Senior High Curriculum

.5 credit – One Semester

Prerequisites: None

Help feed a hungry world; be part of the solution by enrolling in Plant Science. This course will provide fundamental knowledge of plant components and their functions. Topics include GMOs, industrial hemp, vegetable crops, forage crops, cereal grain production, pollinating and propagating plants, germinating seeds, and factors affecting photosynthesis, production, and growth. We will investigate what factors affect production of agricultural and food production plants. Students will experience hands-on activities as we grow a wide variety of plants in our growing labs. 

Students will be eligible to earn Dual Enrollment credits on completion of this course. 

.5 credit – One Semester

Prerequisites: None

Discover opportunities in the animal industry dealing with pets and companion animals. We will study the usual dogs and cats as well as other pleasure and companion animals. Topics covered will be breeds, anatomy, proper health care, training, nutrition, breeding, careers and animal rights/welfare. We will visit a small animal hospital, a pet supply store and participate in the Food For America program in fall semester. Classroom visits of various animals will also be used to study the animals. We recommend students interested in careers related to animal science take this course.

.5 credit – One Semester

Prerequisites: None

An introduction to the large animal industry includes study of careers, animal safety, nutrition, reproduction and animal rights/welfare topics. We will also look at biotechnology as it applies to production animals and horses. Other topics may be parasite and disease management along with housing and equipment required for various species. We will visit a large and small dairy farm, a large animal veterinary practice and an equine stable. Participation in Food For America is also available. We recommend students interested in careers related to animal science take this course. 

This course will earn 3 Dual Enrollment credits.

1 credit – Full Year

Prerequisites: Large Animal Science DE and junior or senior standing.

Animal health care knowledge and experience available here. You will be able to investigate the scientific principles and societal implications involved in the complex biological production and processing of food and fiber as well as small animal industry. The application of biotechnology concepts to the animal industry will also be covered. This will be an intensive, fast-paced course with possible field trips and other hands-on activities. Students will be able to explore traditional and nontraditional veterinary related careers that may be of interest to them. To receive dual enrollment credit from NTC in their Dairy Science program, you will need to have taken Large Animal Science and have met the required competencies. Course credits may be applied as an elective or science credit required for graduation. 

.5 credit – One Semester

Prerequisites: None

Small engines are used in all kinds of things like ATVs, UTVs, dirt bikes, snowmobiles, personal watercraft as well as lawn, construction, and agricultural equipment. This is a great course to learn about engines and how they work. The small engines and compact equipment course is designed to give you an introduction to the systems, troubleshooting, repair, maintenance, setup, operation and safety procedures used, and career possibilities with this type of equipment. New Kohler engine power units will give you hands-on experience to disassemble and reassemble power components. Transmissions, clutches, auxiliary power drives, hydraulics, electrical system components, and accessories are also studied. The knowledge and skills introduced in this course will be applicable on the trail, on the job, and at home as you will become better able to set up, adjust, maintain, and safely operate equipment with small engines. If you have an interest in small engines for fun or work, it is recommended you take this course.

.5 credit – One Semester

Prerequisites: Small Engines and junior or senior standing.

Take your knowledge of small engines to the next level by working on your own machines! Bring in a four-wheeler, dirt bike, snowmobile, jet ski, outboard or anything you want to learn how to fix. There will be machines to work on if you don’t have your own. Students who successfully complete this course earn credits toward the Outdoor Power Equipment program at Fox Valley Technical College.

.5 credit – One Semester

Prerequisite: None

Art Foundations is an exhilarating journey into the world of visual arts designed to ignite your creativity and unleash your artistic potential! This course is not just about creating art; it's about discovering the power of expression, unlocking your imagination, and mastering the foundational skills that will set the stage for a lifetime of artistic exploration. You will have the chance to explore a variety of media including drawing, painting, sculpture, and ceramics.

This class is a prerequisite for all other art classes (except for Art for Therapy & Wellness).

What is Art

• Critical thinking, creativity, perception, and problem solving
• Divergent and thinking and the creative mind
• Understanding the diverse components that make up the world of art

The Language of Art

• Understanding and applying the Elements of Art
• Personal symbols and imagery, interpreting meaning in a work of art

The Creative Industry

• Careers in the world of art
• Understanding the impact visual artists have many areas of daily life/community

Defining Objects

• Drawing & sculpture- using different line qualities/weights
• Line, shape, movement, Contour, gesture, and outlines

Dynamic Light and Shade

• Rule of thirds; Positive and negative space in a composition
• Rendering objects with highlights, midtones, shadows, and light source
• Shading techniques, value, contrast

Composing with Color

• Color theory, color mixing, acrylic painting techniques
• Rendering 3D forms- highlights, midtones, and shadows
• Researching the life and work of an artist and interpret his/her artistic intention in their work

Exploring Sculpture

• Exploring texture and form in sculpture for visual interest
• Personal expression, exploration, and/or insight

Shaping Space

• Handbuilding- slab forms
• Throwing on the pottery wheel
• Surface decoration and finishing
• Exploring contemporary sculpture & Historical traditions of various cultures
• Critiquing artwork to give/receive feedback

1 credit – Full Year

Prerequisite: Any second level course (Drawing 2, Painting 2, Ceramics 2, Sculpture 2, Design Studio 2)

Whether you aspire to pursue a career in the arts or simply seek to deepen your understanding of artistic processes, this course empowers you to become a visionary creator. It's about challenging artistic norms, embracing the freedom to explore, and crafting a portfolio that reflects the depth and breadth of your artistic journey. Portfolios will include works of art and design, process documentation, and written information about the work presented. In spring, portfolios are submitted for evaluation to the AP board with the possibility of earning college credit. Join us in AP Art and Design and let your artistic vision soar to new heights.

This course is equivalent to a one-semester, introductory college course 2-D, 3-D, or Drawing. As in any college-level course, students will be expected to spend considerable time outside of class to complete assignments, homework, and sketchbook assignments. 

Skill Building

• Develop their artistic skills by exploring a variety of mediums, techniques, and themes

Inquiry based art

• Interpret works of art and design 
• Investigate materials, processes, and ideas
• Formulate questions that guide a sustained investigation through art & design

Sustained Investigation

• Conduct a sustained investigation that demonstrates practice, experimentation, and revision guided by questions or inquiry
• Make works of art and design that demonstrate synthesis of materials, processes, and ideas
• Make works of art and design that demonstrate 2-D, 3-D, or drawing skills
• Present works of art and design for viewer interpretation

Written Response

• Identify questions or inquiry that guided a sustained investigation through art and design
• Describe how a sustained investigation through art and design shows evidence of practice, experimentation, and revision guided by questions or inquiry
• Identify how materials, processes, and ideas are used to make works of art & design
• Describe how works of art and design demonstrate synthesis of materials, processes, and ideas
• Describe how works of art and design demonstrate 2-D, 3-D, or drawing skills

.5 credit – One Semester
Prerequisite: None

Art for Therapy and Wellness will give you the opportunity to gain wellness and mindfulness practices through art.  You will not be evaluated on your artistic ability or design skills. While artwork will be created, the focus will be on visual communication, interpretation and analysis of art, personal growth through art, and social connections created through art. The course will focus on mindfulness practices, emotional intelligence, color psychology, stages of artistic development, the history and theory of art therapy, and approaches to artmaking and purposes of artmaking. 

Mindfulness in Art

• Creating art to practice mindfulness
• Art and mindfulness activities used to aide in mental health and awareness, such as zentangles, neurographic art, visual journaling

Color and Emotion

• Color to evoke emotions, influence emotional responses
• Science of color, color theory, color psychology
• Emotional recognition and analysis, emotional intelligence

Art Approaches and Mediums

• Experimenting with a variety of art mediums
• Cultural craft techniques as a way of reducing stress
• Art and the environment, connecting art and nature

Art and Human Development

• Stages of artistic development
• Influence of art on perceptions at stages of cognitive development

Art Therapy

• Art therapy benefits and uses, art as a healer
• Artists and psychology
• Image awareness, personal symbols, visual communication

Purpose of Art

• Reasons for creating, viewing, and sharing art
• Societal, cultural, and historical contexts of art
• Connections of art in community and world
• Art for socialization, entertainment, spiritual practices, and gift giving

Artistic Philosophy

• Curating a visual journal as collection of written/visual reflections
• Presenting an artistic philosophy

.5 credit – One Semester

Prerequisites: Art Foundation

Welcome to Drawing I, where the ordinary transforms into the extraordinary, and a blank page becomes your canvas for boundless creativity! This course is your gateway to the captivating world of drawing, where lines dance, shadows breathe, and every stroke tells a story. Concepts explored include drawing three-dimensional forms from observation and imagination, composition, and linear perspective. Get ready to embark on an artistic journey that will not only refine your skills but also unleash the artist within.

Keeping a Sketchbook

• Develop ideas, practicing techniques, documenting observations, and notes

Lurking in the Shadows

• Use shading techniques to draw three dimensional forms:  hatching, cross hatching, stippling, blending, scumbling
• Value, pencil grades
• identify a light source and create highlights, midtones, and shadows 

Human Proportions

• use mathematical guidelines to create accurate facial features & proportions 
• explore mark making techniques using different types of media
• show personal style and voice in a composition
• develop an artist statement for presenting artwork

Art in the World Around Us

• reflect on personal art experiences. 
• research or experience options in art and design careers.
• compare purposes of art in a variety of social, cultural, and historical contexts

Exploring Color 

• Color wheel and color schemes
• manipulate color by creating tints, tones, and shades
• colored pencil techniques 
• communicate creative ideas using visual imagery
• critique artwork and/or the artwork of others

The Illusion of Depth 

• One and two point perspective
• create the illusion of depth and form through the use of value, size, space, and details in a drawing.
• linear perspective history

.5 credit – One Semester

Prerequisites: Drawing I or Art Explorations 2D

Building upon the foundation laid in Drawing 1, this course is designed to take your artistic skills to new heights. Get ready to explore advanced techniques, experiment with diverse mediums, and breathe life into your drawings in ways that will redefine your visual vocabulary.
Composition

• Composition structures & guidelines 
• Elements of Art & Principles of Design: value, texture
• STEAM (art, science, architecture, nature)

Perspective

• Atmospheric perspective and linear perspective
• Illusion of depth 
• Three-point perspective (worm’s eye view and a bird’s eye view)
• Elements of Art & Principles of Design: texture, line, form, value
• Visual Hierarchy 
• Foreshortening

Dynamic Light & Shade

• Elements of Art & Principles of Design: value, texture
• Chiaroscuro techniques 
• Tenebrism 
• Shading Techniques:hatching, cross-hatching and stippling 
• Communicating a mood or theme
• Present artwork to an audience

Surrealism

• Explore the concepts of Surrealism
• Composition techniques: layout and placement 
• Personal expression and creativity
• Art critique/reflection

.5 credit – One Semester

Prerequisite: Art Foundations

Ready to dip your brush into a world of color and creativity? Join us in Painting 1 and let the magic of painting unfold. This course is your ticket to the vibrant world of painting, where you will explore watercolor and acrylics. Throughout the course, we will delve into the realms of color theory, the art of rendering form, honing creative problem-solving skills, and unlocking avenues for expressive artistic self-discovery. Get ready to immerse yourself in a symphony of hues, explore various techniques, and unleash your inner artist in an atmosphere of boundless inspiration.

Keeping a sketchbook

• Develop ideas, practicing techniques, documenting observations, and notes

Basic Concepts of Painting

• value scale- watercolor & acrylic
• monochromatic painting with a wide range of values
• History of painting

Color Theory

• Color relationships, color mixing, color schemes 
• Blocking in
• Mood and emotion based on color
• History of color in art

Acrylic Techniques

• acrylic painting techniques
• painting from observation
• create a range of values by mixing tints, tones, and shades
• replicating highlights, midtones, and shadows
• reflect on artwork using specific art vocabulary

Watercolor Exploration

• color mixing and gradation
• develop a composition from the imagination using watercolor processes
• use creative ideas to communicate a message, mood, or theme
• evaluate the work of contemporary artists

Mixed Media 

• generate and conceptualize artistic ideas and work
• develop a narrative composition using the elements of art & principles of design. 
• use visual thinking strategies to analyze works of art.
• understand how narrative art was developed throughout history

.5 credit – One Semester

Prerequisites: Painting I or Art Explorations 2D

Building upon the foundation set in Painting 1, this course invites you to transcend the ordinary and embrace the extraordinary in the world of paint. Get ready to embark on an exhilarating journey of advanced techniques using acrylics, watercolor, and oil paint. 

Acrylics

• Acrylic painting mediums & techniques 
• Composition techniques
• Elements of Art & Principles of Design: texture, form, scale

Color Theory

• Art critique/reflection
• Watercolor
• Watercolor painting techniques
• Elements of Art & Principles of Design: texture, form, contrast, focal point
• Art critique/reflection

Oils

• Oil painting techniques 
• Oil and cold wax
• Elements of Art & Principles of Design: proportion, value, contrast
• Sensory perception 
• Color theory 
• Non-objective painting 
• Communicating a theme or meaning 
• Exploration of contemporary artists 

Unusual Surfaces

• Exploration of media, techniques, and processes 
• Elements of art & principles of design
• Communicating a message 
• Applying organizational structures and functions

.5 credit – One Semester

Prerequisites: Art Foundations

Dive into the tactile world of clay! Learn the essentials of handling, shaping, and molding this versatile medium. From wedging to coiling, pinch pots to slabs, master the foundational techniques that will be the building blocks of your ceramic creations. Feel the thrill of the spinning poetry wheel beneath your hands as you transform a lump of clay into functional and artistic vessels. Explore the nuances of centering, pulling, and shaping to create pottery that reflects your unique style.

Ceramics Bootcamp

• Stages of clay, Ceramics tools
• Steps- Throwing on the Pottery wheel 

Essential Forms

• History of clay, Investigate tools and processes
• Wedging , Pinch method, slip and score
• Develop forms with a theme
• Surface decoration & glazing

Throwing on the Pottery Wheel

• Stages of throwing, Trimming a foot
• Wheel thrown bowl, mug with pulled handle, vase or bottle

Slab Construction

• Slab building techniques
• Vessel with a lid, Sgraffito

Coil Construction 

• Planning- sketching, annotating
• Coil vessel

Modeling Forms

• additive/subtractive methods
• Creating a form with a theme or mood
• artist statement

.5 credit – One Semester

Prerequisites: Ceramics 1 or Art Explorations 3D

Get ready to shape the next chapter of your ceramic journey. Building upon the foundation set in Ceramics 1, you will explore advanced wheel throwing techniques, glazing and surface treatments, as well as functional and sculpture design. This course is about pushing the boundaries of clay and discovering your unique voice in ceramic art.

Hand Building 

• Slab form construction; slump or hump molds
• Positive & negative space
• Mishima technique 
• Add to, subtract from, and alter the surface of a work by utilizing a variety of design techniques (roulette, stamps).
• Reflect on artwork using art vocabulary
• History of handbuilt ceramics

Functional Forms

• Experiment with different throwing techniques on the pottery wheel
• Throw a vessel and a lid with a flange 
• Throw a pitcher with a pulled handle
• Effectively trim and foot wheel thrown pieces
• Add decorative glaze and surface design 
• Share their work for presentation
• Reflect on their artwork using art vocabulary
• History of functional ceramics
• Pueblo pottery (New Mexico, Maria Martinez) 

Sculptural Objects

• Extruded vessels with relief (high or low) decoration.
• ‘Sculpture in the round’ (modeling techniques)
• Decorative glaze and surface design 
• Interpret an abstract 2D work into a three dimensional sculpture 
• Share their work for presentation
• History of Greek relief sculpture

Advanced Throwing Techniques

• Experiment with different throwing techniques to create a variety of forms on the pottery wheel
• Properly trim and foot their piece on the pottery wheel.
• Share work for presentation.
• Explore contemporary artists and their significance to the art world.

.5 credit – One Semester

Prerequisite: Art Foundations

Sculpture I is not just a course; it's a hands-on exploration of the transformative power of three-dimensional art. Explore additive, subtractive, and construction techniques while discovering the versatility of materials. Materials made include, but are not limited to wire, cardboard, found objects, paper, and 3D pens. From conceptualization to execution, learn the sculptor's craft from the ground up.  

Keeping a Sketchbook

• Develop ideas, practicing techniques, documenting observations, and notes

STEAM

• critical thinking, problem solving, and research
• develop artistic plans to create works of art
• experiment with a variety of tools and technology
• design and construct artistic forms using STEAM concepts
• Students can prepare their artwork for presentation.
• Students can reflect on their artwork and/or the artwork of others

Sculpture of Imagination

• create an armature as a framework for a sculpture
• create insightful, original, and expressive artwork 
• use appropriate sculpture materials and tools to develop a refined form
• color theory
• connect artwork to different cultures or societal issues

Abstract and Non Objective Forms

• utilize the elements of art and organize them according to the principles of design to create a three dimensional sculpture
• communicate emotions in a work of art 
• interpret the artist’s intent in a work of art

Paper Sculpture

• investigate how artists create sculptures using different materials
• explore positive and negative space in a three-dimensional work of art
• take an intangible feeling or movement and translate it through sculpture
• test and revise how light will interact with a sculpture

.5 credit – One Semester

Prerequisites: Sculpture I or Art Explorations 3D

Develop advanced sculpture building skills using a variety of materials and processes! You will be encouraged to develop your own personal creative vision, while working on refining your artistic skills through traditional studies. 

STEAM 

• Engage in critical thinking, problem solving, and research
• Experiment with a variety of tools and technology
• Design and construct artistic forms using STEAM concepts
• Prepare their artwork for presentation
• Evaluate artwork and the artwork of others

Investigating Identity

• Investigate ways to develop creativity
• Conduct research and self reflection in order to develop ideas for a sculpture
• Utilize the principles of design to create a visually strong work of art
• Develop a personal artistic style
• Create a sculpture that demonstrates the components of identity 
• Reflect on and revise their artwork.

Wearable Art

• Explore ideas of what sculpture can be.
• Use a variety of techniques, media, styles and size/scale, to create an innovative “wearable sculpture”
• Utilize the elements of art and principles of design 
• Communicates a specific message or emotion in a work of art
• Explore different careers in the field of design
• Explore contemporary design artists and artists from different cultures 

Creative License

• Document ideas, processes, problems, and solutions in a sketchbook
• Explore concepts to find new ways to express ideas
• Utilize the elements of art and principles of design 
• Develop a personal style that communicates a theme or message
• Prepare and present their work to an audience
• Reflect on and revise artwork

5 credit – One Semester

Prerequisites: None

Interested in a career in business or management? This course provides a basic understanding of the fundamental management functions including planning, organizing, leading and controlling. You will be introduced to work-related situations that will foster the management skills necessary for a successful future. Students will be exposed to many different aspects of the world of business. A primary objective of the course is to broaden both the interests and horizons of students toward understanding the dynamics of business and business careers.

Three dual enrollment credits available from NTC.

What you will learn in this course:

• Course Competencies
• Once completed with this course, you should be able to:
• Analyze the global, ethical and legal environment of business
• Explore the definition and evolution of business and entrepreneurship
• Examine the human side of business
• Examine the functional approach to business including operations management, human resource management and finance.
• Examine the functional approach to business including information technology, e-commerce and marketing

What we will cover in this class:

• Week 1 - Business Economics: Analyze the global, ethical and legal environment of business
• Week 2 - Management Basics: Examine the human side of business
• Week 3 - Entrepreneurship: Explore the definition and evolution of business and entrepreneurship
• Week 4 - Organizational Structure: Examine the human side of business
• Week 5 - Labor Resource: Examine the human side of business
• Week 6 - Motivating Employees: Examine the functional approach to business including operations management, human resource management and finance
• Week 7 - Business Ethics and Business Law: Analyze the global, ethical and legal environment of business
• Week 8 - Operations Management: 
• Analyze the global, ethical and legal environment of business
• Examine the functional approach to business including operations management, human resource management and finance
• Week 9 - Meeting Customers’ Needs: Examine the functional approach to business including information technology, e-commerce and marketing
• Week 10 - Distribution and Promotion: Examine the functional approach to business including information technology, e-commerce and marketing
• Week 11 - Technology to Manage Information: Examine the functional approach to business including information technology, e-commerce and marketing
• Week 12 - Financial Information and Accounting: Examine the functional approach to business including information technology, e-commerce and marketing. Examine the functional approach to business including operations management, human resource management and finance
• Week 13 - Understanding Money: Examine the functional approach to business including information technology, e-commerce and marketing. Examine the functional approach to business including operations management, human resource management and finance
• Week 14 - Financial Management and Securities Markets: Understanding Money: Examine the functional approach to business including information technology, e-commerce and marketing. Examine the functional approach to business including operations management, human resource management and finance
• Week 15 - Global Business: Analyze the global, ethical and legal environment of business
• Week 16 - Your Career In Business: Manage your professional life

Key Units/Topics

• Global, Ethical and Legal Environment
• Human Side of Business
• Business Ownership
• Various Business Operations
• Careers

Primary Resources: 

• Northcentral Technical College content
• DECA
• Introduction to Business Textbook

.5 credit – One Semester Prerequisites: Student has not or is not taking a “Consumer Education” course. Are you interested in becoming a millionaire? Did you know the secret is making simple decisions right now? You can learn how money works and how, at a young age, to make it work for you. This course looks at common mistakes people make with money every day and how to avoid them. Some of the topics covered include: paying for college, saving, banking, investing, risk management, financial planning, budgeting, managing money, insurance, ethics and what financial tools to use. Apply financial concepts by using current computer technology. Play the Stock Market Game!  Get introduced to lucrative careers in the finance field! This course introduces you to real-life financial decision making by partnering with Co-Vantage Credit Union and other area businesses and participating in the Reality Fair. Start preparing for a business financial career and life! Open to all students. Earn one free college credit. Dual Enrollment credit is available from NTC.

This course will dive deeper into the major financial decisions encountered by individuals. Topics include: budgeting, use of credit, automobile and consumer durables, insurance, housing decision,s taxes, retirement planning, estate transfer and investments. Each subject is analyzed within the context of a comprehensive framework of personal financial planning. Students will also be exposed to and further explore careers in the financial field.  

.5 credit – One Semester

Prerequisites: None

Planning a career in the fields of business, marketing or finance? Accounting is the language of business. Students learn the procedures involved in completing the accounting cycle. They will complete transactions and prepare financial statements necessary for businesses to make financial decisions. Accounting principles and procedures are presented and followed. Accounting is a must in a business career.

.5 credit – One Semester

Prerequisites: Accounting I

Adding to the concepts learned in Accounting I, this course begins recording of payroll and taxes, recording notes and interest, an introduction to partnership and corporation accounting, and exposure to utilizing computerized accounting software. Strongly recommended for anyone planning to enroll in college/university or technical school as a business major or minor.

Four Dual Enrollment credits available from NTC.

.5 credit – One Semester

Prerequisites: Accounting I, Accounting II DE, and junior or senior standing

Advance your career objectives in the business and/or accounting profession. This is for students who (1) want to become accounting clerks upon graduation from high school; (2) want to obtain the accounting skills necessary to advance to the level of junior or assistant accountant; or (3) want to broaden and improve their knowledge, understanding and application of accounting competencies. Accounting III is an automated (computerized) accounting course.

