculum to develop
personal interests in different subjects. The student will have an
opportunity to demonstrate communication and writing skills in a
variety of genres: narrative, expository, persuasive, and technical.
Instruction in communication will occur within the context of reading,
writing, and speaking, rather than in isolation. The students demonstrate
an understanding of listening, speaking, and viewing skills for a variety
of purposes. All instruction (utilizing assistive technology as needed)
should embed the mastery of IEP goals and objectives so that skills are
not developed in isolation, but within the context of the course content.
Related skills for independent living, employment and self-
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is intended only for students who are assessed using the Georgia
Alternate Assessment.
23.06250 Access to Tenth Grade
Literature/Composition
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Tenth Grade Literature and Composition
(23.06200) and focuses on a study of literary genres; the student receives
the experience that theme is what relates literature to life and that themes
are recurring in the literary world in adapted presentation and/or
response format as appropriate. The students will have access to
adapted texts across the curriculum to develop personal interests in
different subjects. While the focus is persuasive writing in tenth grade
literature, the student will also have an opportunity to demonstrate
communication and writing skills in a variety of writing genres:
narrative, expository, and technical. Instruction in communication will
occur within the context of reading, writing, and speaking, rather than in
isolation. The students experience the importance of listening, speaking,
and viewing skills for a variety of purposes. All instruction (utilizing
assistive technology as needed) should embed the mastery of IEP goals
and objectives so that skills are not developed in isolation, but within the
context of the course content. Related skills for independent living,
employment and self-determination are developed within the course
content. THIS COURSE MUST REFLECT THE GEORGIA
53
PERFORMANCE STANDARDS and is intended only for students who
are assessed using the Georgia Alternate Assessment.
26.01250 Access to Biology I
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Biology I (26.01200) and provides access to the
Biology curriculum which is designed to continue student investigations
of the life sciences that began in grades K-8 and provide students
experience with skills used in the study of biology. This curriculum
includes more abstract concepts such as the interdependence of
organisms, the relationship of matter, energy, and organization in living
systems, the behavior of organisms, and biological evolution. Students
will access biological concepts through experience in laboratory
activities. All instruction (utilizing assistive technology as needed)
should embed the mastery of IEP goals and objectives so and field work
using the processes of inquiry that skills are not developed in isolation,
but within the context of the course content. Related skills for
independent living, employment and self-determination are developed
within the course content. THIS COURSE MUST REFLECT THE
GEORGIA PERFORMANCE STANDARD and is intended only for
students who are assessed using the Georgia Alternate Assessment.
26.06150 Access to Environmental Science
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Environmental Science (26.06110), and is
designed to extend student investigations that began in grades K-8. This
curriculum is extensively performance, lab and field based. It provides
access to the integration of the study of many components of our
environment, including the human impact on our planet. Instruction
should focus on student data collection and analysis. All instruction
(utilizing assistive technology as needed) should embed the mastery of
IEP goals and objectives so that skills are not developed in isolation, but
within the context of the course content. Some concepts are global; in
those cases, interpretation of global data sets from scientific sources is
strongly recommended. It would be appropriate to utilize resources on
the Internet for global data sets and interactive models. Chemistry,
physics, mathematical, and technological concepts should be integrated
throughout the course. Whenever possible, careers related to
environmental science should be emphasized. . Related skills for
54
independent living, employment and self-determination are developed
within the course content. THIS COURSE MUST REFLECT THE
GEORGIA PERFORMANCE STANDARDS and is intended only for
students who are assessed using the Georgia Alternate Assessment.
27.08150 Access to Mathematics I
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Mathematics I: Algebra/Geometry/Statistics
(27.08100), the first in a sequence of mathematics courses designed to
ensure that students are work-ready. It gives students access to skills
needed to: explore the characteristics of basic functions utilizing tables,
graphs, and simple algebraic techniques; operate with radical,
polynomial, and rational expressions; solve a variety of equations,
including quadratic equations with leading coefficient of one, radical
equations, and rational equations; investigate properties of geometric
figures in the coordinate plane; use the language of mathematical
argument and justification; discover, prove, and apply properties of
polygons; utilize counting techniques and determine probability; use
summary statistics to compare samples to populations; and explore the
variability of data. All instruction (utilizing assistive technology as
needed) should embed the mastery of IEP goals and objectives so that
skills are not developed in isolation, but within the context of the course
content. Related skills for independent living, employment and self-
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is intended only for students who are assessed using the Georgia
Alternate Assessment.
27.08250 Access to Mathematics II
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Mathematics II: Geometry/Algebra II/Statistics
(27.08200), and is the second in a sequence of mathematics courses
designed to ensure that students are work ready. It gives students access
to skills needed to: represent and operate with complex numbers; use
numerical, graphical, and algebraic techniques to explore quadratic,
exponential, and piecewise functions and to solve quadratic, exponential
and absolute value equations and inequalities; use algebraic models to
represent and explore real phenomena; explore inverses of functions; use
right triangle trigonometry to formulate and solve problems; discover,
justify, and use properties of circles and spheres; use sample data to
make informal inferences about population means and standard
deviations; and fit curves to data and examine the issues related to curve
fitting. (Prerequisite: Successful completion of Mathematics I) All
55
instruction (utilizing assistive technology as needed) should embed the
mastery of IEP goals and objectives so that skills are not developed in
isolation, but within the context of the course content. Related skills for
independent living, employment and self-determination are developed
within the course content. THIS COURSE MUST REFLECT THE
GEORGIA PERFORMANCE STANDARDS and is intended only for
students who are assessed using the Georgia Alternate Assessment.
27.08350 Access to Mathematics III
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Mathematics III: Advanced Algebra/Statistics
(27.08300), the third in a sequence of mathematics courses designed to
ensure that students are work ready. It gives students access to skills
needed to: analyze polynomial functions of higher degree; explore
logarithmic functions as inverses of exponential functions; solve a
variety of equations and inequalities numerically, algebraically, and
graphically; use matrices and linear programming to represent and solve
problems; use matrices to represent and solve problems involving
vertex-edge graphs investigate the relationships between lines and
circles; recognize, analyze, and graph the equations of conic sections;
investigate planes and spheres; solve problems by interpreting a normal
distribution as a probability distribution; and design and conduct
experimental and observational studies. All instruction (utilizing
assistive technology as needed) should embed the mastery of IEP goals
and objectives so that skills are not developed in isolation, but within the
context of the course content. Related skills for independent living,
employment and self-determination are developed within the course
content. THIS COURSE MUST REFLECT THE GEORGIA
PERFORMANCE STANDARDS and is intended only for students who
are assessed using the Georgia Alternate Assessment.
56
32.43350 Access to Workplace Readiness
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Workplace Readiness 32.43300 and provides
access to basic skills, thinking skills and personal qualities such as self-
esteem, responsibility and self-management; covers communications,
mathematics, creative decision making and problem solving. All
instruction (utilizing assistive technology as needed) should embed both
the mastery of IEP goals and objectives and incorporate generalization
of access skills from academic courses so that skills are not developed in
isolation, but within the context of the course content. Instruction
should occur in community based settings in addition to the special
education and regular education classroom setting. Related skills for
independent living, employment and self-determination are developed
within the course content. This course is intended only for students who
are assessed using the Georgia Alternate Assessment.
32.81150 Access to Career Technical
Instruction I (Only for students who
participate in the Georgia Alternate
Assessment)
This course provides access to a year-long intervention program for
students with disabilities enrolled in vocational programs; provides
vocational assessment, counseling and guidance, support services and
curriculum adjustment, a system to foster positive self-image, an
individualized educational program (IE), a career ladder and transitional
services from school to work or postsecondary training. Stresses
transitional services needed for job placement and/or continued
education. All instruction (utilizing assistive technology as needed)
should embed both the mastery of IEP goals and objectives and
incorporate generalization of access skills from academic courses so that
skills are not developed in isolation, but within the context of the course
content. Instruction should occur in community based settings in
addition to the special education and regular education classroom
setting. Related skills for independent living, employment and self-
determination are developed within the course content. This course is
intended only for students who are assessed using the Georgia Alternate
Assessment.
57
36.07100 Adaptive Physical Education I Provided for students with Individualized Education Programs (IEPS)
and in lieu of general physical education courses. Focuses on any
combination or variety of team sports, lifetime sports, individual sports
or other activities relating to development of physical and motoric
fitness or the appreciation of various athletic/sporting activities or
events. Activities may include track and field events, aquatics/water
sports, outdoor education experiences, rhythmics/dance, recreational
games, gymnastics and/or self-defense. Provides basic methods to
maintain healthy and active lifestyle.