.5 credit – One Semester

Prerequisites: Accounting I, Accounting II DE, Accounting III, and junior or senior standing

An extension of Accounting III designed for students who are interested in an accounting or a business-related career.  Includes coursework in partnerships and corporation accounting, cost accounting and computerized (automated) use in accounting. Strongly recommended for anyone planning to enroll in a college/university or technical school as a business major.

.5 credit – One Semester

Prerequisites: None

Have you ever wanted to build your own computer?  Or, did you have to take your computer into the Geek Squad for repairs?  In this course, you will develop knowledge and skills in the setup, maintenance, and troubleshooting of personal computer hardware.  This course introduces learners to terms, concepts and functions of personal computers.  Students will learn how to take apart a computer as well as some basic functions of computer repair.  Introduces learners to terms, concepts and functions of personal computers. Demonstrate knowledge of proper function and use of computer internal and external components, system configuration, data backup and peripherals.  Helps learners prepare for CompTIA's ITF+ Certification exams.

Outcomes - I can:

• Identify a variety of hardware components and their functions
• Perform troubleshooting and maintenance on hardware components

Key Units/Topics

• IT Concepts and Terminology
• Infrastructure
• Applications and Software
• Software Development
• Database Fundamentals
• Security

Primary Resources: 

• Website: Cisco Packet Tracer program
• ITF+ Certification Exam

1 credit (.5 elective, .5 math) - Full Year

Prerequisites: Algebra I

Computer science is everywhere, from our smartphones and video games to music, medicine, and much more.  AP Computer Science Principles (AP CSP) can help you understand how computing and technology influence the world around you.  Learn how to creatively address real-world issues while using the same tools and processes that artists, writers, computer scientists, and engineers use to bring ideas to life.  Whether you are new to coding or an advanced coder, this course will improve your skill set.  College credit can be earned upon successful completion of the AP exam and portfolio.

Outcomes - I can:

• Use correct syntax to create and troubleshoot code segments
• Use a variety of inputs and variables to make code more efficient
• Describe the components and impact of the Internet
• Create computer programs to solve problems

Key Units/Topics

• Introduction to Programming
• Programming with JavaScript
• JavaScript Control Structures
• Functions and Parameters
• Basic Data Structures
• Digital Information
• The Internet
• Create Performance Task

Primary Resources: 

• Code Website

.5 credit – One Semester

Prerequisites: None

Did you ever wonder how to make your own mobile app?  This course is designed to teach you the skills needed to be an app developer capable of bringing your own ideas to life.  Whether you’re new to coding or want to expand your skills, by the end of this course you will be able to build several fully functioning apps of your own.  And, who knows, maybe even publish your own app to the Google Play or App Store!

Outcomes - I can:

• Use a variety of programming features to create mobile apps
• Utilize good design principles to create visually appealing apps
• Incorporate all aspects of the app design process including planning, design, programming, troubleshooting, documentation, and publishing

Key Units/Topics:

• Careers in App Design
• History of App Design
• User Interface (UI)
• User Experience (UX)
• App Controls
• Programming of Apps

Primary Resources: 

• Thunkable Website

.5 credit – One Semester

Prerequisites: None

Want to learn how to create your own website?  
This course introduces HyperText Markup Language (HTML) and Cascading Style Sheet (CSS) coding techniques.  Learners will create and modify web pages using HTML tags and style the web pages with CSS.  For the final course project, learners will create their own personal website portfolio and publish it online.

Outcomes - I can:

• Use HTML and CSS programming to create a website
• Utilize good design principles to create visually appealing websites
• Publish websites for others to see

Key Units/Topics:

• Getting Started with the Internet
• HTML - Structuring Websites
• CSS - Styling Websites
• Advanced HTML and CSS
• Bootstrap

Primary Resources: 

• Code Website
• IT Specialist - HTML and CSS certification exam

.5 credit – One Semester

Prerequisites: None

If you enjoy video games and want to get started with game design, then this course provides a solid foundation.  This course covers game development history, platforms, goals and genres, player elements, story and character development, gameplay, levels, interface, audio, development team roles, game development process, and marketing and maintenance. Students will play games, analyze them, and create games with appropriate documentation.

Outcomes - I can:

• Use a variety of game mechanisms to create a playable game
• Incorporate all aspects of the game design process including planning, design, programming, troubleshooting, documentation, and publishing
• Publish the game for others to play

Key Units/Topics:

• Careers in Game Design
• History of Game Design
• Game Genres
• Game Controls
• Game Engines
• Game Documentation

Primary Resource: 

• Construct Website

.5 credit – One Semester

Prerequisites: None

A must computer class for all students whether you are going to college or directly into the workforce! Microsoft Office proficiency is one of the top five most commonly required skills posted in online job descriptions. Word, Excel, and PowerPoint are major areas of instruction.  Business and industry leaders stress the need for these skills for their current and future employees.  Take this class and advance your level of computer skills by earning national MOS certifications.  

Students can also earn up to three college credits at NTC.

Outcomes - I can:

• Use Microsoft Word to create a variety of documents
• Use Microsoft Excel to calculate and effectively present data 
• Use Microsoft PowerPoint to organize and present data 
• Use Microsoft Outlook to effectively communicate and organize data

Key Units/Topics:

• General Microsoft Office tasks
• Microsoft Word
• Microsoft Excel
• Microsoft PowerPoint
• Microsoft Outlook

Primary Resources: 

• Test Out Website
• MOS Certification Exams

.5 credit – One Semester

Prerequisites: None

Grades: 9-12

Marketing Foundations will prepare you with an understanding of the broad field of marketing. Since four out of five careers deal with marketing, you can benefit from the valuable career guidance from this course. Topics covered in Marketing Foundations course include: sales, marketing strategies, business and economic concepts. Leadership skills are practiced in class through role playing, public speaking activities and solving real business problems.

Students enrolled in Marketing Foundations operate and manage the school store. Earn valuable retail experience by running a small business store on site and online.

As a marketing student you become a member of the nationally recognized organization, DECA. DECA gives you opportunities to participate in leadership workshops at the local, state and national levels. DECA members from around the world and business people identify DECA as a remarkable experience in the preparation of emerging leaders and entrepreneurs.

Big Questions/Enduring Understandings:

• All functions of marketing play a major role in the global economy.
• Marketing is an art and a science.
• How can comprehension and implementation of marketing concepts provide success in the business world and for you personally?

Learning Targets by Standard:

• I CAN share with others the importance of all ten marketing functions and how they work within a business. 
• I CAN analyze and develop ideas around the elements of the marketing mix.
• Major Areas of Focus:
• Identify and analyze the 10 marketing functions.
• Illustrate how the elements of the marketing mix are interrelated. 

Key Units/Topics:

• Marketing Functions
• Micro Economics
• Sales
• DECA
• School Based Enterprise

Primary Resources: 

• Teacher created content
• Morning Brew
• Advertising Age
• National Retail Federation
• DECA

.5 credit – One Semester

Prerequisites: None

Put your passion to work in a course that allows you to follow your own path. Creative Marketing Solutions allows you to embrace a problem, create a movement or just dig deep into whatever motivates you! Research, organize and lead your project through real-world applications and environments in this dynamic, project-based course.

Students in this course will have an opportunity to enhance their marketing and leadership skills in business, marketing, finance, hospitality, administration, human resources or sports and entertainment management. Highlights of this course include connecting with local business professionals, learning from guest speakers and giving you the opportunity and space to develop your passion. 

Students can take this course each year. Your project would change each year.

.5 credit – One Semester

Prerequisites: Junior or Senior Standing

Marketing Principles introduces principles and problems of marketing goods and services. We explore marketing mix components; product planning and development; explain the factors that influence consumers and business decisions; outline a marketing plan; create advertising and social media campaigns; and create a strategic marketing plan for a new product. Students enrolled in Marketing Principles operate and manage the school store. Earn valuable retail experience by running a small business store on site and online.

As a marketing student you become a member of the nationally recognized organization, DECA. DECA gives you opportunities to participate in leadership workshops at the local, state and national levels. DECA members from around the world and business people identify DECA as a remarkable experience in the preparation of emerging leaders and entrepreneurs. 

Once completed with this course, you should be able to:

• Illustrate Basic Fundamentals of Marketing
• Explain the 4 P's (Product, Price, Place & Promotion) of Marketing Evaluate Product Planning
• Examine Market Segments to Develop a Market Targeting Strategy Evaluate Promotional Planning
• Explore Strategies to Develop Customer Value Driven Strategy and Mix
• Explain the SWOT (Strengths, Weakness, Opportunities and Threats) Analysis Process
• Investigate Integrated Marketing Communication Strategies
• Examine Strategies to be Competitive in the Global Marketplace
• Examine Distribution Planning and Marketing Channels
• Prepare an Effective Presentation of a Strategic Marketing Plan

Module: Compentency:

• Module 1: Explore Marketing Fundamentals & Examine the 4 P's of Marketing
• Module 2: Examine Market Segments to Develop a Market Targeting Strategy
• Module 3: Explore Pricing Strategies to Develop a Customer Value Driven Strategy
• Module 4: Explore the SWOT Analysis Process
• Module 5: Investigate Integrated Marketing Communication Strategies
• Module 6: Examine Strategies to be Competitive in the Global Marketplace
• Module 7: Examine Distribution Planning & Marketing Channels
• Module 8: Develop & Present an Effective Presentation of a Strategic Marketing Plan

A final project will be developed during the Modules in this course. Each student will have a Course Reflection Paper, Final Written Strategic Marketing Plan, Visual Presentation and Verbal Presentation.

Key Units/Topics:

• Marketing Strategies
• Marketing Mix Elements: Product, Place, Price, Promotion, People

Primary Resources: 

• Northcentral Technical College
• DECA

.5 credit – One Semester

Prerequisites: None

This is a specialized course designed to offer students the opportunity to gain knowledge and develop skills related to the growing sports and entertainment industry.  Sports Marketing addresses such diverse products as the sporting event itself, its athletes, sports facilities or locations, sporting goods, personal training and sports information. Marketing includes events such as fairs, concerts, trade shows, festivals, plays, product launches, causes, etc.

Big Questions/Enduring Understandings:

• Sports and entertainment is BIG business
• The sports and entertainment industry has changed over the last several decades
• Guesstimate the future of the SEM industry

Learning Targets by Standard:

• I CAN discuss the impact of sports and entertainment history on today’s market

Major Areas of Focus:

• Six factors influencing the growth of sports and entertainment marketing
• Marketers in the SEM industry rely on discretionary income
• Technology has influenced the industry

Key Units/Topics:

• Promotions
• Pricing
• Fan Experience/Hospitality
• Risk Management

Primary Resources: 

• Teacher created content
• DECA

2 credits (1 English and 1 Social Studies) — 2 period class – Full Year    

Prerequisites: Junior Standing

American Studies is a junior level interdisciplinary course designed to integrate both English and 20th Century US History standards. The course is taught during back-to-back class periods, allowing for time to further delve into materials and extended discussions. Four key themes organize the curriculum: The American System, Global Conflict and Resolution, Change and Equality, and Culture in the 20th century. Elements of the English 11 curriculum, such as short and long form writing, analyzing text, choice book reading, and considerations of audience will help explore these historical themes. 

Additionally, as it is a junior level course, ACT preparation work is embedded throughout each unit, with review activities increased near the test date. 

Enduring Understanding and Skills:

• Students will understand the intricacies of the American System - democracy and capitalism - and values associated with it.
• Students will understand why nations go to war. 
• Students will understand how conflicts reflect and drive change. 
• Students will understand how culture has changed throughout the 20th century in America. 
• Students will be able to use Thinking Like a Historian Skills (cause & effect, change & continuity, turning points, using the past, and through their eyes).
• Students will be able to analyze Purpose and Audience in texts, and apply it to their own writing.
• Students will be able to analyze primary and secondary sources.
• Students will be able to develop and support their ideas with evidence. 
• Students will be able to interpret the tone of various pieces. 

Course Expectations
The expectations for each student’s use of his/her ready mind include, but are not limited to the following:

• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. When students are struggling to turn work in on time, they should reach out to the teacher to make a plan. 

Grading Standards:

• Research
• Think Like a Historian
• Shows Knowledge of People/Places/Events
• Purpose & Audience
• Develop & Support Ideas 
• Practice to Learn

Course Texts:

• The Things They Carried by Tim O’Brien
• Two books of student’s choice related to unit
• Various relevant news articles 
• Various Short Stories, Poems, etc.

Course Movies/Films
When time allows, the class watches movies and documentaries deemed to have educational value and relation to the unit of study. Different movies are sometimes shown based on student interest and the release of new relevant films. If a movie is rated “R”, letters are sent ahead of time to parents/guardians. Some movies we have shown in the past include:

The Founder

• “Crash of 1929” American Experience episode
• Episode of The Men Who Built America
• Cinderella Man
• Schindler’s List
• Two Days in October 
• Selma
• Emmett Till documentary 
• Mississippi Burning
• The Butler
• Excerpts from Crip Camp: A Disability Revolution 
• Hidden Figures 
• Forrest Gump

Course Syllabus Overview

Unit 1: The American System - 4 weeks 

Essential Question: Does the American System live up to its professed ideals?

In this unit, students will be able to distinguish between the two components that make up the American System - our economic system and government. They learn about how our economic system of capitalism functions with our democratic system of government. In order to do this, students learn about the history of each system in America. This foundation of knowledge is carried into the present, as well.  Students also generate a list of America’s professed ideals (values, beliefs, etc.), and they have to evaluate whether they think we live up to those ideals or not. Some examples of these ideals would be freedom, individualism, strong work ethic, independence, equality, and many more. One other aspect of this unit is a study of 9/11. A former military member is brought in to speak to the students about his experience during the event. Students also look at a variety of sources to learn about how the American System was impacted by the event. 

Students practice relevant English skills while working through this content, such as text analysis and close reading skills, considerations of purpose and audience, written organization, summarizing skills, and the creative use of technology. 

• Selected works: historical documents (ex. Carnegie’s Gospel of Wealth), relevant news/academic articles, various poems & musical pieces, retro commercials   

Common Assessments:

• American Ideals: Poem/Song Analysis 
• History of Democracy quiz
• Impact of 9/11 on the American System (short essay)
• Real Titans of Capitalism video 
• History of Capitalism discussion

Unit 2: PANIC (Exploring the Roaring 20s and Great Depression) - 5 weeks

Essential Question: How did the American System live up to its professed ideals during the 1920’s and 1930’s? 

In this unit, we look specifically at the American System in the 1920s and 1930s. Students learn about these decades in a unique way. They study this time through a simulation - they take on a persona/character of a person living during that time. Students learn about the Roaring 20s first. For example, they are able to discern why this decade is classified as “roaring.” They learn about Flappers, consumerism, Prohibition, the Dust Bowl, and many other historical topics. The students write weekly journal entries explaining how their character is impacted by certain events. We simulate the stock market throughout the unit, as well. So, when the market crashes in 1929, their characters are impacted. The students then learn about the 1930s and the Great Depression. 

Students practice relevant English skills while working through this content, reviewing thesis statements, written organization, proper inclusion of text evidence, close reading and text analysis, considerations of purpose and audience, as well as creative fiction writing in their journals. 

• Selected works: various historical readings (ex. FDR Fireside Chat)

Common Assessments:

• Weekly journal entries 
• Roaring 20s discussion
• Prohibition or Dust Bowl DBQ essay
• Create your own Fireside Chat
• PANIC Balance Sheet 
• PANIC summative test 

Unit 3: Global Conflict and Resolution - 8 weeks

Essential Question: Why do nations go to war? How do wars reflect and drive change? 

In this unit, students learn about the different American conflicts (i.e. WWI, WWII, Cold War, etc.) in the 20th century. Time is spent on each, and students have to determine why the nations involved went to war and how the conflicts caused change. They complete a variety of activities such as mapping, simulating Trench Warfare, Cold War source analysis, and many others. At the end of the unit, students choose a specific topic within one of the conflicts in the 20th century they want to learn more about. They present the information they find in a project they create. 

Throughout this unit, students also read a book of their choice that reflects either the American System or this unit of Global Conflict. They have to connect the book to class content through weekly assignments and a book review when they complete the book. Additionally, students practice relevant English skills while working through this history content, such as considerations of purpose and audience, recognizing elements of rhetoric (ethos/logos/pathos), summarizing skills, close reading skills, and research and MLA citations. 

• Selected works: book/novel of their choice, PSA “Burt the Turtle”, The Butter Battle by Dr. Seuss, All Quiet on the Western Front excerpts, various news articles, historical primary & secondary  sources

Common Assessments:

• WWI Webquest
• Mapping WWII Theaters 
• Egos/Logos/Pathos Propaganda activity 
• Cold War Investigation 
• Korean War Research activity 
• Winter Slam project
• Choice Book Review and Journals
• Choice Book Discussion

Semester 2

Unit 4: Reading Narrative - The Things They Carried - 5 weeks
Essential Question: How do authors create tone? 

In this unit students will delve further into the previous Global Conflict unit by reading a novel focused on the Vietnam War titled The Things They Carried. The majority of the book is read in class, allowing for thoughtful discussions and guided analysis. A specific focus is placed on analyzing authorial choices, especially in relation to tone. In order to defend the selection of tone, students will be introduced to various literary devices (figurative language, syntax, details, diction, and imagery).. Students are introduced to this knowledge with careful and strategic reading and group-based analysis of selected sections. Students will independently utilize close reading skills to find evidence of specific literary devices used by an author to identify and defend an appropriate tone. Additionally, students will learn background knowledge related to the Vietnam War and soldiers’ experiences in order to better understand the content of the text. 

• Selected Works: The Things They Carried by Tim O’Brien, various poems, relevant media articles

Common Assessments:

• Personal Letter (What do you Carry?) 
• “Spin” Quote Analysis 
• On-Demand Tone Assessment 
• The Things They Carried Summative Essay 

Unit 5: Change and Equality - 8 weeks

Essential Question: What is an appropriate and effective way to evoke change?

In this unit, students learn about historically marginalized groups (i.e., groups defined by race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income). This comes directly from page 42 in the Wisconsin state social studies standards. They learn about how these groups tried to appropriately and effectively evoke change. The students are taught about different strategies and tactics used by Black Americans, Asian Americans, women, etc., and they need to determine whether these methods were appropriate and/or effective. 

The Wisconsin state English standards also encourage educators to use texts that serve as “both windows and mirrors.” In other words, “texts that reflect one’s experiences and experiences of others.” Throughout this unit, the students read a book of their choice that reflects change and equality in the 20th/21st century. They have to connect the book to class content through weekly assignments and an on-demand essay when they complete the book. Additionally, students practice relevant English concepts while working through historical content, such as considerations of purpose and audience as it pertains to the variety of dialects in our language, the concept of Satire, analysis of banned books, close reading skills, and inclusion of text evidence.

• Selected works: Poem “A Wreath For Emmett Till” by Marilyn Nelson, variety of historical primary sources (ex. SNCC Manifesto, Black Panther 10 Point Program), Short Story “Story of an Hour” by Kate Chopin , relevant news articles, book of students’ choice that fits with the unit

Common Assessments:

• Power Movements Mini-Project 
• Asian Americans Historical Depictions 
• Native American webquest 
• Stonewall Riots Primary Source Analysis 
• Summative assessment 
• Choice Book Written Responses 

Unit 6: Culture - 5 weeks
Essential Question: How and why has American culture changed over time?

In this unit, students learn about American culture in the 20th century. They also compare culture in the past with what they see today. The unit begins with the definition of culture. The students explore an aspect of it (music, movies, fashion, food, etc.) through creating a collage.  Then, they receive some information on culture in each of the decades in the second half of the 20th century. This allows us to incorporate more interactive activities throughout the unit where they look at culture as a whole in each of those decades. For example, they explore all the past yearbooks of DC Everest and compare teen culture of the past to their high school experience. We also watch an episode of a television sitcom from each of the decades and analyze what aspects of culture are present in each. They learn about the nuances of culture as well, such as high culture vs. low culture. 

Students practice relevant English skills while working through this content, such as close reading of text, analysis of songs, tv, and movies, connection to theme, consideration of purpose and audience when creating with technology, comparing tone, paraphrasing, and discussion of how language varies across culture and location.

• Selected works: various academic/news articles, DC Everest yearbooks, television sitcoms (I Love Lucy, Fresh Prince of Bel-Air, Friends, etc.)

Common Assessments:

• Culture collage
• Yearbook analysis 
• 1960s & 1970s playlist activity
• Generations infographic
• If my life were a sitcom… 
• Favorite artist presentation 
• Cultural artifact 

Final: Movie Analysis - connecting a movie to each of our year’s units.

1 credit – Full Year

Prerequisites: Successful completion of English 10 (With a grade of B or higher recommended) and junior or senior standing.

The AP English Language and Composition course focuses on the development and revision of evidence-based analytic argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts -- including images as forms of text -- from a range of disciples and historical periods (AP Language and Composition: Course and Exam Description, 2019).

Enduring Understanding and Skills:

• Rhetorical Situation: Individuals write within a particular situation and make strategic writing choices based on that situation.
  • Rhetorical Situation-Reading: Explain how writer’s choices reflect the components of the rhetorical situation.
  • Rhetorical Situation-Writing: Make strategic choices in a text to address a rhetorical situation.
• Claims and Evidence: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
  • Claims and Evidence-Reading: Identify and describe the claims and evidence of an argument.
  • Claims and Evidence-Writing: Analyze and select evidence to develop and refine a claim.
• Reasoning and Organization: Writers guide understanding of a text’s lines of reasoning and claims through the text’s organization and integration of evidence.
  • Reasoning and Organization-Reading: Describe the reasoning, organization and commentary to illuminate the line of reasoning in an argument.
  • Reasoning and Organization-Writing: Use organization and commentary to illuminate the line of reasoning in an argument.
• Style: The rhetorical situation informs the strategic stylistic choices that writers make.
  • Style-Reading: Explain how writer’s stylistic choices contribute to the purpose of an argument.
  • Style-Writing: Select words and use elements of composition to advance an argument.

Understanding the AP English Language & Composition Exam
The exam is made up of one 60 minute multiple-choice section of 45 questions related to four or five passages AND one 135 minute section in which students are required to write essays to answer three free-response questions. The multiple-choice section is worth 45%; the essays are worth 55% of the composite score. The readers’ scores on the free-response questions are combined with the results of the computer-scored multiple-choice questions; the weighted raw scores are summed to give a composite score. The composite score is then converted to a grade on AP’s 5-point scale:

AP Grade Qualification
5 - Extremely well qualified
4 - Well qualified
3 - Qualified
2 - Possibly qualified
1 - No recommendation

To determine college credit for specific universities, students can access the AP Credit Policy Info site or contact the individual college or university.

Grading Standards:

• Analyze and Evaluate Text
• Convey written and spoken ideas
• Develop and support written and spoken text
• Write and speak for fluidity and maturity
• Practice to Learn

Course Expectations:

• The expectations for each student’s use of his/her ready mind include, but are not limited to the following:
• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Homework is a regular component of this class; some reading will be required outside of class.
• Balance is everything. Most college bound students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Prerequisite Reading Assignment:
Students will complete the assigned summer homework- found on the Google Classroom or Canvas. These will be given to students the spring preceding their participation in the class to develop their understanding of rhetorical situations.