36.07200 Adaptive Physical Education II Enhances level-one skills in any different combination or variety of team
sports, lifetime sports, individual activities relating to development of
physical and motoric fitness or the appreciation of various
athletic/sporting activities or events. Activities may include track and
field events, aquatics/water sports, outdoor education experiences,
rhythmics/dance, recreational games, gymnastics and/or self-defense.
Provides basic methods to maintain healthy and active lifestyle.
36.07300 Adaptive Physical Education III Enhances level-two skills in any different combination or variety of
team sports, lifetime sports, individual sports or other activities relating
to development of physical and motoric fitness or the appreciation of
various athletic/sporting activities or events. Activities may include
track and field events, aquatics/water sports, outdoor education
experiences, rhythmics/dance, recreational games, gymnastics and/or
self-defense. Provides basic methods to maintain healthy and active
lifestyle.
36.07400 Adaptive Physical Education IV Enhances level-three skills in any different combination or variety of
team sports, lifetime sports, individual sports or other activities relating
to development of physical and motoric fitness or the appreciation of
various athletic/sporting activities or events. Activities may include
track and field events, aquatics/water sports, outdoor education
experiences, rhythmics/dance, recreational games, gymnastics and/or
self-defense. Provides basic methods to maintain healthy and active
lifestyle.
58
40.01150 Access to Physical Science (Only for
students who participate in the
Georgia Alternate Assessment)
This course is aligned to Physical Science (40.01100) and provides
access to the Physical Science curriculum which is designed to continue
student investigations of the physical sciences that began in grades K-8
and provide students experience with skills to have a richer knowledge
base in physical science. This course is designed as a survey course of
chemistry and physics. This curriculum includes the more abstract
concepts such as the conceptualization of the structure of atoms, motion
and forces, and the conservation of energy and matter, the
action/reaction principle, and wave behavior. Students will access
physical science concepts through experience in laboratory activities and
field work using the processes of inquiry. All instruction (utilizing
assistive technology as needed) should embed the mastery of IEP goals
and objectives so that skills are not developed in isolation, but within the
context of the course content. Related skills for independent living,
employment and self-determination are developed within the course
content. THIS COURSE MUST REFLECT THE GEORGIA
PERFORMANCE STANDARDS and is intended only for students who
are assessed using the Georgia Alternate Assessment.
45.05750 Access to American
Government/Civics (Only for students
who participate in the Georgia
Alternate Assessment)
This course is aligned to American Government/Civics 45.05700 and
provides access to the in-depth study of the American political system.
This course focuses on the foundation, principles and structure of the
American system of government, examines the role of political parties,
social factors as they relate to the role of the citizen, and analyzes the
decision-making process that are a part of the system of American
political behavior. This course meets the state’s Citizenship requirement
for graduation. . All instruction (utilizing assistive technology as
needed) should embed the mastery of IEP goals and objectives so that
skills are not developed in isolation, but within the context of the course
content. Related skills for independent living, employment and self-
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is only intended for students who are assessed using the Georgia
Alternate Assessment.
59
45.06150 Access to Economics/Business/Free
Enterprise (Only for students who
participate in the Georgia Alternate
Assessment)
This course is aligned to Economics/Business/Free Enterprise
(45.06100) and provides access to an introductory course into the
principles of economics. The course includes topics related to
Fundamental Economic Concepts, Microeconomics Concepts,
Macroeconomics Concepts, International Economics, and Personal
Finance Economics. All instruction (utilizing assistive technology as
needed) should embed the mastery of IEP goals and objectives so that
skills are not developed in isolation, but within the context of the course
content. Related skills for independent living, employment and self-
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is intended for students who are assessed using the Georgia
Alternate Assessment.
45.07150 Access to World Geography
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to World Geography (45.07110 ) and investigates
regions of the world and how these regions influence the historical,
economical, political and cultural development in an interdependent
world. Includes geographic concepts, physical phenomena and the
relationship of people to their environment. Includes environmental
issues and decision-making skills. Covers regions, location (position on
earth's surface), place (physical and human characteristics), relationships
within places and movement (human interaction on the earth). All
instruction (utilizing assistive technology as needed) should embed the
mastery of IEP goals and objectives so that skills are not developed in
isolation, but within the context of the course content. Related skills for
independent living, employment and self-determination are developed
within the course content. THIS COURSE MUST REFLECT THE
GEORGIA PERFORMANCE STANDARDS and is intended only for
students who are assessed using the Georgia Alternate Assessment.
60
45.07650 Access to Local Area Studies
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Local Area Studies (45.07600) and examines
the geographic, historic, cultural and economic development of the local
community; emphasizes the role of its people and institutions and the
impact of the natural features. Integrates and reinforces social studies
skills. All instruction (utilizing assistive technology as needed) should
embed both the mastery of IEP goals and objectives and incorporate
generalization of access skills from academic courses so that skills are
not developed in isolation, but within the context of the course content.
Related skills for independent living, employment and self-
determination are developed within the course content. This course is
intended only for students who are assessed using the Georgia Alternate
Assessment.
45.08150 Access to United States History
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to US History (45.08100) and gives students
access to the examination of the history of the United States beginning
with the British settlement of North America. The course’s main focus
is the development of the United States in the 20th and 21st centuries.
The course includes topics related to Colonization through the
Constitution; New Republic to Reconstruction; Industrialization,
Reform, and Imperialism; Establishment as a World Power; and the
Modern Era. All instruction (utilizing assistive technology as needed)
should embed the mastery of IEP goals and objectives so that skills are
not developed in isolation, but within the context of the course content.
Related skills for independent living, employment and self-
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is intended only for students who are assessed using the Georgia
Alternate Assessment.
61
45.08350 Access to World History
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to World History (45.08300) and gives students
access to a survey course that begins with the earliest civilizations and
highlights important developments throughout the world until the early
21st century. The course gives access to topics related to Early
Civilizations and Classical Empires; Growth, Expansion, and the
Emergence of the Modern World; Global Interaction and Conflict; and
the Contemporary World. All instruction (utilizing assistive technology
as needed) should embed the mastery of IEP goals and objectives so that
skills are not developed in isolation, but within the context of the course
content. Related skills for independent living, employment and self-
determination are developed within the course content. THIS COURSE
MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS
and is intended only for students who are assessed using the Georgia
Alternate Assessment.
53.01450 Access to Music Appreciation I
(Only for students who participate in
the Georgia Alternate Assessment)
This course is aligned to Music Appreciation I(53.01400) and introduces
production and performance; covers terminology and idioms, elements
of music, perceptive listening and attitudes and appreciation. Stresses
the ability to become a literate consumer and the ability to communicate
about music. All instruction (utilizing assistive technology as needed)
should embed the mastery of IEP goals and objectives so that skills are
not developed in isolation, but within the context of the course content.
Related skills for independent living, employment and self-
determination are developed within the course content. This course is
intended only for students who are assessed using the Georgia Alternate
Assessment.
62
53.02450 Access to Music History and
Literature I (Only for students who
participate in the Georgia Alternate
Assessment)
This course is aligned to Music History and Literature I (53.02400) and
introduces musical genres, styles, composers and media in historical
context. Includes comparison and contrast of musical style periods from
antiquity to the contemporary period, the prominent composers and
literature of the period, social and cultural influences, interdisciplinary
studies of art, theater, dance, politics, music of world cultures and
indigenous American music. Emphasizes perceptive listening and
analysis and communicating about music and musicians. All instruction
(utilizing assistive technology as needed) should embed the mastery of
IEP goals and objectives so that skills are not developed in isolation, but
within the context of the course content. Related skills for independent
living, employment and self-determination are developed within the
course content. This course is intended only for students who are
assessed using the Georgia Alternate Assessment.
63
World Languages Department
60.01100 French I Introduces the French language; emphasizes all skills: listening,
speaking, reading, and writing in an integrated way. Includes how to
greet and take leave of someone, to ask and respond to basic
questions, to speak and read within a range of carefully selected
topics and to develop an understanding of French-speaking cultures.
60.01200 French II Enhances Level One skills in French and provides opportunities to
develop listening, speaking, reading, and writing skills in an
integrated way. Provides continued practice in how to greet and take
leave of someone, to ask and respond to basic questions, and to
speak and read within a range of carefully selected topics. Provides
opportunities to increase understanding of French-speaking cultures.
60.01300 French III Enhances Level Two skills in French and provides further
opportunities to increase listening, speaking, reading, and writing
skills in an integrated way. Provides continued practice in previous
topics and introduces new topics; offers further opportunities to
increase understanding of French-speaking cultures.
60.01400 French IV Enhances Level Three skills in French and provides further
opportunities to increase listening, speaking, reading, and writing
skills in an integrated way. Provides continued language
development through exploration of familiar and unfamiliar topics
and provides opportunities to develop a broader and more extensive
understanding of French-speaking cultures.