Course Textbook:

• Capote, Truman , In Cold Blood
• Caputo, Philip, A Rumor of War
• Shea, Renee H., Lawrence Scanlon, and Robin Dissin Aufeses. The Language of Composition: Reading, Writing, Rhetoric. Boston/New York: Bedford/St. Martins, 2018

Additional Works:

• Selected choice non-fiction and/or fiction texts throughout the course.
• Test Preparation Materials:
• Albert.io
• AP Online resources- multiple choice and free response practice
• Cohen, Samual. 50 Essays (A Portable Anthology)
• Vogel, Richard. Multiple Choice and Free Response Questions in Preparation for the AP English Language and Composition Examination. New York: D&S Marketing Systems, INC., 2012
• Atwan, Robert, ed. America Now: Short Readings from Recent Periodicals. Boston/New York: Bedford/St. Martins, 2007.
• Dean, Nancy. Voice Lessons. Gainesville, FL: Maupin House, 2000.
• Roskelly, Heohzibah and David A Jolliffe. Everyday Use: Rhetoric at work in reading and writing. New York: Pearson Education, Inc., 2009.

Course Syllabus Overview

Unit 1: Foundations of Rhetoric - 8 weeks (including 2 weeks of summer homework)

Essential Question: How do authors utilize rhetoric to convey an argument and influence writing style?

In this unit students will understand the basics principles of rhetoric including the importance of the rhetorical situation, Aristotlian appeals (ethos, pathos, logos), some basic rhetorical vocabulary and strategies as well as how a writer uses these elements effectively. Students also apply this knowledge with careful and strategic reading to analyze both written and visual arguments. Students are also introduced to and practice writing the rhetorical analysis essay. A focus on basic rules of grammar is also infused throughout instruction. 

• Overview of rhetoric.
• Introduction and practice of rhetorical terms
• Selected works.  Ex: Thomas Paine, Benjamin Bannaker. Margaret Thatcher, etc.
• Introduction of writing strategies.
• Visual rhetoric and argument.  
• Analyze rhetorical analysis essays and rangefinders
• Introduce the 6-point AP analytic rubric for rhetorical analysis
• Introduce and practice elements of rhetorical analysis essay
• Introduce the multiple choice questions and strategies
• Language Focus: connotation/denotation, dependent/independent clauses, sentence variety, semi-colons, colons, commas, ACT prep

AP Language and Composition Skills
	Rhetorical Situation (RHS)	Claims and Evidence (CLE)	Reasoning and Organization (REO)	Style (STL)
Reading	1.A*	3.A*	5.A*	7.A*
	1.B*	3.B*	5.B*
			5.C*
Writing	2.A*	4.A*	6.A*
	2.B*	4.B*		8.B*
			6.C*	8.C*

*denotes new learning

Unit 2: In Cold Blood, Truman Capote (rhetoric deep-dive) - 6 weeks

Essential Question: How does Truman Capote use rhetoric and stylistic choices to present a position?

• In this unit students will read and analyze Truman Capote’s In Cold Blood focusing on Capote’s use of language and rhetoric to further his claim and affect the reader. Students also apply understandings of rhetoric to analyze and evaluate the writer’s effectiveness. 
• Overview of rhetorical situation.
• Analyze and evaluate Capote’s choices reflecting components of the rhetorical situation.
• Analyze Capote’s use of claim and evidence to support his argument.
• Analyze and evaluate Capote’s stylistic choices.
• Evaluate how Capote’s stylistic choices affect the reader.
• Write rhetorical analysis essay.
• Read and analyze model essays
• Language Focus: parallel structure, parenthetical elements, ACT prep

AP Language and Composition Skills
	Rhetorical Situation (RHS)	Claims and Evidence (CLE)	Reasoning and Organization (REO)	Style (STL)
Reading	1.A	3.A	5.A	7.A
	1.B	3.B	5.B
			5.C	7.C
Writing	2.A	4.A	6.A
	2.B	4.B		8.B
			6.C

Unit 3: Non-fiction Choice - 3 weeks

Essential Question: How does the author of my choice selection use rhetorical and stylistic choices to present a position?

• In this unit students will read and analyze a non-fiction book of their choosing focusing on the author’s use of language and rhetoric to further his/her claim and affect the reader. Students also apply understandings of rhetoric to analyze and evaluate the writer’s effectiveness. 
• Identify and analyze the rhetorical situation.
• Analyze and evaluate the author’s choices reflecting components of the rhetorical situation.
• Analyze the author’s use of claim and evidence to support the author’s argument.
• Analyze and evaluate the author’s stylistic choices.
• Evaluate how the author’s stylistic choices affect the reader.
• Write rhetorical analysis essay.
• Student’s, as author, use revision to strengthen argument
• Language Focus: essay structure (introductions, conclusions, and transitioning elements)

Unit 4: Argument - 5-6 weeks

Essential Question: How do authors create different structures of arguments and support claim with effective evidence and rhetoric?

• In this unit students will understand the basics principles of argument including the importance of appropriate evidence, the critical role of audience, and assessing multiple perspectives, as well as how a writer uses these elements effectively. Students also apply this knowledge with careful and strategic reading to analyze both written and visual arguments. Students are also introduced to and practice writing an effective argumentative essay. A focus on basic rules of grammar is also infused throughout instruction. 
• Overview of argument.
• Clarify the difference between argumentation and persuasion
• Selected works.  Ex: Kennedy, “Steel Industry Speech”, King “Letters from Birmingham”, LBJ “Syracuse Speech” etc.
• Introduction of argumentative strategies.
• Review visual rhetoric and argument.  
• Analyze argumentative essays and rangefinders
• Review the 6-point AP analytic rubric for argument
• Introduce and practice elements of the argumentative essay
• Review the multiple choice questions and strategies through an argumentative lens. 
• Language Focus: essay structure (author’s perspective and continue transitioning elements) and modifiers (words, phrases, or clauses) to qualify, clarify or specify information.

AP Language and Composition Skills
	Rhetorical Situation (RHS)	Claims and Evidence (CLE)	Reasoning and Organization (REO)	Style (STL)
Reading	1.A	3.A	5.A	7.A
	1.B	3.B	5.B
			5.C	7.C*
Writing	2.A	4.A	6.A
	2.B	4.B		8.B
			6.C

*denotes new learning

Unit 5: A Rumor of War, Philip Caputo (argument deep-dive) - 6 weeks

Essential Question: How does Caputo create and support and effective argument through effective use of rhetoric and support?

• In this unit students will read and analyze Philip Caputo’s A Rumor of War focusing on Caputo’s use of language and rhetoric to further his claim and affect the reader closely analyzing and evaluating the dynamic nature of his argument. Students also apply understandings of rhetoric to analyze and evaluate the writer’s effectiveness especially the tonal shift that develops in the book.

Background and overview of Vietnam War

• Analyze and evaluate Caputo’s choices reflecting components of argument.
• Analyze Caputo’s use of claim and evidence to support his argument.
• Analyze and evaluate Caputo’s stylistic choices.
• Evaluate how Caputo’s stylistic choices affect the reader.
• Write argumentative essays.
• Student’s, as author, use revision to strengthen argument
• Read and analyze model essays
• Language Focus: parallel structure, parenthetical elements, rhetorical shift, tonal shift and transitions

AP Language and Composition Skills
	Rhetorical Situation (RHS)	Claims and Evidence (CLE)	Reasoning and Organization (REO)	Style (STL)
Reading	1.A	3.A	5.A	7.A
	1.B	3.B	5.B	7.B
	1.C	3.C	5.C	7.C
Writing	2.A	4.A	6.A	8.A
	2.B	4.B	6.B	8.B
		4.C	6.C	8.C*

*denotes new learning

Unit 6: Synthesis - 4 weeks

Essential Question: How do authors effectively use multiple sources in concert with one another to broaden the context of an argument?

In this unit students will understand the basics principles of synthesizing sources in concert to develop an argument including the importance of appropriate evidence, the critical role of audience, and assessing multiple perspectives, as well as how a writer uses these elements effectively. Students also apply this knowledge with careful and strategic reading to analyze both written and visual arguments (including charts, graphs, infographics, etc). Students are also introduced to and practice writing an effective essay synthesizing multiple sources. This unit introduces a focus on  fluidity, maturity, and sophistication of language throughout instruction.  
 
Overview of synthesis

• Selected works.  Ex: various synthesis models and past AP prompts etc.
• Introduction of strategies for synthesis
• Analyze visual arguments for use in synthesis essays
• Analyze synthesis essays and rangefinders
• Review the 6-point AP analytic rubric for synthesis
• Introduce and practice elements of the synthesis essays
• Student’s, as author, use revision to strengthen synthesis
• Review the multiple choice questions and strategies. 
• Language Focus: fluidity, maturity, and sophistication of language 
   

AP Language and Composition Skills
	Rhetorical Situation (RHS)	Claims and Evidence (CLE)	Reasoning and Organization (REO)	Style (STL)
Reading	1.A	3.A	5.A	7.A
	1.B	3.B	5.B	7.B
		3.C	5.C	7.C
Writing	2.A	4.A	6.A	8.A
	2.B	4.B	6.B	8.B
		4.C	6.C	8.C

Unit 7: Challenged Books (synthesis deep-dive) - 3 weeks

Essential Question: How can I understand the challenges to my choice book by synthesizing multiple sources to broaden my understanding of the argument and the text? 

• In this unit students will apply their understanding of synthesis by reading a challenged book and synthesizing a variety of sources to argue the validity of the challenge. Students will produce This unit continues a focus on fluidity, maturity, and sophistication of language throughout instruction
• Identify and analyze multiple perspectives of the argument via the challenged choice book.
• Research multiple facets surrounding the topic of the challenged choice book. 
• Analyze and evaluate the author’s choices reflecting components of the rhetorical situation.
• Analyze the author’s use of claim and evidence to support the author’s argument.
• Analyze and evaluate the author’s stylistic choices.
• Evaluate how the author’s stylistic choices affect the reader.
• Write a synthesis essay.
• Create a presentation for peers evaluating the merits of the book using a variety of sources.
• Student’s, as author, use revision to strengthen synthesis
• Language Focus: essay structure (balancing, connecting, and effectively utilizing sources to create and strengthen essays; fluidity, maturity, and sophistication of language)

AP Language and Composition Skills
	Rhetorical Situation (RHS)	Claims and Evidence (CLE)	Reasoning and Organization (REO)	Style (STL)
Reading	1.A	3.A	5.A	7.A
	1.B	3.B	5.B	7.B
		3.C	5.C	7.C
Writing	2.A	4.A	6.A	8.A
	2.B	4.B	6.B	8.B
		4.C	6.C	8.C

Unit 8: Satire - 2 weeks

Essential Question: What is the purpose of satire? How do authors effectively create and develop satire through stylistic rhetorical choices?

• In this unit students will be introduced to satire, its elements, vocabulary (understatement, hyperbole, verbal irony, etc.) and nuances through a variety of written and visual examples. 
• Students will be able to recognize satire: identify the claim, purpose, audience, and impact/ effectiveness of satire. Students will first study and analyze satire, and will then create a satire highlighting the knowledge and skills learned.
• Overview of Satire
• Introduce and practice satirical terms
• Selected works.  Ex: “Swiftamine”, “Teacher Center”, political/satirical cartoons etc.
• Introduction of satirical strategies
• Analyze and evaluate satire in visual arguments
• Create and present original satirical project
• Identify the use of satire in a variety of texts
• Student’s, as author, use revision to strengthen satire
• Language Focus: oral presentation skills

AP Language and Composition Skills
	Rhetorical Situation (RHS)	Claims and Evidence (CLE)	Reasoning and Organization (REO)	Style (STL)
Reading	1.A	3.A	5.A	7.A
	1.B	3.B
			5.C
Writing	2.A	4.A	6.A	8.A
	2.B		6.B	8.B
		4.C	6.C	8.C

 

Appendix of A Language and Composition Skills:

• RHS (Rhetorical Situation)  Individuals write within a particular situation and make strategic writing choices based on that situation.
  • Skill Category 1 Explain how writers’ choices reflect the components of the rhetorical situation
    • 1A Identify and describe the components of the rhetorical situation : exigence, audience, writer, purpose, context, and message.
    • 1B Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs
  • Skill Category 2 Make strategic choices in a text to address a rhetorical situation.
    • 2A Write introductions and conclusions appropriate to the purpose and context of the rhetorical 
    • 2B Demonstrate an understanding of an audience’s beliefs, values, or needs.
• CLE (Claims and Evidence) Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
  • Skill Category 3 Identify and describe the claims and evidence of an argument.
    • 3A Identify and describe the claims and evidence of an argument
    • 3B Identify and describe the overarching thesis of an argument, and any indication it provides of the argument’s structure.
    • 3C Explain ways claims are qualified through modifiers, counterarguments, and alternative perspectives.
  • Skill Category 4 Analyze and select evidence to develop and refine a claim.
    • 4A Develop an argument that includes a claim and evidence supporting the claim.
    • 4B Write a thesis statement that requires proof or defense and that may preview the structure of the argument.
    • 4C Qualify a claim using modifiers, counterarguments, or alternative perspectives  
• REO (Reasoning and Organization)  Writers guide understanding of a text’s lines of reasoning and claims through that text’s organization and integration of evidence.
  • Skill Category 5 Describe the reasoning, organization, and development of an argument.
    • 5A  Describe the line of reasoning and explain whether it supports an argument’s overarching thesis.
    • 5B Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.
    • 5C Recognize and explain the use of methods of development to accomplish a purpose.
  • Skill Category 6 Use organization and commentary to illuminate the line of reasoning in an argument.
    • 6A Develop a line of reasoning and commentary that explains it throughout an argument.
    • 6B Use transitional elements to guide the reader through the line of reasoning of an argument.
    • 6C Use appropriate methods of development to advance an argument.
• STL (Style)  The rhetorical situation informs the strategic stylistic choices that writers make.
  • Skill Category 7 Explain how writer’s stylistic choices contribute to the purpose of an argument.
    • 7A  Explain how word choice, comparisons, and syntax contribute to the specific tone or style of a text.
    • 7B Explain how writers create, combine, and place independent and dependant clauses to show relationships between and among ideas.
    • 7C Explain how grammar and mechanics contribute to the clarity and effectiveness of an argument.
  • Skill Category 8 Select words and use elements of composition to advance an argument.
    • 8A Strategically use words, comparisons, and syntax to convey a specific tone or style in an argument.
    • 8B Write sentences that clearly convey ideas and arguments.
    • 8C Use established conventions of grammar and mechanics to communicate clearly and effectively.

1 credit – Full Year

Prerequisites: Senior standing. AP Language & Composition or E11  (with a grade of B or higher recommended).

Advanced Placement Literature and Composition is a course that offers students the opportunity to learn how to write at a beginning college level.  Students are challenged academically in much the same way they will be once in college.  Consequently, the expectations and workload is consistent with undergraduate English literature courses.  As a prerequisite to this course, students are required to complete an academic writing course and at least one semester literature elective including World Literature, British Literature, Ethnic Literature, and/or American Novels.  The AP test students may take in the spring offers the opportunity to demonstrate understanding of the curricular requirements described in the AP English Course and Exam Description.

Throughout the course students are expected to write often, either formally or informally. Student writing takes the form of reaction papers, journals, and expository and analytical essays.  All written work submitted should demonstrate effective control of the six traits: ideas/arguments which are clearly developed, insightful, carefully argued, and supported from a given text with examples of imagery, figurative language, tone, etc.]; written work must demonstrate effective organization, appropriate voice and tone geared toward an academic audience, word choice that is specific to argument and purpose (diction is usually formal); sentence fluency that displays control over a variety of structures; conventions that demonstrate control of spelling and punctuation. Written work is scored using analytic 6-point rubrics.  Important aspects of writing are discussed including structure and style (diction, syntax, figurative language, mechanics).  Instructor gives feedback on writing focus (such as logical organization or effective use of rhetoric) both before and after students revise work.  Students are required to revise certain writing assignments and keep a log of all written work.  Often students are asked to reflect on an essay assignment noting topics, arguments and/or errors made.

Summer Reading

Each spring, students who are enrolled for the following semester’s AP Literature class are contacted about summer reading requirements. Students will read two novels from suggested college reading lists of works that meet the College Board’s standard for works of equal merit, taking notes on characters, basic plot summary, and a page or so of thoughts/ideas about the book. They will be responsible for these books during Fiction Boot Camp and in a Q3 writing on demand.

Independent Novels (One novel per quarter)

Students read one novel independently each quarter, choosing from the college reading list and/or receiving instructor approval.  Each quarter they will also spend one day in class writing a timed response to a reading question chosen by the instructor to assess their independent analysis.  Second quarter, students will choose a novel from approved college-level reading list and will connect to Bildungsroman (handout).  Students will analyze major characters, choose three important passages from the novel to present, and be able to explain passages and elements of Bildungsroman that are present. Third and fourth quarters, students will choose an independent novel of choice (of literary merit).

Example Literature Circle Text Choices:

• Brave New World, Aldous Huxley
• Catch 22, Heller
• The Color Purple, Walker
• The Picture of Dorian Gray, Oscar Wilde
• Sula or Beloved, Toni Morrison
• Slaughterhouse Five, Kurt Vonnegut
• Their Eyes Were Watching God, Zora Neale Hurston
• Things Fall Apart, Chinua Achebe 
• The Kite Runner, Khaled Hosseini
• The Poisonwood Bible, Barbara Kingsolver [C2]  

Writing-on-Demand

Timed writings are done in class often to simulate the writing on the AP essays.  Students are sometimes given the prompt in advance, other times not, and they are asked to practice pre-writing to organize and support their ideas into a cohesive, insightful, even elegantly written essay worthy of a higher score on the AP scale.  Typically, students have 45 minutes to compose essays.  Some of these essays may be revised or peer edited for grammar, sentence variety, fluency, and word choice.  Some essays will be self-evaluated according to a specific rubric, some will be peer evaluated, and others will be given feedback from the instructor on effective use of rhetoric or logical organization.  Not all essays will be graded; some are given comments only.      

Oral Presentations / Group Work

Students are often expected to collaborate with peers on a group project they will present to the class.  Students assume the role of an instructor, sometimes leading lessons on grammar and language, sometimes teaching a poem or new literary term.  Students evaluate each group member’s contribution upon completion, and in addition to the group performance grade, students receive individual presentation and participation grades.

In-class Discussion / Participation

Students are expected to come to class prepared with notes and questions to discuss the reading material. Classroom discussions will take the form of Socratic Seminars where students will dialog with regard to specific works.  Students will respond to instructor- or student-posed questions that have no right or wrong answer, but instead will encourage students to speculate, evaluate, define, or clarify their suppositions.  Through this method, students will begin to see how their inquiries lead into higher-order thinking and a more profound understanding of the literature.  A clear rubric for discussion grades is provided at the beginning of the year.  Class discussions are an integral part of literature study, so students who miss class will be expected to get notes on the discussion from a classmate and then set up a meeting with the instructor to discuss.        

AP Test Review

About two weeks before the AP exam, students are given a suggested study schedule and dates for after school review sessions.  In-class reviews are conducted at least two weeks prior to the exam.  Students will participate in a comprehensive review that covers major works, literary and poetic elements (terms), rhetorical strategies, and sample multiple choice and essay tests.  Some review activities are graded and take the form of quizzes, short written responses and student-led discussion panels.

Course Assignments:

Grades will be determined from a variety of activities including written assignments, individual and group presentations, participation in discussions, daily assignments and quizzes.  Being prepared for daily discussions is as crucial as any daily assignments.  Students must be mentally ready for class.  They should ask about parallels that they see with the language and literary terms.  They should be willing to connect ideas and readings from all of their reading and writing experience. 

Out of class assignments should be word-processed, unless otherwise indicated.  For all in-class writing, students may use blue or black ink.

It is assumed that students who have chosen AP classes are bright, responsible, and motivated students.  As a teacher of such students, it should not be necessary for me to further motivate and "chase down" delinquent assignments.  I will be happy to discuss student progress at any time during the semester, but it is the student’s individual responsibility to keep track of his/her assignments and monitor his/her progress.  Students and parents are invited to contact me by phone or email at any time throughout the semester to ask questions or monitor progress.      

Semester 1 Curriculum

Topic/Unit:  Fiction Boot Camp - 2 weeks

Day 1: Read together Kate Chopin’s “The Story of an Hour” and model literary analysis through discussion and questions.    

Day 2: Analyze, focus on Plot: “Three Girls”, Oates; “A Rose for Emily”, Faulkner; “We Can Get Them for you Wholesale” Gaiman, The Kite Runner, Hosseini

Day 3: Analyze, focus on Character: “Saving Sourdi” Chai; “Mines” Straight; “Death by Scrabble”, Fish, The Kite Runner, Hosseini

Day 4: Analyze, focus on Setting: “Soldier’s Home”, Hemingway; “IND AFF”, Weldon; “Lawyer’s League”, Alexie; The Kite Runner, Hosseini

Day 5: Analyze, focus onPoint of View: “The Black Cat”, Poe; “The Lottery”, Jackson; “The Secret Life of Walter Mitty”, Thurber; The Kite Runner, Hosseini

Day 6: Analyze, focus on Symbolism: “Clothes”, Divakaruni; “The Hand” Colette; “Battle Royal”, Ellison, The Kite Runner, Hosseini

Day 7: Analyze, focus on Theme: “Miss Brill’, Mansfield; “I am the Grass”, Walker, The Kite Runner, Hosseini

Day 8: Analyze, focus on Style, Tone, and Irony: “Popular Mechanics”, Carver; “Brownies”, Packer; “Lust”, Minot; The Kite Runner, Hosseini

Day 9: Overall analysis.  Finish discussing the works and how the literary elements work together to form a complete and complex work.  Assign: “The Grave”, Porter, with reading guide. Students should focus on all elements studied in fiction boot 
camp. 

Day 10: Analyze and Evaluate “The Grave”, by Porter. Class discussion, activity, possible quiz. 

Day 11: Essay Writing for Literary Analysis.  How to pick apart and answer a prompt. “What AP readers long to see”.  How to write a thesis.

Day 12. Essay Writing for Literary Analysis.  How to support and develop a thesis/ claim.  How to demonstrate control over the elements of composition.

Day 13: Writing on Demand- summer reading

Topic/Unit:  The Metamorphosis, Kafka: Putting together Literary Analysis - 1-2 weeks

The Metamorphosis is assigned by part.  Students will discuss and participate in activities reiterating the specific analysis learned in fiction boot camp. Students will work in a variety of contexts to analyze and evaluate Kafka’s choice of literary and stylistic devices. Students will also look at exigence and how knowing background information changes the interpretations of a text.

Analytic rubrics used by AP essay readers will be shown and discussed.  Students study techniques of close reading, developing effective thesis statements, making intelligent claims, offering substantial support (quotations and paraphrases from text), and providing ample and focused explanation for that support will be emphasized.  Students will study samples of both effective and ineffective thesis statements, and they will practice writing and analyzing their own and other students’ writing. Students will read rangefinder essays and evaluate their strengths and weaknesses. Other topics covered will be: using a variety of sentence structures- including subordination and coordination, effective transitions, use of repetition, types of reasoning, and methods of argumentation. Additionally, students will learn how to include both generalizations and specific details in their writing, and begin to understand the effectiveness of both with regard to strong writing.  This skill will be modeled, practiced, and evaluated throughout the course in numerous writing assignments.

At this time, students also receive instruction pertaining to the written feedback they will receive for each writing assignment.  Each essay will receive instructor and/or peer feedback related to the specific writing focus of the unit such as effective thesis statements, logical organization, etc.  Students learn what action needs to be taken regarding revision, when applicable, and how instructor and peer feedback is intended to help them improve their essays.

Topic/Unit:  The Sonnet - 2 weeks

Using Meyer’s Poetry and The Bedford Introduction to Literature, students will begin learning how to approach poetry, learn the elements of poetry, and begin explicating a variety of poems to learn how the elements work cogently to create an intended effect. Students will begin by learning basic explication and assessment of poetry and then move directly into, specifically, the sonnet.  Students will study sonnets of Petrarch, Michelangelo, Ronsard, and Shakespeare.  Students will study poetry and sonnet-specific vocabulary and how to effectively apply these terms to both analysis and writing.

Elizabethan and Italian forms, terms:  quatrain, couplet, octave, sestet, volta (turn), tone and tone change, rhyme scheme, rhythmic pattern, iambic pentameter, sound devices, alliteration, assonance, consonance, imagery, personification, paradox, juxtaposition, apostrophe.

This unit includes sample AP poetry questions using sonnets.  Two are written on-demand and discussed in class. The final unit test includes one new sonnet to explicate and an AP-style analysis question where students must write a timed, in-class response evaluating how the tone and form of the sonnet contribute to the poet’s theme. Students will also learn how to cite poetry in writing and then write their own interpretations on selected poems.  Other writings will be assigned where students will be asked to analyze the effect of various poetic elements and textual details on the poem as a whole. 

Topic/Unit:  Elizabethan Drama Part I (comedy)  - Twelfth Night - 4 weeks

Students will learn the basics of drama including its terminology, plot structure, character development, great chain of being, and Shakespeare’s style.  During this introduction to drama students will write plot  for each act, examine major themes of the work, and paraphrase importance speeches and soliloquies.  Quizzes consisting primarily of quotation identification and analysis of each quotation’s significance will be given at the end of each act.  Students will develop a thesis statement related to character development and theme in the play, and they will do a writing on demand which addresses the analysis of the selected drama..  First drafts will be edited by peers and revisions made. After peer and instructor feedback, students will have the opportunity for a final revision with regard to sentence variety and word choice.

Topic/Unit:  Satire - 2 weeks

Jonathan Swift “A Modest Proposal” 
Daniel Defoe “An Academy for Women”
Dave Barry “In Depth, but Shallowly”
Tuttle “Bad, It’s Just a Flesh Wound”
Various other satire selections

Representative readings will provide examples of expository prose and drama where students will examine the elements of irony:  sarcasm, hyperbole, understatement, incongruity, satire (Horatian and Juvenalian), denotation/connotation, irony, verisimilitude, character archetypes, deus ex machina.

Assessments:  Students will identify organizational techniques used in these essays by identifying thesis statements, supporting examples, and rhetorical strategies used.  Students will prepare an argument to decide whether Defoe’s ideas were pivotal for women and education or whether his ideas could have been viewed as belittling or demeaning to women.  Student will complete a sample section of multiple choice questions related to “A Modest Proposal.”  Students will also write creatively a satirical essay.  Elements of irony and uses of the vocabulary must be included and essays will be peer reviewed and students will have revision opportunities after instructor feedback with regard to word choice and sentence fluency.
The final unit test will ask students to identify and explain all literary techniques studied.  A retired AP open question will be assigned as a timed writing.  Instructor feedback will be given related to effective use of rhetoric .

Literary Argumentation (LAN)

Topic/Unit:  Novel – Ken Kesey’s One Flew Over the Cuckoo’s Nest - 3 weeks

Students will read this novel and work through the analysis of character, plot, setting, structure, point of view, symbols, theme, irony, tone, etc.  Students will have quizzes, group activities, and discussion to show their understanding and analysis. Students will discuss and participate in activities reiterating the specific analysis learned in fiction boot camp. Students will work in a variety of contexts to analyze and evaluate Kesey’s choice of literary and stylistic devices. Students will also look at exigence and how knowing background information changes the interpretations of a text. This exigence will include the beat generation, Kesey’s experimentation with LSD in a government tests, the hippies, and other relevant information. Additionally, students will be regularly assigned small groups in which to answer specific analytical questions; they will then present their findings to the class.

Semester Final Exam - Full AP Multiple Choice Section

Topic/Unit:  Analysis and Writing- Poetry - 4 weeks

Each student is given a packet of terms which they will be responsible for- example (metonymy, synecdoche, kenning, chiasmus, zeugma, etc.) These terms will be needed for use in explication and analysis throughout the year. Students will read several poems each night surrounding a specific topic such as “Reading Poetry’, “Word Choice, Word Order, and Tone”, “Imagery”, “Figures of Speech”, “Symbol, Allegory, and Irony”, “Patterns of Rhythm”,“Adaption to Sound” and “Form”.  Students will fill in a three-column analysis sheet for two assigned poems per night. Each day students will find others who have chosen their two poems and fill in the middle column of their analysis sheets. Finally, as the class discusses each poem, students will finish the final column of their poetry analysis.

Additionally, students will write two on-demand essays for poetry.

Topic/Unit:  Romanticism - 3 weeks

Students will be introduced to the period and ideals of the Romantic writers as compared to the Classical Period writers from the Enlightenment unit and previous poetry units.  Throughout the study of these poets students will be asked to demonstrate through explication their understanding of the characteristic traits present in each work.  Below is a representative listing of the poets and possible selections that may be covered.  Other poetic techniques assessed on the final unit test include:  cacophony/euphony, imagery, paradox, metaphor/symbols, sound devices, allegory, figurative language, cartharsis, caesura, enjambment, ottava rima, satire.  

Texts used:

• William Blake – selected poems from “Songs of Innocence/Experience”
• William Wordsworth –“Ode on Intimations of Immortality,” “The Solitary Reaper,” “My Heart Leaps Up”
• Samuel Taylor Coleridge – “Kubla Kahn,” “The Rime of the Ancient Mariner,” “The Dungeon”
• John Keats – “Ode on a Grecian Urn,” “On First Looking into Chapman’s Homer,” “When I Have Fears”
• George Gordon, Lord Byron – “She Walks in Beauty,” “Don Juan,” “When We Two Parted”
• Mary Shelley, Frankenstein

Assessments:  Students will write a creative apostrophe poem as well as a formal extended analysis to explain the similarities and differences between two different versions of William Blake’s poem “The Chimney Sweeper,” taking into consideration the poetic techniques and tone that he uses.  Students will complete a timed writing that examines Wordsworth’s “Ode on Intimations…,” identifying theme and tone of passage and analyzing how specific textual details and language (imagery, figurative language, diction and structure) strengthen theme and tone. Students also respond informally in writing journals to selected poems.  Students will also take a sample multiple choice test on Keats’ poem, “Ode on a Grecian Urn” and discuss different ways questions might be worded and tricky language.  

A final unit test will ask students to respond to a new Keats’ poem to identify Romantic characteristics and analyze how literary techniques reinforce tone and/or theme as well as to analyze Shelley’s Frankenstein.

Topic/Unit:  The Short Story- Naturalism - 2 weeks

Guy de Maupassant – “False Gems,” “Two Friends,” “Mother Sauvage”
Emile Zola – “The Attack on the Mill”
Sandra Cisneros – vignettes from House on Mango Street,  “Eleven” 

Students will examine short story elements including direct/indirect characterization, setting, point of view and narrator reliability, plot structure, theme; specific stylistic characteristics and use of sensory details will also be studied.

Assessment(s):  Students will journal on the above elements for each story to explain parallel elements and recurring motifs in Maupassant’s works.  Students will conduct independent research to find a short story written by one of the studied authors and will present within a small group how their short story compares in tone and theme to other works studied in class by the same author.

Topic/Unit:  Elizabethan Drama Part II  - Hamlet - 5 weeks

Since this is the second study of Shakespearean drama, students briefly review Elizabethan society and tenets of the period including:  the divine right of kings, duties of a prince, duties of the aristocracy, the Chain of Being, Elizabethan tragedy plot structure.  Dramatic terms will include:  couplet, foil, aside, soliloquy, pacing, and tragic flaw, and more.   

Students will read the play aloud in class, discussing throughout the reading. Additionally, students will be assigned groups and scenes which they will need to reenact for the class at the end of the play.

Assessments:  Students will take detailed notes on each scene listing plot action and shape, characterization, and themes.  Selected scenes from the play are shown using different film versions.  Possible motifs explored throughout the play include:  madness, revenge, love, betrayal, appearance vs. reality, thought vs. feeling vs. action, roles of women, the purpose of art.  Students will be quizzed on events from each act, and there will be activities for each specific learning skill.  The final test will include quotation identification (speaker, situation, and purpose), short answer addressing character, conflict, plot, setting, etc.,  and an essay using a released open question prompt and how it is reinforced through characterization and interactions between those characters.  

Topic/Unit:  Heart of Darkness – Joseph Conrad - 1-2 weeks

Before reading Conrad’s work, students will research such topics as British colonization, frame narratives and why they’re used, and read an essay on evil as background for the piece.  During the unit, students will take notes on characters, keep a timeline of Marlowe’s journey to the “center”, note elements of allegory presented through certain characters and trace numerous motifs throughout the work.  Universal literary motifs and themes will also be examined and include:  everyman, evil and its effects on the perpetrator and victim, appearance vs. reality (ambiguity), futility.  Other literary elements considered include the contrast of dark vs. light (chiaroscuro), imagery, pacing, point of view, flash-forward and flashback, symbolism, and other stylistic devices unique to Conrad.  Quizzes will be given during reading and students will keep vocabulary of new and unfamiliar words.  Students will also receive a list of 20 or more challenging words and will demonstrate their knowledge of those words on the final unit test. 

Students will examine different AP writing questions where HOD could be used for the open response question. Students will collaboratively write thesis statements and outlines as potential responses to these prompts. Students will then be given one of the prompts to develop into an analytical essay (timed, in-class response) based on careful observation of the above textual details , evaluating how these details contribute to the larger work as a whole and reflect social and cultural values of the time.  Students will receive instructor feedback on controlling tone and establishing and maintaining voice.  Students will also have the option to revise, fine tuning organization and supporting detail

Topic/Unit: AP Exam Review - 2 weeks

In-class reviews will cover the curriculum and all literary terminology/devices taught during the course.  Students will be quizzed on content and terms, write on-demand in response to sample AP prompts and take both graded and ungraded sample multiple choice exams.  Furthermore, students will work collaboratively to analyze essay prompts and their own writing.  Regarding multiple-choice tests, students will again work collaboratively to analyze the stem and options of questions and work through the processes by which a right answer is derived.  Students will receive answer keys with rationales to determine why an answer is correct.  
Out-of-class evening review sessions will be held during the same two weeks prior to the exam.  Students will receive instructor feedback regarding their writing and multiple choice review activities.  

Topic/Unit: After the Exam/ Semester Final - 3 weeks

After taking the AP exam, students spend the last weeks of school finishing their 4th quarter literature circle activities and watching One Flew Over the Cuckoo’s Nest and Young Frankenstein.  This project serves as a good review for the final semester exam, which is an AP open question that students must answer using one of the major pieces that they have read either first or second semester.     

Appendix- AP Literature and Composition Essential Skills

Texts

• Arp, Thomas R, and Greg Johnson. Sound and Sense: An Introduction to Poetry . Eleventh Edition ed. Boston: Thomson Wadsworth, 2005.
• Conrad, Joseph. Heart of Darkness. 1902. New York: Bantam Dell, 2004.
• Dickens, Charles. A Tale of Two Cities. 1859. Hertfordshire: Wordsworth Editions Limited, 1993.
• Kafka, Franz. The Metamorphosis. 1915. Ed. and trans. Stanley Corngold. New York: Bantam Dell, 2004.
• Meyer, Michael, ed. The Bedford Introduction to Literature . Fourth Edition ed. Boston: Bedford Books, 1996.

Teacher Resources

• The Famous Authors Series: John Keats. 1996. Videocassette. Kulture Video.
• The Famous Authors Series: William Wordsworth. 1996. Videocassette. Kultur Video.
• Hamlet. Mel Gibson, Glenn Close. 1990. DVD. Warner Bros. Inc.
• Hamlet: A Critical Guide to Shakespeare. 2004. DVD. Films for the Humanities & Sciences.
• Mel Gibson Goes Back to School. 1990. Videocassette. Warner Bros. Inc.
• Metamorphosis. 2004. DVD. Discovery Channel .

Websites

• AP Central: www.collegeboard.com
• Writer’s Almanac (Minnesota Public Radio): http://almanac.mpr.org
• British Poetry: www.etext.lib.Virginia.edu/britpo.html
• Academy of American Poets: www.poets.org
• Electronic Poetry Center: www.wings.buffalo.edu/epc
• Literary Criticism: www.ipl.org
• Medieval, Renaissance, 17th Century Lit: www.luminarium.org/lumina.htm
• National Library of Poetry: www.poetry.com
• Folger Library Folger.edu

1 credit – Full Year

Prerequisites: “B” average in English. Students do not need a teacher’s recommendation, but they should have a strong interest in interviewing and reporting. They must be dedicated and reliable. Fulfills the writing prerequisite for AP Literature and Composition.

Through this course students will learn the basics of journalism — writing news, features, opinion articles, sports, photography and headlines. They will be taught the importance of being accurate and fair, interviewing a variety of sources, and meeting deadlines. Students will learn research and organization skills — all transferable to other courses and future careers. Students who successfully complete the first semester (maintaining a “C” average) will work as full-time JET reporters second semester. Completion of this course is the prerequisite for earning an editor position the following year while being enrolled in Advanced Writing for the Masses.

Writing for the Masses is an elective course written to complete the 10-12 tier of the Wisconsin CCSS.

This course revolves around four units:  

Enduring Understanding and Skills:

Write texts in a variety of modes:

• Write informative /persuasive texts that examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization of gathered information.
• Claims and Evidence: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
• Reasoning and Organization: Writers guide understanding of a text’s lines of reasoning and claims through the text’s organization and integration of research/interview generated information.
  • Reasoning and Organization-Writing: Use organization and commentary to illuminate the line of reasoning in an argument (when writing persuasively)
• Read to objectively and accurately summarize a text to determine central ideas.
• Analyze idea development including how it emerges and is shaped by specific details.

Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative goals:

• Initiate and participate effectively in a range of collaborative discussions (one on- one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, list

Course Expectations

The expectations for each student’s use of his/her ready mind include, but are not limited to the following:

• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Homework is a regular component of this class; some reading will be required outside of class.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Grading Standards:

• Convey written and spoken ideas
• Thinking and Reasoning
• Practice to Learn

Prerequisites
The prerequisites for this course are the successful completion of E9, E10, or E11

Course Texts

• Journalism Today 
• Various current news articles:-print/digital
• Various news/media related websites
• Various media-related documentaries, video productions

Course Syllabus Overview

Unit 1:  Introduction to Journalism - 2 Weeks
Newsworthiness/Elements
Structure/Format 
AP Style
Essential Questions:

• What is news; what are its elements; what determines newsworthiness?
• How does news writing differ from other forms of writing?
• How are news stories structured?
• How is Associated Press style used in journalism?

In this unit students will read about what determines and makes up news and newsworthiness. Students will examine the professional media to evaluate journalistic style compared to other writing modes.

Assessments:

• Various writing assessments on story structure and AP style
• News elements quiz
• Style quizzes

Unit 2: Interviewing - 2 Weeks

Essential Questions: 

• What are the proper ways to prepare interviews?
• How are effective interviews conducted?
• How to write the interview story

In this unit students will read about effective interviewing techniques pertaining to interview preparation: conducting background research, questioning types and techniques, and conducting interviews.

Assessments:

• Writing Interview questions
• Listening skills test
• Conducting a live interview
• Writing the Interview story

Unit 3:  Writing for Publication - 6 Weeks

Essential Questions: 

• How are News, Feature, Sports, Opinion stories written?  
• What are similarities and differences among them?

In this unit students will examine News, Feature, Sports, and Opinion articles to learn about and emulate the style and structure of these stories.  Students will practice interviewing to write each of the story types as they move toward writing for the class publication.

Assessments:
Planning, drafting, editing, revising, each story type

Unit 4: Photojournalism - 3 Weeks

Essential Questions

• How does journalism photography function as a storytelling tool?
• What are the basics of photography composition
• How does a DSLR camera function to create strong photos

In this unit students will learn how photography has been used as a visual medium to enhance and illustrate the printed and digital media as an aid to compelling stories.  Students will learn the relationship between light sensitivity and shutter speed in determining the sharpness/depth of field of a photo and what rules apply to photojournalists.

Assessments:

• Photography components quiz
• Photo shooting assignment -rules of composition

Unit 5:  Law and Ethics - 3 Weeks

Essential Questions

• What is the First Amendment and its guarantees to a free press?
• How does the press function in a democracy as a watchdog of government?
• What rights does the student journalist have, and what are limitations
• How has the Supreme Court determined elements of allowable speech in a scholastic setting?
• What ethics govern the journalist?  Invasion of privacy, libel and obscenity

In this unit students will examine and evaluate the role the First Amendment has in a free society with a free press. Students will examine multiple court cases regarding forms of speech protected by the First Amendment and scholastic speech that is not.  Rules governing scholastic, school sponsored publications will be explored and evaluated.  Students learn about the journalist as the watchdog of government and explore the news gathering techniques conducted during the Watergate scandal.

Assessments:

• Media law/1st Amendment exam
• Speech court case research project/presentation
• Ethics exam

Newspaper Publication/Workshop Unit:  Multiple weeks during the school year

Ongoing throughout the year as print deadlines approach. Due to the workshop nature of this course, students, when on deadline for publication, have workshop/lab time to research story topics, build background knowledge, craft interview questions, conduct interviews, plan, draft, edit and revise story copy and then publish that work.  The cycle repeats 8-10 per year which coincides with the number of printed issues editors plan to produce.

1 credit – Full Year

Prerequisites: Writing for the Masses, consent of instructor, and junior or senior standing. 

A continuation of the workshop portion of Writing for the Masses, this course offers students advanced work in planning and producing the school newspaper. Besides emphasizing improved writing skills, editors will continue developing responsibility by meeting deadlines, sharpening interviewing and researching skills, and working on organization and planning. Each of these skills is important in other courses and beyond high school and will transfer to any career choice. Editors also will be required to analyze professional and student writing as models of good writing. Editors will be responsible for the layout of each issue and are responsible for learning the layout program, as well as managing the news website.

Writers will earn .5 credit English and .5 credit non-English elective for each year they take the course. 
Photographers and business staff will earn one elective credit.

Enduring Understanding and Skills:

Write texts in a variety of modes:

• Write informative /persuasive texts that examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization of gathered information.
• Claims and Evidence: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
• Reasoning and Organization: Writers guide understanding of a text’s lines of reasoning and claims through the text’s organization and integration of research/interview generated information.
  • Reasoning and Organization-Writing: Use organization and commentary to illuminate the line of reasoning in an argument (when writing persuasively)
• Read to objectively and accurately summarize a text to determine central ideas.
• Analyze idea development including how it emerges and is shaped by specific details.

Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative goals:

• Initiate and participate effectively in a range of collaborative discussions (one on- one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, list

Course Expectations

The expectations for each student’s use of his/her ready mind include, but are not limited to the following:

• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Homework is a regular component of this class; some reading will be required outside of class.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Grading Standards:

• Convey written and spoken ideas
• Thinking and Reasoning
• Practice to Learn

Prerequisites
The prerequisites for this course are the successful completion of E9, E10, or E11

Course Texts

• Journalism Today 
• Various current news articles:-print/digital
• Various news/media related websites
• Various media-related documentaries, video productions

Course Syllabus Overview

Unit 1:  Introduction to Journalism - 2 Weeks
Newsworthiness/Elements
Structure/Format 
AP Style
Essential Questions:

• What is news; what are its elements; what determines newsworthiness?
• How does news writing differ from other forms of writing?
• How are news stories structured?
• How is Associated Press style used in journalism?

In this unit students will read about what determines and makes up news and newsworthiness. Students will examine the professional media to evaluate journalistic style compared to other writing modes.

Assessments:

• Various writing assessments on story structure and AP style
• News elements quiz
• Style quizzes

Unit 2: Interviewing - 2 Weeks

Essential Questions: 

• What are the proper ways to prepare interviews?
• How are effective interviews conducted?
• How to write the interview story

In this unit students will read about effective interviewing techniques pertaining to interview preparation: conducting background research, questioning types and techniques, and conducting interviews.

Assessments:

• Writing Interview questions
• Listening skills test
• Conducting a live interview
• Writing the Interview story

Unit 3:  Writing for Publication - 6 Weeks

Essential Questions: 

• How are News, Feature, Sports, Opinion stories written?  
• What are similarities and differences among them?

In this unit students will examine News, Feature, Sports, and Opinion articles to learn about and emulate the style and structure of these stories.  Students will practice interviewing to write each of the story types as they move toward writing for the class publication.

Assessments:
Planning, drafting, editing, revising, each story type

Unit 4: Photojournalism - 3 Weeks

Essential Questions

• How does journalism photography function as a storytelling tool?
• What are the basics of photography composition
• How does a DSLR camera function to create strong photos

In this unit students will learn how photography has been used as a visual medium to enhance and illustrate the printed and digital media as an aid to compelling stories.  Students will learn the relationship between light sensitivity and shutter speed in determining the sharpness/depth of field of a photo and what rules apply to photojournalists.

Assessments:

• Photography components quiz
• Photo shooting assignment -rules of composition

Unit 5:  Law and Ethics - 3 Weeks

Essential Questions

• What is the First Amendment and its guarantees to a free press?
• How does the press function in a democracy as a watchdog of government?
• What rights does the student journalist have, and what are limitations
• How has the Supreme Court determined elements of allowable speech in a scholastic setting?
• What ethics govern the journalist?  Invasion of privacy, libel and obscenity

In this unit students will examine and evaluate the role the First Amendment has in a free society with a free press. Students will examine multiple court cases regarding forms of speech protected by the First Amendment and scholastic speech that is not.  Rules governing scholastic, school sponsored publications will be explored and evaluated.  Students learn about the journalist as the watchdog of government and explore the news gathering techniques conducted during the Watergate scandal.

Assessments:

• Media law/1st Amendment exam
• Speech court case research project/presentation
• Ethics exam

Newspaper Publication/Workshop Unit:  Multiple weeks during the school year

Ongoing throughout the year as print deadlines approach. Due to the workshop nature of this course, students, when on deadline for publication, have workshop/lab time to research story topics, build background knowledge, craft interview questions, conduct interviews, plan, draft, edit and revise story copy and then publish that work.  The cycle repeats 8-10 per year which coincides with the number of printed issues editors plan to produce.

.5 credit – One Semester

Prerequisites: None

In this course we explore various styles of creative writing, including creative non-fiction, letters, and poetry. Students will keep a writer’s notebook, improve their grammar and style, experiment with writing exercises, and develop a portfolio of material to submit for publication. Student’s should expect to write every day and to share their writing frequently. In addition to our writing, we will read works by other authors. Creative Writing students contribute to Point of Convergence, the senior high literary magazine.

Standards Based Grading Assessment Policy
All assessments (projects) in Creative Writing are evaluated using Standards Based Grading. Grades are calculated based on the SBG standards set by D.C. Everest. The standards for our course are: 

Process – What did you do? Documentation of the writing process. Examples include:

• Notebook entries
• In-class writing exercises
• Planning/Outline pages
• Annotations of text
• Drafts of writing projects 
• Peer Evaluations
• Revisions of writing projects

Product – What did you make? The final writing/outcome of a writing process. Examples include:

Summary/Critique of a writing genre

Final Draft of a writing project

Reflection – What did you learn? Reflective writing that shows your learning.
Postwriting Statement

Confidentiality:
Student writing, including journals, is not confidential.  Any writing that suggests students may harm themselves or that suggests harassment or abuse of any kind will be shared with the appropriate school personnel.