60.01500 French V Enhances Level Four skills in French, provides opportunities to
increase levels of proficiency in all skill areas and to deepen
understanding of French-speaking cultures.
60.01600 French VI Enhances Level Five skills in French and provides opportunities to
increase levels of proficiency in all skill areas and to deepen
understanding of French-speaking cultures. Offers further
opportunities to study French literature and advanced level topics.
64
60.01700 Advanced Placement
French/Language
Conforms to College Board topics for the Advanced Placement
French Language Examination. Emphasizes using the language for
active communication. Stresses the ability to understand French in
various contexts, to develop a vocabulary sufficient for reading
newspapers, magazines, literary texts, and other nontechnical writing
and to express oneself in speech and in writing coherently, fluently
and accurately.
60.07100 Spanish I Introduces the Spanish language; emphasizes all skills: listening,
speaking, reading, and writing skills in an integrated way. Includes
how to greet and take leave of someone, to ask and respond to basic
questions, to speak and read within a range of carefully selected
topics and to develop an understanding of Spanish-speaking cultures.
60.07200 Spanish II Enhances Level One skills in Spanish and provides opportunities to
develop listening, speaking, reading, and writing skills in an
integrated way. Provides continued practice in how to greet and take
leave of someone, to ask and respond to basic questions, to speak
and read within a range of carefully selected topics and to increase
understanding of Spanish-speaking cultures.
60.07300 Spanish III Enhances Level Two skills in Spanish and provides further
opportunities to increase listening, speaking, reading, and writing
skills in an integrated way. Provides continued practice in previous
topics and introduces new topics; offers further opportunities to
increase understanding of Spanish-speaking cultures.
60.07400 Spanish IV Enhances Level Three skills in Spanish and provides further
opportunities to increase listening, speaking, reading, and writing
skills in an integrated way. Provides continued language
development through exploration of familiar and unfamiliar topics
and provides opportunities for a broader and more extensive
understanding of Spanish-speaking cultures.
60.07500 Spanish V Enhances Level Four skills in Spanish, provides opportunities to
increase levels of proficiency in all skill areas and to deepen
understanding of Spanish-speaking cultures.
60.07600 Spanish VI Enhances Level Five skills in Spanish, provides opportunities to
increase levels of proficiency in all skill areas and to deepen
understanding of Spanish-speaking cultures. Offers further
opportunities to study Spanish literature and advanced level topics.
65
60.07700 Advanced Placement
Spanish/Language
Conforms to College Board topics for the Advanced Placement
Spanish Language Examination. Emphasizes the ability to
comprehend formal and informal spoken Spanish, to acquire the
vocabulary and grasp of structure to read newspapers, magazines and
Hispanic literature, to compose expository passages and to speak
accurately and fluently.
60.07900 Spanish for Native Spanish
Speakers Level 1
Designed for Heritage Language Learners of Spanish, this course can
accommodate a wide range of Heritage language learners, from those
who are minimally functional (can comprehend Spanish but are not
able to speak fluently, read or write) to those who are more proficient
and literate in Spanish. The recommended entrance requirement for
the beginning level is at the Intermediate-Mid level of proficiency in
listening comprehension on the ACTFL scale. It is not necessary that
students speak at the Intermediate level prior to entering the course.
This course will develop reading, writing, speaking and listening
skills. The student will also develop an awareness and understanding
of Hispanic cultures, such as language variations, customs,
geography and current events.
60.07910 Spanish for Native Spanish
Speakers Level 2
Designed for Heritage Language Learners of Spanish, this course can
accommodate a wide range of Heritage language learners, from those
who are somewhat functional (can comprehend spoken Spanish but
speak haltingly and need improvement in reading and/or writing) to
those who are more proficient and literate in Spanish. The
recommended entrance requirement is at the Intermediate-High level
of proficiency in listening comprehension on the ACTFL scale and
an Intermediate-Mid level of proficiency in reading, writing and
speaking. This course will continue to develop reading, writing,
speaking and listening skills and will promote a deeper
understanding of the Hispanic cultures, such as language variations,
customs, geography, history, and current events.
61.01100 German I Introduces the German language; emphasizes all skills: listening,
speaking, reading, and writing in an integrated way. Includes how to
greet and take leave of someone, to ask and respond to basic
questions, to speak and read within a range of carefully selected
topics and to develop an understanding of German-speaking cultures.