Units of Study

Students are to introduce themselves to each other and to the instructor. In addition to these activities students will also become familiar with the course/classroom norms of Creative Writing. 

Personal Introduction
Writer’s Notebook - Students create a Writer's Notebook that will be used daily for the remainder of the semester. The Writer's Notebook is e used for Writer Reset activities in addition to unit-specific activities. The Writer's Notebook is the starting point of every project that we do in this course! 

Notebook Review

Creative Nonfiction - The Creative Non-Fiction is an essay where “the writer reflects on a slice of their life and makes sense of it in the present.” Students may employ elements of other writing styles (expository, etc.) or other texts (quotes, song lyrics, etc.) to enhance their writing. Students will use the tools of a storyteller to tell their own story. 

Summary/Critique

Creative Nonfiction essay

Postwriting Statement

Open Letters - Students will write  a letter that shows their abilities as a creative writer. Letters are written with a specific purpose, audience, and context using descriptive language and a letter-writing voice. Students may employ elements of other writing styles (Love Letter + Open Letter etc) or texts (quotes, song lyrics, etc.) to enhance their writing. Students will use the tools of a letter writer to connect with their audience. 

Summary/Critique

Open Letter

Postwriting Statement

Poetry
Students will showcase their understanding of poetry and to write poems that showcase their ability as a creative writer. Students  may write multiple poems in multiple forms to meet or exceed the target word count. Students will study multiple forms/samples to help you write their own poetry.

Summary/Critique

Poetry Portfolio

Postwriting Statement

Semester Portfolio

The final portfolio of the writing and writing process that students have  created during the semester. Students will design their portfolio in a book-style format to be turned in electronically.

Semester Portfolio 
 

.5 credit – One Semester

Prerequisites: Creative Writing II

In Creative Writing II students continue to explore multiple genres of creative writing, including profile, short fiction, and others. Students keep a writer’s notebook, improve their grammar and style, experiment with writing exercises, and develop a writing portfolio. Expect to write every day and to share your writing frequently. Creative Writing II students submit writing to Point of Convergence, the DCE Senior High literary magazine. Standards Based Grading Assessment Policy

All assessments (projects) in Creative Writing II are evaluated using Standards Based Grading. Grades are calculated based on the SBG standards set by D.C. Everest. The standards for our course are: 

Process – What did you do? Documentation of the writing process. Examples include:

• Notebook entries
• In-class writing exercises
• Planning/Outline pages
• Annotations of text
• Drafts of writing projects 
• Peer Evaluations
• Revisions of writing projects

Product – What did you make? The final writing/outcome of a writing process. Examples include:

• Summary/Critique of a writing genre
• Final Draft of a writing project

Reflection – What did you learn? Reflective writing that shows your learning.

• Postwriting Statement

Cheating Policy 
“If a student turns in a final draft that was not taken through the writing process during the workshop aspect of the class, turns in a final draft that is not his/hers, or allows someone else to use his/her work as original, he or she fails the class.”

Confidentiality:
Student writing, including journals, is not confidential.  Any writing that suggests students may harm themselves or that suggests harassment or abuse of any kind will be shared with the appropriate school personnel.
Units of Study 

Units of Study

Dates	Units	Major Projects/Assignments
Three Weeks	Course Introduction Writers Notebook Summary/Critique	Identity Map Notebook Review Summary/Critique
Three Weeks	Visual Writing Writing for Publication Choice Project	Writing Process Final Draft Postwriting Statement
Three Weeks	Short Fiction	Writing Process Final Draft Postwriting Statement
Three Weeks	Multigenre - Installment 1	Writing Process Final Draft Postwriting Statement
Three Weeks	Multigenre - Installment 2	Writing Process Final Draft Postwriting Statement
Three Weeks	Multigenre - Installment 3 Semester Portfolio	Writing Process Final Draft Postwriting Statement Final portfolio of your writing
	Final Exam	Final Exam

 

1 credit – Full Year

Prerequisites: None

English 10 is a required, year-long sophomore English course that includes the study of reading, writing, speaking, grammar, media and technology. Students will improve their skills in these areas by studying four themes: conflict, knowledge, heroes and perception. Within each theme, students will read and respond to classic and contemporary literature and write a formal essay connecting the theme and the literature to today’s world. Student choice is an essential part of this course.

Enduring Understanding and Skills:

Reading: Cite relevant textual evidence that strongly supports analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for further exploration. 

In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. 

Writing: Write arguments and literary analysis to support claims in an analysis of substantive topics or texts, using valid reasoning, literary theory, and relevant and sufficient evidence which introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. 
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Build Knowledge:Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem that is rhetorically authentic and; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.

Course Expectations

The expectations for each student’s use of his/her ready mind include, but are not limited to the following:
Academic integrity and honesty is expected.
Participation in class discussions and group work is required.
Homework is a regular component of this class; some reading will be required outside of class.
Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Course Texts
Pearson Common Core Literature
Of Mice and Men - John Steinbeck
Night - Elie Wiesel
To Kill a Mockingbird - Harper Lee
The Crucible - Arthur Miller
Additional Works:
Selected choice non-fiction and/or fiction texts throughout the course.Grading Scale:

Course Syllabus Overview

Unit 1: 9 Weeks
Essential Question: Can progress be made without conflict?

In this unit, students will develop skills in analyzing how writers construct characters and how characterization influences other literary components of a text. Students will also determine the effect foreshadowing has on literary components such as plot, character, or theme.  They will also explore the historical context of The Great Depression of the 1930s in preparation for their reading of Of Mice and Men by John Steinbeck, the common text for this unit which will culminate in a literary    analysis essay which answers the unit question using theme as a central focus. 

Activities:

• Ignite Introductory Project
• “The House” - reading with a specific purpose
• “Early Autumn” - short story close reading practice
• “The Monkey’s Paw” short story close reading practice
• “The Leap” - short short close reading, written paragraph
• Of Mice and Men -novel reading/writing

Common Assessments:

• “The Leap” close reading assessment
• “Contents of a Dead Man’s Pocket” close reading assessment
• Of Mice and Men - Ch. 4 close reading assessment
• Of Mice and Men - mid-novel assessment
• Of Mice and Men - final close reading assessment - full novel
• Of Mice and Men - literary analysis process essay
• “Ambush” - characterization and foreshadowing exam

Unit 2: Knowledge - 9 Weeks
Essential Question: What kind of knowledge changes our lives?

In this unit, students will develop skills in analyzing imagery and irony and the overall effect of these devices on a text. They will also explore the historical context of the Holocaust in preparation for their reading of Night by Elie Wiesel, which will serve as the common text for this unit. Students will express their analysis of imagery and irony through a variety of written assignments, making and supporting claims that demonstrate their understanding of our target literary devices. Additionally, students will practice employing imagery and irony in their own writing in their narrative “This I Believe” essays.

Activities:

• Imagery & Irony study
• “Keep Memory Alive” - reading with a specific purpose/paragraph response
• Night - novel reading/writing
• Irony analysis paragraph
• “This I Believe” Narrative Essay - implementing imagery & irony in writing
• “Lamb to Slaughter” - reading with a specific purpose/paragraph response

Common Assessments:

• “Keep Memory Alive” Close Reading Assessment
• “Keep Memory Alive” Writing Assessment
• Irony Paragraph
• Night Ch. 3 Paragraph
• Night Close Reading Assessment
• Night Writing Assessment
• “This I Believe” Narrative Essay
• “Lamb to Slaughter” Imagery & Irony Exam

Unit 3: 9 Weeks
Essential Question: Can anyone be a hero?

In this unit, students will develop skills in analyzing tone, mood, and character development.  They will explore the historical context of the Great Depression and Jim Crow era in preparation for reading To Kill a Mockingbird by Harper Lee.  Students will express their analysis of tone, mood, and character development through a variety of written assignments, making and supporting claims that demonstrate their understanding of our target literary devices.  Additionally, students will identify and analyze the heroic traits of a character in To Kill a Mockingbird in a literary analysis essay. They will also select a modern-day hero to research and share.

Activities:

• “How to Be a Hero” Podcast Writing Assignment
• “There’s a Hero Inside of Everyone” Article Writing Assignment
• “Scottsboro Boys” Article
• To Kill a Mockingbird by Harper Lee - novel reading/writing

Common Assessments:

• Hero Mini-Project and Presentation
• To Kill a Mockingbird - Chapter Work
• To Kill a Mockingbird - Ch. 1-3 Close Reading Assessment
• To Kill a Mockingbird - Ch. 5 Close Reading Assessment
• To Kill a Mockingbird - Ch. 7-8 Close Reading Assessment
• To Kill a Mockingbird - Tone Writing
• To Kill a Mockingbird - Mid-novel Assessment
• To Kill a Mockingbird - Hero Writing Assessment
• To Kill a Mockingbird - End of Novel Assessment

Unit 4: 9 Weeks
Essential Question: To what extent does experience determine what we perceive?

In this unit, students will be given the opportunity to work on their research skills on a relevant topic of their choosing. Here students will be challenged to hone research skills such as finding and annotating sources, compiling notes, creating a thesis statement, creating a visually appealing presentation, and properly citing sources. In this unit students will also develop skills in analyzing how writers use perception to show influences over characters, audiences, and other literary components of a text. Students will also determine the role perception plays in their own lives when it comes to making decisions and interpreting the world around them. The key anchor text in this unit is the play version of Arthur Miller’s The Crucible. Here students are immersed in the world of late 1600’s Salem, Massachusetts and see how mass hysteria and perception plays a part in the infamous Salem Witch Trials. 
 
Activities:

• “Child Soldiers” Article - Example Annotations
• Social Justice Research Project
• “Liking What You See” 
• “Reality” Podcast
• The Crucible 

Common Assessments:

• Social Justice Project
• “Liking What You See” and “Reality” Assessment 
• The Crucible Close Reading and Short Answer Assessment 
• The Crucible  Essay

Honors E10 Enrichment and Extension: 

E10 Honors follows the same general unit pacing as E10 with embedded enrichment and extension activities designed to deepen students understanding of literature, strengthen students skills of close, critical reading, solidify students ability to write with fluidity and maturity, and expand students critical thinking skills of analysis and evaluation. Curricular decisions are guided in part to ensure a smooth transition into AP English Language and Composition as well as AP English LIterature and Composition.

Additional Course Texts

• “Starvation Under the Orange Trees” J. Steinbeck
• “Occupation Conductorette” M. Angelou
• “Youth in Asia” D. Sedaris
• “My Family Leave Act” R. Reich
• “The Yellow Violet” W. Bryant
• “First Snowfall” J. Lowell
• “from Longitude” D. Sobel
• “The Statue That Didn’t Look Right” M. Gladwell
• “The Culture of Shock” S. Reichter & S. Haslam
• “Why I Wrote the Crucible: an artist's answer to politics” A. Miller

Activities

• Literary Analysis Terms “bootcamp”
• Rhetorical Terms “introduction”
• Writing Focus: strong verbs & adjectives 
• Writing Focus: incorporating text fluidly into analysis
• Of Mice and Men Essay
• Precis writing
• Introduction to rhetorical analysis
• Introduction to Poetry 
• Problem/Solution Essay

Common Assessments:

• Semester One: Nonfiction Choice Reading analysis and evaluation 
• Semester Two: Classic or Contemporary Book of Merit analysis and evaluation
• Poetry Analysis 

1 credit – Full Year

Prerequisites: Maintained a B average in English 9 and for students who enjoy a challenge in English Language Arts

English 10 Honors is a course designed for Honors students. It includes the basic ideas of the required English 10 course, but uses different literature in the approach. Novels and plays are studied at a faster pace and in greater depth. Students are expected to be able to lead discussions. Emphasis is placed on the development of literature over the span of time and how literature both influences and reflects society at the time. Students also are asked to make connections to today’s society and to themselves. Since composition is a major component in each unit, it is assumed students have above-average competence in writing and, they welcome new challenges.

1 credit – Full Year

Prerequisites: Junior standing or with instructor permission for senior standing.

English 11 is a year-long course with an emphasis on choice in both reading and writing. Students will develop different writing pieces through the writing process, such as narrative, expository  and argumentative essays. Students read a variety of fiction and non-fiction text exemplars to identify the components of engaging and effective writing. In addition, students will read at least two anchor texts to practice analytic skills they then apply to a non-fiction and a challenged book of their choosing.

English 11 is a junior level course written to complete the 11-12 tier of the Wisconsin CCSS.

Enduring Understanding and Skills: Students will:

• be able to find outside sources and use relevant text evidence to support a claim.
• be able to identify and analyze a text’s theme. 
• be able to participate in authentic conversations with their peers around texts. 
• be able to reflect on their own writing process and authorial choices. 
• understand the pros and cons of different mediums/art forms in their ability to tell a story.
• be able to identify and use rhetorical tools (ethos/logos/pathos) to persuade an audience 
• understand the differing perspectives on why books should or should not be banned.
• be able to identify and analyze elements of a graphic novel.
• be able to identify the purposes of dialogue and use it effectively in their own narrative writing.
• be able to analyze author’s use of tone and apply it in their own writing. 
• be able to consider and write from another person’s perspective.
• know what to expect on the ACT standardized test. 

Course Expectations

The expectations for each student’s use of his/her ready mind include, but are not limited to the following:

• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. When students are struggling to turn work in on time, they should reach out to the teacher to make a plan. 

Course Texts

• The Things They Carried by Tim O’Brien
• The Complete Persepolis by Marjane Satrapi 
• Non-fiction book of student’s choice
• Banned/Challenged book of student’s choice 
• Various relevant news articles 
• Various Short Stories
• Various Poems 
• Course Movies/Films
• When time allows, the class watches movies and films deemed to have educational value and relation to the unit of study. Different movies are sometimes shown based on student interest and the release of new relevant films. If a movie is rated “R”, letters are sent ahead of time to parents/guardians. Some movies we have shown in the past include:
• The Last Full Measure
• Two Days in October 
• We Were Soldiers
• Persepolis 

Course Syllabus Overview

Semester 1

Unit 1: Dialogue  - 3 weeks
Essential Question: How can dialogue influence a narrative? 

In this unit students will understand the basics principles of dialogue in narrative writing, including the importance of sensory-based descriptions and content-focused grammar. Students are introduced to this knowledge with careful and strategic reading to analyze short stories and example texts. This close-reading practice allows students to analyze the importance and effect of dialogue and replicate the practice in their own written work. Through drafting, revising, and editing these skills are applied in a final written narrative. In addition, the unit incorporates reflective journaling. 

Selected works: Short Stories (“The Lady or the Tiger”, “The Veldt”), various student examples

Common Assessments:

• “Bare Bones” Writing Assessment 
• Dialogue Transcription 
• Dialogue Story 
• Inquiry Focused Journaling 

Unit 2 : Reading Narrative - The Things They Carried - 6 weeks
Essential Question: How do authors create tone? 

In this unit students will use the anchor text to analyze, defend, and support authorial choices, especially in relation to the construction of tone. In order to defend the selection of tone, students will be introduced to various literary devices (figurative language, syntax, details, diction, and imagery) commonly used in literary analysis. Students are introduced to this knowledge with careful and strategic reading and group-based analysis of selected sections. Students will independently utilize close reading skills to find evidence of specific literary devices used by an author to identify and defend an appropriate tone. Additionally, students will learn background knowledge related to the Vietnam War and soldiers’ experiences in order to better understand the content of the text. In addition, the unit incorporates reflective journaling. 

Selected Works: The Things They Carried by Tim O’Brien, various poems, relevant media articles

Common Assessments:

• Personal Letter (What do you Carry?) 
• “Spin” Quote Analysis 
• “The Sweetheart of Song Tra Bong” Close-Reading Analysis
• On-Demand Tone Assessment 
• The Things They Carried Summative Exam 
• Inquiry Focused Journaling 

Unit 3: Writing Narrative - 3 weeks
Essential Question: How can perspective alter a narrative? 

In this unit students will analyze the importance of the narrator in a story by reading anchor texts and producing an individual narrative with a unique perspective. Students apply these skills to formative assignments aimed at isolating specific narrative elements in writing. As the summative assessment, students will craft a unique narrative employing the various practiced elements of narrative writing. A special focus will be paid to the importance of narrative perspective through the implementation of an unexpected narrator to one of their own lived experiences. The writing will follow the structure of the writing process with specific goals centered around drafting, revising, and editing.  In addition, the unit incorporates reflective journaling. 

Selected Works: various short stories (example: “Eleven” by Sandra Cisneros ), Various poems (example: from the collection of Afterland by Mai Der Vang), previous student examples 

Common Assessments:

• Personal Narrative 
• Inquiry Focused Journaling  

Unit 4: Reading Non-Fiction - 6 weeks
Essential Question: How do authors create tone? 

In this unit students will explore the genre of nonfiction, reading a book of their choice to analyze writer’s craft. Attention is paid to the great variety in types of books that fall under the non-fiction umbrella, and students are encouraged to choose a book that fits their interests. When reading, students focus on applying what they learned in a previous unit about tone, identifying and recording key quotes related to diction, imagery, syntax etc. Students also compare their book to another outside source on the same topic in order to further illuminate their book's tone and writing style. This culminates after winter break with students presenting their findings in front of the class, allowing an opportunity to work on speaking skills. In addition, the unit incorporates reflective journaling. 

Selected Works: Individual student choice, relevant media articles 

Common Assessments:

• Book Choice Rationale
• Boy Scout Article: Tone Assignment 
• Outside Source Assignment 
• Formal Small-Group Book Discussion 
• Class Presentation 
• Inquiry Focused Journaling 

Semester 2

Unit 5 : Expository Writing - 4 weeks
Essential Question: How can writers effectively explain information to their audience? 

In this unit students will understand how expository writing differs from other modes (such as persuasive or narrative) in its goal and style. Students will read multiple examples of past expository essays, analyzing strengths and areas for improvement within the writing that they can then apply to their own. Emphasis is placed on reviewing mature thesis statements, organization and transitions, and hooks. They will explore how these look in common modes such as “Compare & Contrast”, “Definition”, “Cause & Effect”, and “How-To Process.” Students practice by writing an essay explaining a topic they are knowledgeable about. Additionally, students will practice reviewing the credibility of online sources in order to pull in information to add variety to their writing. Through drafting, revising, and editing these skills are applied in a final written piece. In addition, the unit incorporates reflective journaling. 

Selected works:. various student example essays 

Common Assessments:

• Summary & Critique 
• Expository Essay
• Post-Writing Reflection 
• Inquiry Focused Journaling  

Unit 6 : Graphic Novels - Persepolis - 6 weeks
Essential Questions: Part 1: What are the dangers of a ‘single story’?  
Part 2: How do forms of art help tell our story? 

In this unit students will understand the basics elements and terminology of the graphic novel genre through reading the anchor text. They will consider the benefits and drawbacks of using artforms, such as graphic novels, to tell stories compared to more traditional formats. To determine this, they will explore examples of storytelling through different mediums. Additionally students will learn background knowledge about Iran and key historical events within the country in order to better understand the content of the story and the diverse perspective it offers. Towards the end of the book, students will review the concept of “theme”, identifying and analyzing them within the text. Some discussion also occurs about Persepolis’ status as a “banned” book, in practice for the next unit.  In addition, the unit incorporates reflective journaling. 

Selected works: The Complete Persepolis by Marjane Satrapi, “Danger of a Single Story” Ted Talk, relevant media articles

Common Assessments:

• Panel Analysis
• Converting a Scene 
• Formal Small-Group Art Discussion 
• Book 1 Summative: On-Demand writing
• Book 2 Summative: On-Demand writing
• Theme Project in genre/format of student’s choice
• Inquiry Focused Journaling 

Unit 7 : Censorship and Banned Books - 3 weeks
Essential Question: Does censorship have a place in a free society? 

In this unit, students will evaluate various examples and reasonings for censorship, both historical and contemporary. With thoughtful consideration, students will explore arguments for and against the challenge of specific texts. After guided and independent practice with identifying and analyzing themes in text, from Unit 6, students will measure the value of the lessons taught in a book compared to its challenged content in a novel of their own choice. This overall analysis will be presented with several assignments, including written text analysis, written presentation of research, and a video style justification of the merits of their chosen text.  In addition, the unit incorporates reflective journaling. 

Selected works: Individual student choice, relevant media articles

Common Assessments:

• Assignment #1: Personal Rationale 
• Assignment #2: History of Censorship
• Assignment #3: Analysis of Major Themes
• Assignment #4: Final Assessment of Merit 
• Inquiry Focused Journaling 

Unit 8: Persuasive Writing - 4 weeks
Essential Question: How can writers use persuasive techniques to enhance their argument?

In this unit students will be introduced to the rhetorical triangle (ethos, logos, pathos) and the basics of persuasive writing, including arguments and counterarguments. Students will analyze the effectiveness of persuasive techniques in various ads and sample student writings. This analysis will allow students to understand the essential elements of an effective argument before attempting to write one themselves.

They will also be exposed to Lateral Reading, a strategy for evaluating bias in an article or source, to ensure all arguments made are supported with reliable research. Through drafting, revising, and editing these skills are applied in a final persuasive essay. In addition, the unit incorporates reflective journaling.  

Selected works: various student samples, relevant ads

Common Assessments:

• Craigslist Ad
• Argumentative Essay
• Essay Post-Writing Reflection
• Inquiry Focused Journaling 

.5 credit – One Semester

Prerequisites: Senior Standing

Media Literacy explores the influence of radio, television, newspapers, magazines, film, advertising, the recording industry and the Internet and social media on the masses. News, advertising, censorship, entertainment and media controversies are major areas of study. The emphasis of this relevant course is on how to use and analyze media messages and to understand how they have an impact on individuals and society. Students will use high-level thinking skills — analysis and evaluation —to understand how and why messages are created and what the impact is on media consumers. While primarily a critical evaluation course, students will create both individual and group projects. At least two major writing projects will be required, as well as other analytical written responses to what is read, viewed and discussed in class. Thoughtful reading of various expository texts — print, online, non-print — is required, as are well-supported responses to those texts. Students will be required to evaluate entertainment, advertising and various news media sources throughout the course.

If you watch television or movies, listen to the radio, follow social media or the Internet, are aware of commercials and advertising and want to know how and why news gets to be “new,” or if you are concerned about censorship, or want to know about the impact of social media, then this is the course for you!

Media Literacy is a senior elective course written to complete the 11-12 tier of the Wisconsin CCSS. This course revolves around four units:  Media Introduction, Advertising, News, Media Control

Enduring Understanding and Skills:

Choose and develop criteria to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, identities, eras, and personal experiences.

Write texts in a variety of modes:

• Write informative texts that examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content by introducing a topic
• Claims and Evidence: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
  • Claims and Evidence-Reading: Identify and describe the claims and evidence of an argument.
  • Claims and Evidence-Writing: Analyze and select evidence to develop and refine a claim.
• Reasoning and Organization: Writers guide understanding of a text’s lines of reasoning and claims through the text’s organization and integration of evidence.
  • Reasoning and Organization-Reading: Describe the reasoning, organization and commentary to illuminate the line of reasoning in an argument.
  • Reasoning and Organization-Writing: Use organization and commentary to illuminate the line of reasoning in an argument.

Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative goals:

• Initiate and participate effectively in a range of collaborative discussions (one on- one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, list

Course Expectations
The expectations for each student’s use of his/her ready mind include, but are not limited to the following:

• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Homework is a regular component of this class; some reading will be required outside of class.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Prerequisites
The prerequisites for this course are the successful completion of E9, E10, and either E11 or AP Language and Composition; senior standing.

Course Texts
Various current news articles:-print/digital
Various news/media related websites
Various media-related documentaries, video productions

Course Syllabus Overview

Unit 1: Introduction to Media - 4 weeks

Essential Questions:

• How and why are media messages created?
• What are the various functions of the mass media (what do they provide for consumers)?
• How does the communication process work and what are the problems with it?
• How does the mass communication process work and what are the problems with it?
• How do the media reinforce stereotypes and various cultural myths?

Assessments:

• Media Myths/Stereotypes project
• Media Me Project
• Various quizzes

Unit 2: Advertising - 4-5 Weeks

Essential Questions: 

• How do advertisers create messages to inform and persuade?
• What are the pros and cons of advertising in our society?
• How does propaganda play a role in persuasive messages designed to sell products and people? 

In this unit students will read about and analyze various advertising techniques and methods used to persuade and influence purchasing decisions and convey various messages - ie - public service announcements, social media messages and more.  Students will assess how entities use propaganda to convey messages to a mass audience. Students will demonstrate their understanding of advertising components and purposes by creating an effective advertising campaign.

Assessments:

• Advertising Techniques Booklet
• Advertising techniques identification exam
• Advertising Blitz Project/Presentation
• Political Propaganda Quiz

Unit 3: News - 4 Weeks

Essential Questions: 

• What is news? News determinants?
• What is the purpose of news?
• How is news constructed?
• What are news ethics?
• What is the role of news in a democracy?
• What are the problems facing the news and news industry?

Assessments:

• News elements analysis
• All Sides media bias project
• Supreme Court Case exam

Unit 4: Media Control - 4 Weeks

Essential Questions

• How does bias (including propaganda) influence the media?
• What is misinformation/disinformation?
• How is fake news created, spread and monetized?
• How are fake news and online hoaxes, conspiracy theories different?
• What impact does AI have on news, fake news and reality?
• How does social media impact/affect mental health?

Assessments:

• Media bias quiz
• Media issues research project
• Various quizzes

.5 credit – One Semester

Prerequisites: None

Survey a selection of literature in this course structured around what sells in the world of literature today. This semester we will delve into the mystery, fantasy and science fiction genres. If you love any of these literary genres, we think you will enjoy what this course offers. Each unit will include short stories and a novel.

Popular Trends in Literature is a senior elective course written to complete the 11-12 tier of the Wisconsin CCSS. This course revolved around three units: mystery, fantasy, and science fiction and works as a survey in literature experience.

Enduring Understanding and Skills:

• Rhetorical  and/or Literary Situation: Individuals write within a particular situation and make strategic writing choices based on that situation.
  • Rhetorical/ Literary  Situation-Reading: Explain how writer’s choices reflect the components of the rhetorical situation.
  • Rhetorical/ Literary Situation-Writing: Make strategic choices in a text to address a rhetorical situation.
• Claims and Evidence: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
  • Claims and Evidence-Reading: Identify and describe the claims and evidence of an argument.
  • Claims and Evidence-Writing: Analyze and select evidence to develop and refine a claim.
• Reasoning and Organization: Writers guide understanding of a text’s lines of reasoning and claims through the text’s organization and integration of evidence.
  • Reasoning and Organization-Reading: Describe the reasoning, organization and commentary to illuminate the line of reasoning in an argument.
  • Reasoning and Organization-Writing: Use organization and commentary to illuminate the line of reasoning in an argument.
• Style: The rhetorical situation informs the strategic stylistic choices that writers make.
  • Style-Reading: Explain how a writer's stylistic choices contribute to the purpose of an argument.
  • Style-Writing: Select words and use elements of composition to advance an argument.

Course Expectations

The expectations for each student’s use of his/her ready mind include, but are not limited to the following:

• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Homework is a regular component of this class; some reading will be required outside of class.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Prerequisite Reading Assignment
The prerequisites for this course are the successful completion of E9, E10, and either E11 or AP Language and Composition.

Course Texts

• Tuesdays with Morrie, Mitch Albom
• V for Vendetta, Alan Moore
• various contemporary short stories
• various dystopian short stories
• various non-fiction articles to support the anchor texts
• Dystopian Choice Books: Scythe, Uglies, Feed, Cinder, The City of Ember, Fallout, Matched, The Plague, The Testing, Unwind

Additional Works:
Selected choice non-fiction and/or fiction texts throughout the course.

Course Syllabus Overview

Unit 1: Contemporary Fiction - 8 weeks
Essential Question: What is contemporary fiction and why should it be read?

In this unit students will understand the basics principles of contemporary fiction, including the importance of the dates applied to contemporary fiction and the literary elements used during this time period. Students also apply this knowledge with careful and strategic reading to analyze both written and visual texts. Students are also introduced to and asked to practice writing literary analysis essays. A focus on basic rules of grammar is also infused throughout instruction. 

• Overview of contemporary fiction.
• Introduction and practice of analyzing literary devices, particularly those pertinent to contemporary literature..
• Selected works. Tuesdays with Morrie, by Mitch Albom; “Where Are You Going, Where Have You Been?”; “A Family Supper”, “Rules of the Game”; “Sure Thing”; “The House Behind”; “Fat Girl”
• Introduction of contemporary reading and writing strategies.
• Interview Project

Common Assessments:

• Tuesdays with Morrie assessment
• Interview Project
• Quiz- “Where Are You Going, Where Have You Been?”
• Various short story quizzes or assessments
• Various Tuesdays assignments and quizzes

Unit 2: Dystopian Fiction - 11 weeks
Essential Question: What is dystopian fiction and what purpose does this literature serve in society?

In this unit students will read and analyze short stories and the graphic novel V for Vendetta, and look at the use of language and art to provide a dystopian theme. Students also apply understanding of the elements of dystopian literature to analyze and evaluate the writer’s effectiveness. 

• Overview of elements of dystopian literature
• Assess how and why dystopian literature is a subset of science fiction..
• Selected works: V for Vendetta, Alan Moore; “Amaryllis”, “Examination Day”, “Harrison Bergeron”, “Just Do It”, “Red Card”, “The Last Curiosity”, “The Lorax”,”The Lottery”, “The Pedestrian”, “The Perfect Match”, “The Veldt”, “Top of the Food Chain”, “We Ate the Children Last”
• Analyze and evaluate author’s choices which reflect components of a dystopia.
• Analyze and evaluate the author's stylistic choices.
• Evaluate how the author's/ Moore’s stylistic choices affect the reader.
• Write literary analysis essays.
• Read and analyze model essays
• Work on writing organization and transitions
• Create your own dystopia assignment

Common Assessments:

• Create a dystopia assignment
• Various short story quizzes
• V for Vendetta quizzes
• V for Vendetta test
• V for Vendetta essay
• Lit Circles assessments

.5 credit – First Semester Only

Prerequisites: Senior Standing

Survey a selection of literature in this course structured around what sells in the world of literature today. This semester we will delve into the contemporary and dystopian genres. If you love these literary genres, we think you’ll enjoy what this course offers. Each unit will include short stories and a novel. The final unit of this course is a project designed to see if utopia is possible.

Popular Trends in Literature is a senior elective course written to complete the 11-12 tier of the Wisconsin CCSS. This course revolved around three units: mystery, fantasy, and science fiction and works as a survey in literature experience.

Enduring Understanding and Skills:

• Rhetorical  and/or Literary Situation: Individuals write within a particular situation and make strategic writing choices based on that situation.
  • Rhetorical/ Literary  Situation-Reading: Explain how writer’s choices reflect the components of the rhetorical situation.
  • Rhetorical/ Literary Situation-Writing: Make strategic choices in a text to address a rhetorical situation.
• Claims and Evidence: Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
  • Claims and Evidence-Reading: Identify and describe the claims and evidence of an argument.
  • Claims and Evidence-Writing: Analyze and select evidence to develop and refine a claim.
• Reasoning and Organization: Writers guide understanding of a text’s lines of reasoning and claims through the text’s organization and integration of evidence.
  • Reasoning and Organization-Reading: Describe the reasoning, organization and commentary to illuminate the line of reasoning in an argument.
  • Reasoning and Organization-Writing: Use organization and commentary to illuminate the line of reasoning in an argument.
• Style: The rhetorical situation informs the strategic stylistic choices that writers make.
  • Style-Reading: Explain how a writer's stylistic choices contribute to the purpose of an argument.
  • Style-Writing: Select words and use elements of composition to advance an argument.

Course Expectations

• The expectations for each student’s use of his/her ready mind include, but are not limited to the following:
• Academic integrity and honesty is expected.
• Participation in class discussions and group work is required.
• Homework is a regular component of this class; some reading will be required outside of class.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Prerequisite Reading Assignment
The prerequisites for this course are the successful completion of E9, E10, and either E11 or AP Language and Composition.

Course Texts

• Tuesdays with Morrie, Mitch Albom
• V for Vendetta, Alan Moore
• various contemporary short stories
• various dystopian short stories
• various non-fiction articles to support the anchor texts
• Dystopian Choice Books: Scythe, Uglies, Feed, Cinder, The City of Ember, Fallout, Matched, The Plague, The Testing, Unwind
• Additional Works:
• Selected choice non-fiction and/or fiction texts throughout the course.

Grading Standards:

• Analyze and Evaluate Text
• Convey written and spoken ideas
• Develop and support written and spoken text
• Write and speak for fluidity and maturity
• Practice to Learn

Course Syllabus Overview

Unit 1: Contemporary Fiction - 8 weeks
Essential Question: What is contemporary fiction and why should it be read?

In this unit students will understand the basics principles of contemporary fiction, including the importance of the dates applied to contemporary fiction and the literary elements used during this time period. Students also apply this knowledge with careful and strategic reading to analyze both written and visual texts. Students are also introduced to and asked to practice writing literary analysis essays. A focus on basic rules of grammar is also infused throughout instruction. 

• Overview of contemporary fiction.
• Introduction and practice of analyzing literary devices, particularly those pertinent to contemporary literature..
• Selected works. Tuesdays with Morrie, by Mitch Albom; “Where Are You Going, Where Have You Been?”; “A Family Supper”, “Rules of the Game”; “Sure Thing”; “The House Behind”; “Fat Girl”
• Introduction of contemporary reading and writing strategies.
• Interview Project

Common Assessments:

• Tuesdays with Morrie assessment
• Interview Project
• Quiz- “Where Are You Going, Where Have You Been?”
• Various short story quizzes or assessments
• Various Tuesdays assignments and quizzes

Unit 2: Dystopian Fiction - 11 weeks

Essential Question: What is dystopian fiction and what purpose does this literature serve in society?

In this unit students will read and analyze short stories and the graphic novel V for Vendetta, and look at the use of language and art to provide a dystopian theme. Students also apply understanding of the elements of dystopian literature to analyze and evaluate the writer’s effectiveness. 

• Overview of elements of dystopian literature
• Assess how and why dystopian literature is a subset of science fiction..
• Selected works: V for Vendetta, Alan Moore; “Amaryllis”, “Examination Day”, “Harrison Bergeron”, “Just Do It”, “Red Card”, “The Last Curiosity”, “The Lorax”,”The Lottery”, “The Pedestrian”, “The Perfect Match”, “The Veldt”, “Top of the Food Chain”, “We Ate the Children Last”
• Analyze and evaluate author’s choices which reflect components of a dystopia.
• Analyze and evaluate the author's stylistic choices.
• Evaluate how the author's/ Moore’s stylistic choices affect the reader.
• Write literary analysis essays.
• Read and analyze model essays
• Work on writing organization and transitions
• Create your own dystopia assignment

Common Assessments:

• Create a dystopia assignment
• Various short story quizzes
• V for Vendetta quizzes
• V for Vendetta test
• V for Vendetta essay
• Lit Circles assessments

.5 credit – One Semester

Prerequisites: Senior Standing

This course is designed to get you speaking for different purposes and in front of audiences. Effective communication is a crucial skill for most occupations and this course offers a comfortable environment to practice speaking through presentations, discussions and oral assessments. Skills taught include verbal communication, non-verbal communication, active listening, control over language, and the overall ability to communicate effectively. Speech will prepare you for the rigors of college or any profession/job.

Enduring Understanding and Skills:

• Rhetorical Situation: Speakers write and speak within a particular situation and make strategic choices based on that situation.
  • Rhetorical Situation-Reading/Listening: Explain how speakers’s choices reflect the components of the rhetorical situation.
  • Rhetorical Situation-Writing/Speaking: Make strategic choices in the speech to address a rhetorical situation.
• Claims and Evidence: Speakers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.
  • Claims and Evidence-Reading/Listening: Identify and describe the claims and evidence of an argument.
  • Claims and Evidence-Writing/Speaking: Analyze and select evidence to develop and refine a claim.
• Reasoning and Organization: Speakers guide understanding of a speech’s lines of reasoning and claims through the speech’s organization and integration of evidence.
  • Reasoning and Organization-Reading/Listening: Describe the reasoning, organization and commentary to illuminate the line of reasoning in an argument.
  • Reasoning and Organization-Writing/Speaking: Use organization and commentary to illuminate the line of reasoning in an argument.
• Style: The rhetorical situation informs the strategic stylistic choices that speakers make.
  • Style-Reading/Listening: Explain how a speech's stylistic choices contribute to the purpose of an argument.
  • Style-Writing/Speaking: Select words and use elements of composition to advance an argument.

Course Expectations

The expectations for each student’s use of his/her ready mind include, but are not limited to the following:

• Academic integrity and honesty is expected.
• Participation in class activities and group work is required.
• Homework is a component of this class; some planning, practicing, and video recording  will be required outside of class.
• Balance is everything. Most  students participate in multiple extracurricular activities; we recognize that students have many demands upon their time. Work should be completed and turned in on time.

Grading Standards

Throughout the year students will demonstrate the following learning outcomes.

• Thinking and Reasoning - I can effectively read/understand, summarize, analyze, and evaluate a variety of texts.
• Writing and Speaking to Convey, Support, and Clarify Ideas - I can write and speak effectively to support a claim with strong support.
• Writing and Speaking for Audience and Purpose - I can effectively structure my message for occasion, audience, and purpose.
• Writing and Speaking for Style and Structure - I can effectively structure my message for a variety of purposes in a variety of settings.
• Practice to Learn  - I can effectively think, reason, and communicate ideas to deepen my understanding.

Course Texts

• Introduction to Public Speaking prepared by Lisa Schreiber
• “How to Spot a Liar” Pamela Meyers
• “Informative Speech Topic Selection” Megan Jameson
• “What Makes a Good Life: Lessons from the longest study on happiness” by Robert Waldinger
• “Let’s Talk Crap. Seriously” by Rose George
• “How to Use a Paper Towel” by Joe Smith
• “Remarks on 9/11” by George W. Bush
• “The Gettysburg Address; Background and Reading” by Ken Burns
• “John McCain Eulogy” by Larry Fitzgerald
• “USC Commencement Address” by Will Farrell 
• Additional Works:
• Selected choice speeches and/or transcripts throughout the course.

Course Syllabus Overview

Unit 1: Introduction to Public Speaking - 3 weeks
Essential Understanding: 

The purpose of this unit is to acquire the basic knowledge to effectively study, discuss, and deliver effective speeches. to plan and deliver a prepared, video-recorded speech to the class that gives insight into who you are AND allows the speaker to control the message (choose your objects & topic of your speech) and the outcome (this will be video recorded therefore, you can edit, delete, try again, until your presentation is satisfying to you).

Activities: 

• Two truths and a lie
• Introduction to the rhetorical situation
• Introduction to public speaking notes
• Three things video-recorded speech

Common Assessments:

• Two truths and a lie
• Introduction to public speaking quiz
• Three things speech creation & delivery
• Three things speech self-reflection for continuous improvement

Unit 2: The Informative Speech - 4 weeks

Essential Understanding: 

The purpose of this unit is to acquire understanding of speaking to inform and demonstrate the ability to speak to inform. In broad terms, an informative speech is an original, oral presentation with a primary goal of educating the audience on a focused topic about which the audience may know little or nothing. An informative speech may explain, define, describe, or illustrate a subject. Because the purpose is for the audience to gain knowledge or understanding of a topic, any other purpose such as to entertain, or convince is dependent on the informative goals. The speech should inform the audience as if it were generally unknown to them while developing its significance to them specifically, as well the significance to our society in general. 

Activities: 

• Introduction to informative speaking
• Topic selection 
• Review of logos
• Lessons on structure, planning, drafting, practicing, and presenting
• Review of researching responsibly 
• Review of MLA-style and oral citations

Common Assessments:

• Model Speech Analysis “What Makes a Good Life: Lessons from the longest study on happiness” by Robert Waldinger
• Model Speech Analysis “Remarks on 9/11” by George W. Bush
• Informative speech manuscript
• Informative speech creation & delivery
• Informative speech self-reflection for continuous improvement 

Unit 3: The Persuasive Speech - 4 weeks

Essential Understanding: 

The purpose of this unit is to acquire understanding of speaking to persuade and demonstrate the ability to speak to persuade. In broad terms, a persuasive speech is an original, oral presentation with a primary goal of convincing the audience to accept a presented point of view. While convincing the audience to accept an expressed view is the objective, not all audiences can be convinced by a single speech. Therefore, the success of a persuasive speech can be measured by the audience’s willingness to consider the speaker’s argument as well as accepting the speaker’s argument.

Activities: 

• Introduction to persuasive speaking
• Impromptu speaking for fluidity and audience engagement
• Group practice “Taking a position on the value of deadlines and due dates in high school” 
• Topic selection 
• Introduction to qualified claims
• Review of pathos
• Lessons on structure, planning, drafting, practicing, and presenting
• Review of researching responsibly 
• Review of MLA-style and oral citations

Common Assessments:

• This or That: Impromptu Speaking
• Group practice “Taking a position on the value of deadlines and due dates in high school” 
• Model Speech Analysis “Let’s Talk Crap. Seriously” by Rose George
• Persuasive speaking moving from manuscript to notecards
• Writing a qualified claim
• Persuasive speech creation & delivery
• Persuasive speech self-reflection for continuous improvement

Unit 4: The Demonstration Speech - 4 weeks

Essential Understanding: 

The purpose of this unit is to acquire understanding of speaking to demonstrate or instruct. In broad terms, a demonstration speech is a form of informative speech where the speaker’s primary purpose is to teach the audience how to complete a task or demonstrate a process. This is largely accomplished by demonstrating the task or process through a series of steps. Therefore, the success of a demonstration speech can be measured by the audience’s ability, should they wish to, to successfully complete the task/process demonstrated with little to moderate difficulty. Because this is a video recorded speech, understanding of video recording skills such as storyboarding, camera angles, voice over, video editing, and basic visual presentation will be explored. 

Activities: 

• Basics of video recording & storyboarding
• “Ordinary Moments” mini-speech
• Introduction to demonstration speaking
• Balancing logos and ethos in a demonstration speech 
• Lessons on structure, planning, drafting, practicing, and presenting
• Video recording 101
• Review of MLA-style and oral citations

Common Assessments:

• “Ordinary Moments” mini-speech
• Model Speech Analysis student examples and “How to Use a Paper Towel” by Joe Smith
• Demonstration Speech script & storyboard
• Demonstration speech creation & delivery
• Demonstration speech self-reflection for continuous improvement

Unit 5: The Special Occasion Speech - 3 weeks

Essential Understanding: 

Perhaps the most universal and prevalent type of speech given by most individuals is a “Special Occasion” speech. While these speeches can be informative and/or persuasive, they are primarily for entertainment to mark a significant event. Common events include milestones of life such as weddings, retirements, and funerals as well as awards ceremonies, commencement ceremonies, introductions, and keynote addresses. In each of these different occasions, speakers are asked to deliver speeches relating to the event. For purposes of simplicity, we will think of special occasions as both ceremonial speaking and inspirational speaking.

Activities: 

• Introduction to special occasion speaking
• Focusing on ethos and pathos in a special occasion speech 
• Lesson on anecdotes and speech delivery
• Lessons on structure, planning, drafting, practicing, and presenting 
• Lesson on the ultimate special occasion speech Lincoln’s “Gettysburg Address” 

Common Assessments:

• Model Speech Analysis “John McCain Eulogy” by Larry Fitzgerald
• Special Occasion speech script
• Special Occasion speech creation & delivery
• Analysis of Lincoln’s “Gettysburg Address” 
• End of the course self-reflection

.5 credit – One Semester

Prerequisites: Senior Standing

Do you want to learn writing skills that you will use in the next phase of your life? This class will help you navigate life after high school by completing a variety of writing assignments focused on a career path of your choosing. In this course, we will learn about workplace communication skills with an emphasis on technical writing, including email, business letters, employment communication, oral and interpersonal communication, and other forms of technical communication.

Students will focus on all the ELA standards, including reading, writing, speaking, listening and research. Students will develop writing skills using the workshop model (prewriting, drafting, revising and editing), analyze audience and purpose, research and organize ideas, and format and design documents. Students also develop critical reading and thinking skills through the analysis of a variety of texts.

NTC dual credit (3.0 toward the NTC transcript) may be awarded for this course pending NTC's annual dual credit approval/reapproval process. Seniors who complete all NTC course requirements and earn a grade of "C" or better on NTC's grading scale can be awarded high school credit, as well as credit on an NTC transcript. NTC’s course requirements and grading scale may be different from the high school course requirements and scale. Students should consult with their high school teacher on their eligibility to earn NTC college credit for the course at the end of the semester or school year.

Grading Policy and NTC Core Competencies and Abilities

NTC Course Competencies
Competencies are what learners will be able to do as a result of the learning experience. In this course the competencies that you must demonstrate are: 

• Establish document purpose.
• Apply audience analysis techniques.
• Employ rhetorical strategies.
• Generate ideas for writing.
• Research outside sources.
• Synthesize information from sources.
• Design document format.
• Organize document content.
• Write final text from drafts.
• Assess document for revision.
• Edit document based on conventions of standard English.

Standards Based Grading Assessment Policy

All assessments (projects) in Written Communications are evaluated using Standards Based Grading. Grades are calculated based on the grade scale set by D.C. Everest. The standards for our course are: 

Process – What did you do? Documentation of the writing process. Examples include:

• Notebook entries
• In-class writing exercises
• Planning/Outline pages
• Annotations of text
• Drafts of writing projects 
• Peer Evaluations
• Revisions of writing projects

Product – What did you make? The final writing/outcome of a writing process. Examples include:

• Summary/Critique of a writing genre
• Final Draft of a writing project

Reflection – What did you learn? Reflective writing that shows your learning.

• Postwriting Statement

Cheating Policy
(from the D. C. Everest Senior High English Department Policy on Cheating)
“If a student turns in a final draft that was not taken through the writing process during the workshop aspect of the class, turns in a final draft that is not his/hers, or allows someone else to use his/her work as original, he or she fails the class.”