66
61.01200 German II Enhances Level One skills in German and provides opportunities to
develop listening, speaking, reading, and writing skills in an
integrated way. Provides continued practice in how to greet and take
leave of someone, to ask and respond to basic questions, to speak
and read within a range of carefully selected topics and to increase
understanding of German-speaking cultures.
61.01300 German III Enhances Level Two skills in German and provides further
opportunities to increase listening, speaking, reading, and writing
skills in an integrated way. Provides continued practice in previous
topics and introduces new topics; offers further opportunities to
increase understanding of German-speaking cultures.
61.01400 German IV Enhances Level Three skills in German and provides further
opportunities to increase listening, speaking, reading, and writing
skills in an integrated way. Provides continued language
development through exploration of familiar and unfamiliar topics
and provides opportunities for a broader and more extensive
understanding of German-speaking cultures.
61.01500 German V Enhances Level Four skills in German, provides opportunities to
increase levels of proficiency in all skill areas and to increase
understanding of German-speaking cultures.
61.01600 German VI Enhances Level Five skills in German, provides opportunities to
increase levels of proficiency in all skill areas and to deepen
understanding of German-speaking cultures. Offers further
opportunities to study German literature and advanced level topics.
61.01700 Advanced Placement
German/Language
Conforms to College Board topics for the Advanced Placement
German Language Examination. Emphasizes having a strong
command of vocabulary and structure, understanding spoken
German, reading newspapers and magazines, contemporary fiction
and non-technical writing without using a dictionary and expressing
ideas orally and in writing accurately and fluently.
61.04100 Latin I Introduces students to the Latin language and ancient Roman
civilization. Emphasizes the ability to write simple Latin phrases
and to understand simple Latin passages presented orally and in
writing.
61.04200 Latin II Enhances Level One skills and provides opportunities to translate
longer, more challenging passages. Emphasizes how ancient Roman
67
language and civilization has influenced Western language and
civilization.
61.04300 Latin III Enhances previously learned skills and introduces original works by
Latin authors. The works of the authors may be selected in any order
for courses designated at the third, fourth, and fifth year levels. The
authors whose works are studied are Catullus, Cicero, Horace, Ovid,
and Vergil. Selected works from authors such as Aulus Gellius,
Juvenal, Livy, Martial, Cornelius, Nepos, Plautus, Sallust, Pliny, as
well as authors from later Latin, can be included. Explores the
political, economic, social characteristics represented in the works
studied and examines the various writing styles of the authors.
61.04400 Latin IV Enhances previously learned skills and introduces original works by
Latin authors. The works of the authors may be selected in any order
for courses designated at the third, fourth, and fifth year levels. The
authors whose works are studied are Catullus, Cicero, Horace, Ovid,
and Vergil. Selected works from authors such as Aulus Gellius,
Juvenal, Livy, Martial, Cornelius, Nepos, Plautus, Sallust, Pliny, as
well as authors from later Latin, can be included. Explores the
political, economic, social characteristics represented in the works
studied and examines the various writing styles of the authors.
61.04500 Latin V Enhances previously learned skills and introduces original works by
Latin authors. The works of the authors may be selected in any order
for courses designated at the third, fourth, and fifth year levels. The
authors whose works are studied are Catullus, Cicero, Horace, Ovid,
and Vergil. Selected works from authors such as Aulus Gellius,
Juvenal, Livy, Martial, Cornelius, Nepos, Plautus, Sallust, Pliny, as
well as authors from later Latin, can be included. Explores the
political, economic, social characteristics represented in the works
studied and examines the various writing styles of the authors.
61.04700 Advanced Placement Latin: Vergil Conforms to College Board required reading for the Advanced
Placement Latin Examination. Covers Vergil's Aeneid and
emphasizes the ability to translate accurately, to interpret critically,
to read aloud with attention to pauses and phrasing, to scan Latin
hexameter verse and to demonstrate mastery of Latin syntax through
written translations.
68
Reference List
http://professionals.collegeboard.com/testing/ap/scores
http://www.dekalb.k12.ga.us/
http://www.dekalb.k12.ga.us/dunwoody/staff.html
http://www.dekalb.k12.ga.us/instruction/secondary/
http://www.dekalb.k12.ga.us/support/ell/
http://www.dekalb.k12.ga.us/support/gifted/
http://www.dekalb.k12.ga.us/support/specialed/
http://www.gadoe.org/ci_services.aspx