Units of Study 

WEEKS	UNIT OF STUDY	READING AND ASSIGNMENTS
1-2	Course Introduction	Personal Introduction, Attitude Survey, Future Employment
3-5	Principles of Business Writing	Reading: Principles of Business Writing Principle sentence exercises Quizzes (2) Principles Exam
6-8	Goodwill Message	Goodwill Message samples from text Additional class materials, samples Goodwill Message - full writing process
9-10	Request Message	Request Message samples from course texts Sample Request Message, additional student samples Request Message - full writing process
11-13	Bad News Messages	Bad News organizations notes Annotation of multiple Bad News Sample messages Bad News Message - full writing process
14	Digital Literacy	Digital Literacy Response Guide
15 - 18	Recommendation Report	Research samples, practice citations Outlining/planning samples (together) Comparison Research Paper - full process
	Final Exam	Letter to Next Semester’s Students

 

The English Department takes issues of plagiarism and cheating very seriously, as it is unfair to classmates, it is harmful to students, it impedes student learning, and it is detrimental to a positive learning environment and culture.  It is also unlawful when copyright laws are infringed.

Our Policy:

If a student turns in work that is not theirs (in-part or in-full), or allows someone else to use their work as original, they will be required to complete a remediation based on the nature of the assignment and circumstances. 

Each case of plagiarism will be evaluated on a case by case basis. The course of action and remediation will be determined by communication among the instructor, parents, guidance, and administration when appropriate. 

The English Department will use plagiarism detection software, such as TurnItIn, as a tool to help assess the accuracy of work and determine a course of action based on data and evidence of the writing process.

.5 credit – One Semester

Prerequisites: None

Are you interested in a health-related career? If you are, and you would like to learn more about health careers, this course is for you! Exploring Health Careers will provide you with an overview of the Healthcare System and Health Careers. You will learn about the five service areas that encompass all health/medical occupations, examine job responsibilities, personal traits, education and licensure of individuals working in health careers. You will have the opportunity to job shadow health care professionals and become acquainted with a variety of trends and issues in today's healthcare environment.

Outcomes:

• Develop skills, responsibility and goals necessary to be a successful health care worker
• Investigate a range of job opportunities within the health care field

Key Units/Topics:

• Ethics
• Vitals
• Infection Control
• Intro to Medical Terminology
• Career Research

.5 credit – One Semester — Second Semester Only

Prerequisites: Junior or Senior Standing. Strong interest in a health career postsecondary school. 2.5 GPA or higher. 

Grades: 11-12 

Medical Terminology focuses on the basic anatomy and physiology of each body system along with the medical terms associated with those systems. In addition to A&P, students learn the following: operative, diagnostic, therapeutic, symptomatic and surgical terminology, including both terms that are not derived from word parts along with those medical terms that are built from word the parts which include prefixes, word roots, suffixes and combining vowels. Word parts and their meanings are also memorized, along with medical terms not built from word parts.  

Outcomes:

• Students will be able to apply the rules of medical language
• Students will be able to Identify medical terms related to the body as a whole
• Students will be able to interpret medical terms related to each body system
• Students will be able to Work cooperatively with honesty and integrity

Key Units/Topics

• Exploration of each body system and the corresponding medical terms related to it
• Health science exploration

Primary Resource: 

• Brooks, M.L., Brooks, D.L. Exploring Medical Language. Elsevier, 10th Edition, 2018 ISBN:  978-0323396455.

.5 credit – One Semester

Prerequisites: None

Foods I is an introductory course into the culinary arts, which will enhance your life skills for those who strive for healthy lifestyles and balanced wellness. In addition to healthy living, students will gain hands-on experience working in culinary careers. Students have the opportunity to apply, practice and involve themselves in lab experiences to reinforce culinary skills learned in class. Students are engaged in multiple hands-on activities including: etiquette, cooking basics, grains, baking basics, spices and herbs, protein, fruits and vegetables, and chef competitions. Food Allergy Notice: Proper sanitation procedures will be followed, however, please be aware that food allergens may be present in the foods room. Communicate all allergies to your teacher.

Outcomes:

• Utensils and Safety
• I can use the correct utensils
• I can use safe practices in the kitchen

Kitchen Math and Measuring

• I can multiply or divide a recipe correctly
• I can use the correct equipment and measure ingredients correctly

Nutrition and Knife Skills

• I can use a knife correctly and safely
• I can read a nutrition label and explain it to others

Eggs and Homemade vs. Store Bought

• I can cook an egg multiple ways
• I can explain the nutritional and cost difference between homemade and store bought items

Intro to Baking

• I can explain how yeast works
• I can bake a cake/cupcake

Careers in the Food Industry

• I can give at least 3 examples of careers in the food industry
• I can explain the educational path for at least one career in the food industry 

Key Units/Topics:

• Utensils and Safety
• Kitchen Math and Measuring
• Nutrition and Knife Skills
• Eggs and Homemade vs. Store Bought
• Intro to Baking
• Careers in the Food Industry

Primary Resources:

• ServSafe 7th Edition
• Choose My Plate Website
• King Arthur Baking

.5 credit – One Semester

Prerequisites: Foods I and Junior or Senior Standing

Grades: 11-12

Advance your culinary skills, knowledge of various foods, recipe reading, and career exploration through Foods II. Take your cooking abilities a step further with weekly labs based on regional American and international cuisine. Safe food handling and career exploration are topics integrated into this second-level food course.

The application of math procedures used by preparation, service, and management personnel in food service operations. Students will solve problems in recipe sizing, costing and conversion, measurements, and equivalents, controlling costs, forms, and reports. 

Students will have the opportunity to earn Culinary Math Dual Enrollment through Nicolet Technical College.

Outcomes:

• Students will be able to format numerals with proper symbols and the mill
• Students will be able to compare items with weights and measures. 
• Students will be able to convert standard recipes for desired yields. 
• Students will be able to calculate food costs.
• Students will be able to determine menu pricing. 
• Students will be able to complete purchasing and receiving reports.
• Students will be able to capture inventory value and quantities. 
• Students will be able to calculate tax, tip and gratuity on a guest check. 
• Students will be able to prepare employee payroll and tax forms.
• Students will be able to extract data from P&L Statement and balance sheet to determine business viability.
• Students will be able to identify benefits of diversity in the workplace.
• Students will be able to identify and describe the various ingredients used to make salads, soups, and other recipes.
• Students will be able to identify various types of salad and explain how to prepare them. 
• Students will be able to garnish various items, including plates, desserts, and soups. 
• Students will be able to identify the major influences, ingredients, flavors and cooking techniques used regionally and globally. 

Key Units/Topics:

• Culinary math application
• Cuisine of Wisconsin exploration
• USA Regional Cuisine exploration
• Global Cuisine exploration 

Primary Resources: 

• Strianese, Math Principles for Food Service Occupations, Cengage Learning, 6th, ISBN:9781435488823
• Foundations of Restaurant Management & Culinary Arts, Level 1 & 2, Edition 1. ISBN: 978-0-13-707053-4 & ISBN: 978-0-13-138101-8

1 Credit - Full Year

Prerequisites: Foods I, II and Senior Standing

Grades: 11-12

Advance your culinary skills, knowledge of various foods, recipe reading, and career exploration through the capstone class, Foods 3. Each quarter will cover a different topic within culinary arts and the hospitality industry. Students will have the opportunity to become ServSafe Manager certified and earn college credits with Northcentral Technical College. 

Outcomes:

• Students will be able to demonstrate food safety and sanitation procedures.
• Students will be able to demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
• Students will be able to evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans.
• Students will be able to demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
• Students will be able to demonstrate professional skills in safe handling of knives, tools and equipment
• Students will be able to demonstrate food safety and sanitation procedures.
• Students will be able to develop a career portfolio.
• Students will be able to identify and demonstrate positive work behaviors and personal qualities needed to be employable.
• Students will be able to analyze career paths within food science, food technology, dietetics, and nutrition industries.
• Students will be able to utilizing MyPyramid for menu planning, preparing nutritious meals and snacks for individuals and families. 
• Students will be able to demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-to-eat foods and between animal and fish sources and other food products. 
• Students will be able to operate tools and equipment following safety procedures and OSHA requirements.
• Students will be able to demonstrate procedures for cleaning and sanitizing equipment, serving dishes, glassware and utensils to meet industry standards and OSHA requirements. 
• Students will be able to apply menu planning principles to develop and modify menus.
• Students will be able to demonstrate professional skills in a safe handling of knives, tools and equipment. 
• Students will be able to demonstrate professional skills for a variety of cooking methods including roasting, broiling, smoking, grilling, sauteing, pan frying, deep frying, braising, stewing, poaching, steaming and baking using professional equipment and current technologies. 
• Students will be able to demonstrate professional plating, garnishing and food presentation techniques. 
• Students will be able to demonstrate competence in listening and speaking in managing and communicating in a variety of situations.

Key Units/Topics:

• Safety & Sanitation
• Baking & Pastries
• Advance Culinary Skill Development - Meat fabrication, knife skills, food science
• Careers in the Hospitality & Culinary Arts Industry - Catering options available 

Primary Resources: 

• ServSafe Manager, 7th Edition. 2017.ISBN: 978-1-58280-330-20
• Foundations of Restaurant Management & Culinary Arts, Level 1 & 2, Edition 1. ISBN: 978-0-13-707053-4 & ISBN: 978-0-13-138101-8

.5 credit - One Semester
Prerequisites: None

Cooking is science at work! This course, taught by a science teacher and a family/consumer education teacher, is a combination of food technology and science. Students use the food laboratory facility plus a combination of equipment from both science and family/consumer education. The purpose of the Food Science course is to gain an understanding of the content of foods and to investigate food-preparation techniques through the use of scientific methods. Labs include: stuffed baked potatoes, salads and dressing, tarts, sundaes, experimental recipes, and many other edible science experiments. Food Allergy Notice: Proper sanitation procedures will be followed, however, please be aware that food allergens may be present in the Foods room. Communicate all allergies to your teacher.

Outcomes:

Food Safety and Sanitation Procedures

• I can read and follow directions to successfully prepare a recipe
• I can follow safety and sanitation procedures during lab settings

Food Science Principles and Nutrition

• I can identify physical and chemical changes in food
• I can modify a recipe to create a healthier version
• I can evaluate the flavor of different foods using all five senses
• I can identify the function of different nutrients in our diet
• I can identify the function of acids and bases in cooking

Food Science Principles in a Lab Setting

• I can identify the physical and chemical changes in food
• I can prepare different recipes that include different nutrients
• I can identify the function of acids and bases in cooking
• I can evaluate the flavor of different foods using all five senses

Responsibility

• I can meet established deadlines for turning in work so I can receive effective feedback from my teacher

Key Units/Topics:

• Safety and Sanitation
• Scientific Evaluation and Measuring
• Sensory Analysis
• Heat Transfer
• Chemical Reactions and Acidity
• Nutrients
• Carbohydrates
• Lipids
• Protein

Primary Resource:

• Principles of Food Science (Goodheart-Wilcox Publishing)

WI State Standards

1 credit – Full Year

Prerequisites: None

Expand your interests in careers such as interior design, fashion merchandising, foodservice and caregiving.  Discover your future career potential by practicing and learning at the same time. Decorate a cake, design the interior for a home/office, visit a healthcare facility, create a sewn project, discuss having a craft business — be prepared to roll up your sleeves and get involved in many projects and labs. Five service areas are explored throughout the year:  housing, clothing, food, community, and home-based businesses. Taking part in this course will personally enhance your life. 

.5 credit – One Semester

Prerequisites: None

What does family mean to you? Have you thought about what it means to be a parent? Or why people parent the way they do and what an enormous responsibility parenting really is? In this course you will participate and investigate the answers to these questions and gain a better understanding of family related concerns. We examine all aspects of life from birth to death and everything in between. We help you gain a deeper understanding of what it means to have a healthy family.

.5 credit – One Semester

Prerequisites: Parenting and Family, junior or senior standing and must be 16 before completion of course.

Have you considered a career working with children? You will be introduced to a variety of careers with young children.  You will gain knowledge of child development and develop skills in childcare and guidance. You will plan and implement activities with children in a variety of settings. Students successfully completing this course and requirements from the State earn a DPI certificate qualifying them to work in a licensed day care center at age 17. Otherwise, students must be 18 to work in a daycare facility as an Assistant Childcare Teacher (ACCT).

This course will provide 3 Dual Enrollment credits from NTC.

.5 credit - One Semester

Prerequisites: None

"Personal Finance" or "Money Matters" are other great names for this course. Teenagers are major money spenders — you work hard for your money but why does it feel like you are always broke? Consumer Education will help you figure out how to keep some money in your pocket, but purchase what you need. This course will focus on the lifelong topics of budgeting, banking, credit cards, privacy, consumer protection, research, transportation, housing, food, clothing, and insurance. Learn how to select the best new or used car, how or where to get credit, how to meet your insurance needs, and shop wisely. This course is for anyone who doesn't want his or her "hard earned money" taken advantage of. This course meets the financial literacy graduation requirement. 

Outcomes:

• Decision Making - Needs vs. wants, SMART goals, financial decision making steps, earning income, consumer purchases
• Money Management - Reading work forms, taxes, banking services, savings and investing

Key Units/Topics

• Needs vs Wants/SMART goals/financial decision making
• Reading forms (taxes, lease, bank statement, etc.) banking services
• Savings and Investments
• Fraud/Protection
• Credit
• Insurance

Primary Resource:

• NEFE High School planning program

Duration: 1 semester

Big Questions/Enduring Understandings:

• Develop strategies to make intentional financial decisions throughout their lifespan.
• Analyze how financial psychology impacts financial well-being.
• Establish digital awareness to enhance their financial mindset.

Learning Targets by Standard:
Financial mindset is a combination of the values, emotions, attitudes, behaviors, and external influences that lead to mental habits for thinking about and responding to any financial circumstances; the financial mindset offers
the “why,” where the other strands outline the “how.” An individual’s financial mindset is usually influenced by previous financial experiences; however, self-awareness of influences can play a significant role in future decisions. The increasing scope of financial choices makes it essential that students know their resources, rights, and responsibilities as consumers. This includes an understanding of the role of contextual factors in decision making as well as the role of advertising, sales techniques, consumer laws, and consumer organizations. The ability to analyze opportunity costs, value, and benefits of products and services is an essential skill for consumers. The reality and
potential for building an intentional financial mindset includes the need for a sense of responsibility to the broader community.

Topics/activities:

• Importance of financial literacy
• Financial goals and values
• The decision-making process in personal finance
• Self-assessment: Personal financial values
• Discussion: Short-term vs. long-term financial goals

Assessments: Traditional test on Canvas along with creating a SMART Goal for the semester, Self-assessment completed

Resources:

Financial Literacy Standards 

National Endowment for Financial Education (NEFE) 

.5 credit – One Semester

Prerequisites: None

In this course, students will learn, practice, and demonstrate the 8 National Health Standards including: accessing health information, products, and services, analyzing influences, and communication skills, advocating for the health of self and others, practicing health-enhancing behaviors, making decisions, and goal setting.

Students will explore and utilize health triangle content to demonstrate health skills. Health triangle content includes physical, mental/emotional, and social health. Students will have the opportunity to demonstrate health skills through a personalized lens. Possible topics can include dimensions of wellness, personal self-management, healthy eating, substance use and abuse, building coping strategies and mental health skills, examining social media, stereotypes, bullying and microaggressions, elements of culture, building healthy relationships, abstinence, consent, sexually transmitted diseases, contraceptives, and reproductive wellness.

Outcomes (What students are learning): 

• Analyze health-related information to predict potential health risks and make informed decisions regarding their well-being.
• Demonstrate an understanding of how health risks impact physical, mental/emotional, and social health (PMS) and be able to assess their position on the health continuum in response to these risks.
• Analyze internal and external influences on one’s health & decisions.
• Possess the skills to locate, evaluate, and utilize trustworthy sources of health information to support their health-related choices.
• Capable of persuading and inspiring others to make health-conscious choices
• Capable of using all four parts of communication successfully; I-statements & refusal skills.
• Demonstrate the ability to recognize and differentiate between safe and risky decisions related to health and well-being.
• Explain the implications of device usage (e.g., technology, screens) on their overall health and well-being.
• Apply decision-making models to formulate healthier alternatives to risky decisions, displaying critical thinking and problem-solving skills.
• Employ compromise techniques and refusal skills to avoid high-risk behaviors

Key Units/Topics

• Wellness Unit
• Physical Wellness
• Mental and Emotional Wellness
• Social Wellness 
• Addiction: Behavior and Substances
• Human Growth and Development

Primary Resources: Glencoe Health & Glencoe Human Sexuality Textbook

.5 credit - One Semester

Prerequisites: Completed Health class with a B average and junior or senior standing

This course (formerly known as Young Adult Medicine) is designed for students interested in a health related career, or for those interested in learning more about themselves and the world around them.  This class will teach you on how to be an advocate for yourself in many areas of health related issues.  Information is provided by a variety of local speakers that are specialists in selected subject areas.  The class offers students a great opportunity to look into various career options as explained from hands-on experience.  Students are also given numerous opportunities to study and discuss the key health issues facing them now and in the years ahead.  If you enjoy health classes, and don’t mind a little work, this class is a must.
 

1 credit  - Full Year

Prerequisite: Sophomore or Junior Standing

This course is a first-year algebra course in which you will learn to reason symbolically. The key content involves writing, solving and graphing linear and quadratic equations. Also covered will be the topics of systems of equations, inequalities and problem solving. 

Module 2:

Linear Equations and Inequalities in One Variable
Write, Interpret, and Simplify Expressions
Write and Solve Equations, Inequalities, and Compound Inequalities
HMH Into Algebra 1 & DeltaMath

Module 3:

• Linear Equations in Two Variables
• Solutions to Linear Equations in Standard Form
• Slopes of Lines and Rates of Change
• HMH Into Algebra 1, Desmos Graphing Calculator & DeltaMath

Module 4: Linear Functions and Models

• Relations and Linear Functions
• HMH Into Algebra 1, Desmos Graphing Calculator & DeltaMath

Module 6:

• Functions and Models
• Scatter Plots, Correlation and Fitted Lines
• HMH Into Algebra 1, Desmos Graphing Calculator & DeltaMath

Module 9:

• Linear Systems
• Solving Linear Systems by Graphing, Substitution, Addition, Subtraction and Multiplication
• HMH Into Algebra 1, Desmos Graphing Calculator & DeltaMath

Module 10:

• Linear Inequalities
• Writing and Graphing Linear Inequalities in Two Variables and Systems of Inequalities
• HMH Into Algebra 1, Desmos Graphing Calculator & DeltaMath

Module 11:

• Exponential Functions and Models
• Exponential Growth and Decay Functions
• HMH Into Algebra 1, Desmos Graphing Calculator & DeltaMath

Module 15:

• Polynomial Multiplication
• Multiplying Monomials, Binomials and Trinomials
• Special Products of Binomials
• HMH Into Algebra 1 & DeltaMath

Module 16:

• Polynomial Addition and Subtraction
• Adding and Subtracting Polynomials
• Modeling Real World Problems with Polynomials
• HMH Into Algebra 1 & DeltaMath

Module 17:

• Use Graphing and Factoring to Solve Quadratic Functions
• Solving Quadratic Equations by Graphing and Factoring
• HMH Into Algebra 1, Desmos Graphing Calculator & DeltaMath

Module 18:

• Use Square Roots to Solve Quadratic Equations
• Solving Quadratic Equations Using Square Roots and the Quadratic Formula
• HMH Into Algebra 1 & DeltaMath

1 credit - Full Year

Prerequisite: Geometry with a grade of a C or better or CCRM with a grade of C or better

An elective course for those planning to attend a four-year college, many of which have this course as an entrance requirement.  Major topics include an in-depth exploration of functions: linear, polynomial, radical, rational, trigonometric, along with a study of conic sections, sequences and series, and probability.  Algebra II is designed to help students bridge the gap between high school mathematics and the rigor of college mathematics.

Unit 1: Linear Functions

• Slope, Equations of Lines, Linear Inequalities
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 2: Systems of Equations

• Linear systems, Systems of Inequalities, Linear Programming
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 3: Quadratic Functions

• Graphs of Parabolas, Transformations, Factoring and Solving Quadratics, Modeling Quadratics, Simplify Radicals, Complex Numbers
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 4: Polynomial Functions

• Graphs of Polynomials, Factoring and Solving Polynomials, Complex Numbers
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 5: Radical Functions

• Simplify Radicals, Rational Exponents, Solve Radical Equations, Graph Radical Equations, Inverse Functions
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 6: Exponential and Logarithmic Functions

• Model and Graph Exponential Functions, Logarithmic Functions, Properties of Logarithms, Solve Exponential and Logarithmic Equations
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 7: Rational Functions

• Graph Rational Functions, Simplify and Solve Rational Functions
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 8: Sequences and Series

• Explore Patterns, Rules for Arithmetic and Geometric Sequences, Sums of Arithmetic and Geometric Series
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 9: Introductory Trigonometry

• Right Triangle Trigonometry, Radian Measurement, Unit Circle, Law of Sines/Cosines
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

Unit 10: Introductory Probability and Statistics

• Graphing and Describing Categorical and Quantitative Data
• Pearson Algebra 2 (Common Core) Envision Series, Deltamath, Kuta Infinite Algebra 2

1 credit - Full Year

Prerequisite: Geometry Honors with a grade of a B or better and Teacher Recommendation

Algebra 2 Honors is a powerful, useful and versatile branch of mathematics. While the core ideas of Algebra 2 Honors are similar to traditional Algebra 2, the Honors path is at an accelerated pace, deeper understanding and more rigorous content. It will increase the students' understanding of Algebra 1 and Geometry. However, the format of this course is at an advanced level and will require an increased time commitment to homework and study. Exemplary attendance is critical to achieve the best level of understanding.
The abstract, higher level thinking and problem solving techniques that are used in this course will help to prepare students for advanced thinking in college and real-world settings. Students will be evaluated based on their level of achievement on the learning standards as demonstrated through daily practice, formative assessments, various methods of demonstration of understanding (projects, conversations, etc), summative assessments, and semester examinations.

Resources (titles of books, apps, etc.)

• Chapter 0: A Review of Basic Algebra
• Real Numbers, Integer Exponents and Scientific Notation, Polynomials, Factoring Polynomials, Rational Expressions
• College Algebra
• Gustafson Hughes

Chapter 1: Equation and Inequalities 

• Linear Equations in One Variable, Applications of Linear Equations, Complex Numbers, Quadratic Equations, Applications of Quadratic Equations, Other Types of Equations, Inequalities, Absolute Value
• College Algebra
• Gustafson Hughes

Chapter 2: Functions and Graphs

• Function and Function Notation, The Rectangular Coordinate System and Graphing Lines, Linear Functions and Slope, Writing and Graphing Equations of Lines, Graphs of Equations and Circles, Proportion and Variation
• College Algebra
• Gustafson Hughes

Chapter 3: Functions

• Graphs of Functions, Transformations of the Graphs of Functions, More on Functions; Piecewise-Defined Functions, Operations on Functions, Inverse Functions 
• College Algebra
• Gustafson Hughes

Chapter 4: Polynomial and Rational Functions

• Quadratic Functions, Polynomial Functions, The Remainder and Factor Theorems; Synthetic Division, Fundamental Theorem of Algebra and Descartes’ Rule of Signs, Zeros of Polynomial Functions, Rational Functions
• College Algebra
• Gustafson Hughes

Chapter 5: Exponential and Logarithmic Functions

• Exponential Functions and Their Graphs, Applications of exponential Functions, Logarithmic Functions and Their Graphs, Application of Logarithmic Functions, Properties of Logarithms, Exponential and Logarithmic Equations
• College Algebra
• Gustafson Hughes

Chapter 6: Linear Systems

• Systems of Linear Equations, Gaussian Elimination and Matrix Methods, Matrix Algebra, Matrix Inversion, Determinants, Partial Fractions, Graphs of Inequalities, Linear Programming 
• College Algebra
• Gustafson Hughes

Chapter 7: Conic Sections and Quadratic Systems

• The Circle and the Parabola, The Ellipse, The Hyperbola, Solving Nonlinear Systems of Equations
• College Algebra
• Gustafson Hughes
• Chapter 8: Sequences, Series, and Probability 
• The Binomial Theorem, Sequences, Series and Summation Notation, Arithmetic Sequences and Series, Geometric Sequences and Series, Mathematical Induction, Permutations and Combinations, Probability
• College Algebra
• Gustafson Hughes

1 credit - Full Year

Prerequisite: Algebra I

Introduction to Geometry is intended for students who need to strengthen essential math skills that may not have been fully comprehended in previous grades.  During the fall semester, students revisit algebra skills with an emphasis on core vocabulary and developing mastery and retention through practice.  In the spring semester, foundational geometric concepts are reviewed and expanded.  Topics introduced in the spring semester will be explored in greater depth during the first semester of Geometry which follows this course.

Unit 1: Expressions, Equations, and Inequalities

• Order of Operations, simplifying expressions, solving equations, solving absolute value equations, solving and graphing one-variable inequalities (including compound inequalities)
• Kuta Infinite Algebra 1 & DeltaMath

Unit 2: Simplifying Exponential Expressions

• Product Rule, Power Rule, Power of a Product Rule, Quotient Rule, Zero Exponent Rule, and Negative Exponent Rules
• Kuta Infinite Algebra 1 & DeltaMath

Unit 3: Simplifying Radical Expressions

• Simplifying radicals and radical operations
• Kuta Infinite Algebra 1 & DeltaMath

Unit 4: Ratios and Proportions
Ratios, solving proportions, and proportion applications
Kuta Infinite Algebra 1, 
ASMR Fractions, & DeltaMath

Unit 5: Polynomials & Quadratics

• Adding and multiplying, factoring quadratic polynomials
• Kuta Infinite Algebra 1 & DeltaMath

Unit 6: Graphing Linear Equations

• The Cartesian Coordinate System, slope, and equations from points 
• Kuta Infinite Geometry & DeltaMath

Unit 7: Shapes

• Identifying polygons, calculating the area and perimeter of triangles, quadrilaterals, circles, sectors, and regular polygons
• Kuta Infinite Geometry & DeltaMath

Unit 8: Transformations

• Basic translations, rotations, reflections, and dilations
• Kuta Infinite Geometry & DeltaMath

Unit 9: Angles

• Transversals and angle relationships 
• Kuta Infinite Geometry & DeltaMath

Unit 10: Right Triangles

• Pythagorean Theorem, trigonometric functions (tangent, sine, cosine, and their inverses), special right triangles 
• Kuta Infinite Geometry & DeltaMath

1 credit -Full Year

Prerequisite: Algebra II with a grade of a C or better

This course covers skills needed for success in Calculus and many application areas at the baccalaureate level. Topics include the real and complex number systems, polynomials, exponents, radicals, solving equations and inequalities, relations and functions, systems of equations and inequalities, graphing, and conic sections.

College Algebra Dual Enrollment with NTC

Resources (titles of books, apps, etc.)

• Chapter P: Basic Concepts of Algebra
• Real Numbers, Integer Exponents and Scientific Notation, Polynomials, Factoring Polynomials, Rational Expressions, Rational Exponents and Radicals, Topics in Geometry
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 1: Equation and Inequalities 

• Linear Equations in One Variable, Applications of Linear Equations, Complex Numbers, Quadratic Equations, Solving Other Types of Equations, Linear Inequalities, Equations and Inequalities Involving Absolute Value
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 2: Graphs and Functions

• Coordinate Plane, Graphs of Equations, Lines, Relations and Functions, Properties of Functions, Library of Functions, Transformations of Functions, Combining Functions; Composite Functions, Inverse Functions
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 3: Polynomial and Rational Functions

• Quadratic Functions, Polynomial Functions, Dividing Polynomials, The Real Zeros of a Polynomial Function, The Complex Zeros of a Polynomial Function, Rational Functions, Polynomial and Rational Inequalities, Variation
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 4: Exponential and Logarithmic Functions

• Exponential Functions, The Natural Exponential Function, Logarithmic Functions, Rules of Logarithms, Exponential and Logarithmic Equations and Inequalities
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 5: Systems of Equations and Inequalities

• Systems of Linear Equations in Two Variables, Systems of Linear Equations in Three Variables, Systems on Nonlinear Equations, Systems of Inequalities, Linear Programming, Partial-Fraction Decomposition
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 6: Matrices and Determinants

• Matrices and Systems of Equations, Matrix Algebra, The Matrix Inverse, Determinants and Cramer’s Rule
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 7: Conic Sections

• Conic Sections, The Parabola, the Ellipse, The Hyperbola
• College Algebra
• Ratti/McWaters/Skrzypek

Chapter 8: Further Topics in Algebra

• Sequences and Series, Arithmetic Sequences; Partial Sums, Geometric Sequences and Series, Mathematical Induction, The Binomial Theorem, Counting Principles, Probability
• College Algebra
• Ratti/McWaters/Skrzypek

1 credit – Full Year

Prerequisites: Pre-Calc with a grade of B or better and junior or senior standing.

AP Calculus AB is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.

Prerequisites: Teacher recommendation and junior or senior standing.

Unit 1: Limits

• One and two sided limits, Intermediate Value Theorem
• Calculus Anton, Bivens, and Davis 10th  Edition

Unit 2: Derivatives

• Derivative rules, Implicit Differentiation, and Related Rates
• Calculus Anton, Bivens, and Davis 10th  Edition

Unit 3: Applications of the Derivative

• Relative Min/Max, Concave Up/Down, Increasing/Decreasing, Absolute Min/Max, Motion
• Calculus Anton, Bivens, and Davis 10th  Edition

Unit 4: Integration

• Indefinite and Definite Integrals
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 5: Area and Volume

• Area with integrals, volume with and without rotation
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 6: Transcendental Functions 

• Calculus with Logs, Exponents, and Inverses
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 8: Differential Equations

• Separation of Variables, Slope Fields
• Calculus Anton, Bivens, and Davis 10th Edition

1 credit – Full Year

Prerequisites: Teacher recommendation and junior or senior standing.

AP Calculus BC is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.

Prerequisites: Teacher recommendation and junior or senior standing.

Unit 1: Limits

• One and two sided limits, Intermediate Value Theorem
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 2: Derivatives

• Derivative rules, Implicit Differentiation, and Related Rates
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 3: Applications of the Derivative

• Relative Min/Max, Concave Up/Down, Increasing/Decreasing, Absolute Min/Max, Motion
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 4: Integration

• Indefinite and Definite Integrals
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 5: Area and Volume

• Area with integrals, volume with and without rotation
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 6: Transcendental Functions 

• Calculus with Logs, Exponents, and Inverses
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 7: Advanced Integration

• Integration by Parts, Indefinite Integrals, Partial Fractions
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 8: Differential Equations

• Separation of Variables, Slope Fields
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 9: Sequences/Series

• Taylor Polynomials, Convergent and Divergent Series
• Calculus Anton, Bivens, and Davis 10th Edition

Unit 10: Polar and Parametric 

• Derivatives, Integrals, Area, Total Distance Traveled
• Calculus Anton, Bivens, and Davis 10th Edition

1 credit – Full Year

Prerequisites: Algebra II or instructor consent and junior or senior standing.

AP Statistics or Statistics DE introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data.  There are four themes evident in the course:  exploring data, sampling and experimentation, probability and simulation, and statistical inference.  Students use technology, investigations, problem solving and writing as they build conceptual understanding.
 
Statistics can be taken as an AP class or a DE class through NTC. The decision about this will be made by the beginning of November. The coursework will be the same no matter which choice is made.
 
AP Statistics or Statistics DE is equivalent to a one-semester introductory, non-calculus based college course in statistics.  If a student chooses AP at the completion of the course work, students may choose to take the College Board AP test (for a fee).  A score of 3, 4, or 5 on the AP test may earn up to 3 college credits depending on the university.  Students taking AP courses are challenged by the in-depth subject matter, preparing them for the rigors of college. If a student chooses DE, they will receive Introductory Statistics credit through NTC that can transfer to the UW-System.

Some universities do not consider this a “4th” math course for admission purposes. 

Unit 1: One Variable Quantitative Data

• Display, Describe and Analyze 1 Variable Quantitative Data
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 2: Modeling Distributions

• Analyze Density Curves with emphasis on Normal Curves
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 3: Two Variable Quantitative Data

• Display, Describe and Analyze 2 Variable Quantitative Data, Transform Non-linear Data
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 4: Sampling and Experimentation

• Sample from Populations, Design Quality Experiments, Understand results of studies
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 5: Probability

• Use Rules of Probability, run Simulations, Understand Conditional Probability and Independence
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 6: Random Variables

• Analyze Discrete and Continuous Random Variables, Transform and Combine Random Variables, Use Binomial and Geometric Random Variables
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 7: Sampling Distributions

• Understand Sampling Distributions for Means and Proportions
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 8: Estimating with Confidence

• Create Confidence Intervals for Means and Proportions (1 Variable)
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 9: Testing a Claim

• Perform Significance tests for Means and Proportions (1 Variable)
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 10: Comparing Two Populations or Treatments

• Create Confidence Intervals and Perform Significance Tests for Means and Proportions (2 Variable)
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 11: Inference for Categorical Data

• Perform Chi-squared tests
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

Unit 12 Inference for Regression

• Perform inference for 2 quantitative variables
• The Practice of Statistics - 6th Ed., statsmedic.com, stapplet.com, TI-84 Calculator

1 credit - Full Year

Prerequisites: Algebra 1 with a grade of a C or better

This course is instructed using a problem-solving approach that is designed to connect mathematics to other disciplines.  Working cooperatively, students will build on their previous understanding of the relationships between shapes with a focus on transformations.  Triangles will be investigated through similarity, which leads into an introduction of trigonometry.  The basic understanding of area, surface area, and volume will be expanded on to describe formulas and explain why they work.

Unit 1: Shapes & Transformations

• Reflections, rotations, and translations
• Core Connections Geometry - CPM & Deltamath

Unit 2: Angles & Measurement

• Angle relationships, area, and Pythagorean Theorem
• Core Connections Geometry - CPM & Deltamath

Unit 3: Similarity

• Similar shapes & triangles
• Core Connections Geometry - CPM & Deltamath

Unit 4: Trigonometry & Probability

• Tangent & probability
• Core Connections Geometry - CPM & Deltamath

Unit 5: Trigonometry

• Sine, cosine, inverse trigonometry, special right triangles, law of sines, law of cosines
• Core Connections Geometry - CPM & Deltamath

Unit 6: Triangle Congruence & Proof

• Congruent triangles & proof
• Core Connections Geometry - CPM & Deltamath

Unit 7: Proof & Quadrilaterals

• Quadrilateral properties & coordinate geometry
• Core Connections Geometry - CPM & Deltamath

Unit 8: Polygons & Circles

• Properties of polygons (pentagons, hexagons, etc.), areas of similar figures, and area & circumference of circles
• Core Connections Geometry - CPM & Deltamath

Unit 9: Solids

• Surface area & volume of prisms & cylinders
• Core Connections Geometry - CPM & Deltamath

Unit 10: More Solids & Circles

• Surface area & volume of pyramids, cones, & spheres, and properties of circles
• Core Connections Geometry - CPM & Deltamath

1 credit - Full Year

Prerequisites: Algebra II with a grade of a C or better and junior or senior standing

An elective course that is college preparatory for students who would need to take a college Calculus course, or plan to take AP Calculus AB their senior year.  Examples of courses of study that would require calculus are engineering, business, sciences, or mathematics related careers.  Topics include a study of functions, trigonometry, and limits.

Unit 1: Prerequisites

• Solving equations and inequalities
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 2: Functions & Their Graphs

• Linear functions, domain, range, transformations of graphs, and inverses
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 3: Polynomial Functions

• Quadratic, cubic, and quartic functions and finding zeros
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 4: Exponential & Logarithmic Functions

• Exponential & logarithmic functions, graphs, and equations
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 5: Trigonometric Functions

• Radians, degrees, unit circle, and trigonometric graphs (sine, cosine, tangent, etc.)
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 6: Analytic Trigonometry

• Using trigonometric identities & solving trigonometric equations
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 7: Sequences & Series

• Arithmetic & geometric sequences & series
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 8: Topics in Analytic Geometry

• Conic sections (circles, ellipses, hyperbolas), parametric equations, and polar coordinates & equations
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 9: Limits

• Introduction to limits and techniques for evaluating limits 
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 10: Derivatives

• Definition of a derivative and rules of differentiation (power, product, quotient, and chain)
• PreCalculus with Limits: A Graphing Approach - 5th edition

1 credit  - Full Year

Prerequisites: Algebra II with a grade of a B or better and junior or senior standing

An elective course that is college preparatory for students who would need to take a college Calculus course, or plan to take AP Calculus AB their senior year.  Examples of courses of study that would require calculus are engineering, business, sciences, or mathematics related careers.  Topics include a study of functions, trigonometry, and limits.

Unit 1: Prerequisites

• Solving equations and inequalities
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 2: Functions & Their Graphs

• Linear functions, domain, range, transformations of graphs, and inverses
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 3: Polynomial Functions

• Quadratic, cubic, and quartic functions and finding zeros
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 4: Exponential & Logarithmic Functions

• Exponential & logarithmic functions, graphs, and equations
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 5: Trigonometric Functions

• Radians, degrees, unit circle, and trigonometric graphs (sine, cosine, tangent, etc.)
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 6: Analytic Trigonometry

• Using trigonometric identities & solving trigonometric equations
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 7: Sequences & Series

• Arithmetic & geometric sequences & series
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 8: Topics in Analytic Geometry

• Conic sections (circles, ellipses, hyperbolas), parametric equations, and polar coordinates & equations
• PreCalculus with Limits: A Graphing Approach - 5th edition

Unit 9: Regression

• Regression equations and analysis
• PreCalculus with Limits: A Graphing Approach - 5th edition

1 credit – Full Year

Prerequisites: Senior status with a grade of B or better in Algebra II or Pre-Calculus.
 
This is a one-semester terminal course designed to give a brief applied overview of differential and integral calculus for students majoring in the natural or biological sciences.  It is not, and is not intended to be, the equivalent of the first semester of a full calculus sequence.  Neither is it the equivalent of the pre-calculus courses prerequisite to a full calculus sequence.  Students planning on taking the full calculus sequence, should not be taking this course.

4 Credits through UWSP.  Calculus applied to business, economics, biology, natural resources, and social sciences.

Unit 1: Limits

• One and two sided limits, Intermediate Value Theorem
• Applied Calculus, Tan, 10th edition

Unit 2: Derivatives

• Derivative rules, Implicit Differentiation, and Related Rates
• Applied Calculus, Tan, 10th edition

Unit 3: Applications of the Derivative

• Relative Min/Max, Concave Up/Down, Increasing/Decreasing, Absolute Min/Max, Motion
• Applied Calculus, Tan, 10th edition

Unit 4: Integration

• Indefinite and Definite Integrals
• Applied Calculus, Tan, 10th edition

Unit 5: Area and Volume

• Area with integrals, volume with and without rotation
• Applied Calculus, Tan, 10th edition

Unit 6: Transcendental Functions 

• Calculus with Logs, Exponents
• Applied Calculus, Tan, 10th edition

1 credit -Full Year

Prerequisite: Geometry and junior or senior standing

The goal of this course is to enable students to become college and career ready.  What does it mean to be “college and career ready?”  It means a high school graduate has the mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework.  Being ready for a career means a high school graduate has the mathematics knowledge and skills needed to qualify for and succeed in postsecondary job training and/or education necessary for their chosen career.  

This course will approach being college and career ready by improving students’ understanding of algebra, geometry and trigonometry.  In addition to meeting the state requirements directed by the Common Core State Standards for graduation, students will prepare to take the ACT

Not all schools accept College & Career Ready Mathematics as a qualifying third-year course.  It is strongly recommended to take Algebra II after this course.  Please consult your guidance counselor for additional information.  

Unit 1: Algebra Foundations

• Evaluating expressions, solving algebraic equations & inequalities, classifying numbers, graphing on a number line
• Resource: Prentice Hall Algebra 2 Foundations Series & DeltaMath

Unit 2: Linear Functions

• Graphing linear functions, calculating slope, modeling real world problems with linear functions
• Resource: Prentice Hall Algebra 2 Foundations Series & DeltaMath

Unit 3: Systems of Equations

• Graphing linear systems of equations and inequalities, solving systems of equations algebraically
• Resource: Prentice Hall Algebra 2 Foundations Series & DeltaMath

Unit 4: Quadratic Functions

• Graphing quadratic functions, factoring quadratic trinomials, identifying key features of quadratic functions, & simplifying radical expressions
• Resource: Prentice Hall Algebra 2 Foundations Series & DeltaMath

Unit 5: Polynomial Functions

• Graphing polynomial functions, factoring polynomials, & Identifying key features of quadratic functions graphically and algebraically
• Resource: Prentice Hall Algebra 2 Foundations Series & DeltaMath

Unit 6: Exponential functions

• Simplifying exponential expressions, converting radical expressions to exponential expressions and vise-versa, graphing and evaluating exponential functions, & identifying the key features of algebraic functions
• Resource: Prentice Hall Algebra 2 Foundations Series & DeltaMath

Unit 7: Applications of Exponential Functions

• Applying exponential functions to understand interest and payment calculations vis-a-vis personal finance
• Resource: Prentice Hall Algebra 2 Foundations Series, DeltaMath & Next Generation Personal Finance

Unit 8: Introductory Statistics

• Understanding and determining central tendency, Interquartile range and standard deviation
• Resource: Prentice Hall Algebra 2 Foundations Series & DeltaMath

1 credit - Full Year

Prerequisites: No audition is required. Only previous membership in the Junior High or Senior High orchestra or the equivalent study and experience is required.

This orchestra is open to Juniors and Seniors only unless given permission by the Orchestra teacher. Orchestra provides the string student with a continued study of the basic fundamentals of string performance. It promotes the technical efficiency of the students on their chosen instruments and teaches the techniques needed for ensemble and full orchestra performance, as well as good musicianship. Course content includes ear training, music fundamentals, study of string positions, theory, bowing techniques, performance in small ensembles and full orchestra performance. As part of the course, individual or small group lessons during free periods, before or after school are required. Special rehearsals and performances, taking place in the evening or on weekends is also a required part of this course.

To obtain Laude credit for this music course, students will need to perform a class A or B solo or small ensemble at the District Solo & Ensemble Festival and earn a Division II rating or higher.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles	Key Topics	Resources
Fall concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Winter concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Solo and Ensemble	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
March concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
May concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book

1 credit - Full Year

Prerequisites: Audition required. Membership in concert band or orchestra required with possible exception for guitar, and piano players.

This course is designed for the students who wish to participate in the jazz idiom. Instrumentation will be limited to that of the standard jazz ensemble. Course content includes fundamentals of notation, interpretation of jazz figures and styles, techniques, history, and solo development with improvisation

Due to the advanced nature of the course content, students should schedule the class while at their most advanced ability level. If a student plans to enroll for one year, it should be their senior year. If a student plans to enroll for two years they should register their junior and senior years. Sophomores planning to participate all three years must carefully examine their schedule to ensure that it will fit with graduation requirements. Attendance at all performances and special rehearsals is required.

Prerequisites: Audition required. Membership in concert band or orchestra required with possible exception for guitar, and piano players.

To obtain Laude credit for this class a student needs to be a regular soloist during a public performance.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
Fall concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Winter concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Solo and Ensemble	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
March concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
May concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book

 

1 credit - Full Year

Prerequisites: Audition and consent of instructor. Previous membership in Junior High or Senior High band or the equivalent study and experience.

Wind Ensemble is a combination of an abbreviated fall marching band unit, plus a quality concert experience. It is for band students who have advanced skills and are committed to upper level music literature and performance opportunities. Membership is based upon audition results, plus a history of and commitment to routine practice and progress. Individual lessons will be scheduled, and attendance at all special rehearsals and performances is required.

Prerequisites: Audition and consent of instructor. Previous membership in junior high or senior high band or the equivalent study and experience.

To obtain Laude credit for this music class students will need to perform a class A or B solo or small ensemble at the District Solo & Ensemble Festival and earn a Division II rating or higher.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles	Key Topics	Resources
Fall concert.	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Winter concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Solo and Ensemble	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
March concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
May concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book

 

1 credit - Full Year

Prerequisites: Previous membership in junior high or senior high band or the equivalent study and experience.

The Symphonic Band is a combination of an abbreviated summer and fall marching band unit, plus a quality level concert experience. Emphasis is on developing independence of musicianship including reading skills, technical training and expression. Individual lessons will be scheduled, and attendance at all special rehearsals and performances is required. 

Prerequisites: Previous membership in junior high or senior high band or the equivalent study and experience.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles	Key Topics	Resources
Fall concert.	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Winter Concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Solo and Ensemble	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
March concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
May concert	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files. Lesson Book.  Choral book
Graduation	Elements of music: Rhythm, Melody, Harmony, Balance, Blend, tempo, meter, dynamics, expression	Music from files

1 credit - Full Year

Prerequisites: None

Everest Singers is a choir open to all male and female students without audition. This choir sings a wide variety of music for mixed voices. Vocal development, music appreciation and musicianship will also be emphasized. Everest Singers meet five days per week. The choir participates in several concerts throughout the year. Attendance at all performances is required.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression

Unit Titles	Key Topics	Resources
Fall Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Winter Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Solo and Ensemble	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Spring Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Variety Show	Rhythm, melody, harmony, balance, blend, form, diction	Music from files
Graduation Performance	Rhythm, melody, harmony, balance, blend, form, diction	Music from files

 

1 credit - Full Year

Prerequisites: Audition required

Songspinners is a chamber choir made up of sophomore, junior and senior women by audition. This ensemble provides musical development for talented soprano and alto voices and explores the finest treble choral literature for study and performance. Songspinners meets five days a week. The choir actively participates in Solo & Ensemble, several concerts, the Variety Show and will perform for several school and community events. Because of the many concerts performed throughout the year, some evenings and weekend hours will be required for these performances.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.
• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles	Key Topics	Resources
Fall Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Winter Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Solo and Ensemble	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Spring Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Variety Show	Rhythm, melody, harmony, balance, blend, form, diction	Music from files
Graduation Performance	Rhythm, melody, harmony, balance, blend, form, diction	Music from files

Laude point eligible

1 credit - Full Year

Prerequisites: Audition required

Concert Choir is open to sophomore, junior and senior men and women by audition. This ensemble sings a broad variety of choral music. An understanding of music history and theory will be emphasized through study and performance along with vocal technique and musicianship. Concert Choir meets five days a week with the flexibility for sectionals as determined by the director. The choir actively participates in Solo & Ensemble, several concerts and the Variety Show. Attendance at all performances is required.

Learning Standards

• Performing: Students perform expressively with appropriate interpretation and with technical accuracy in a manner appropriate to the audience and context.

• Responding: Students evaluate and describe the expressive intent and meaning of musical works and text using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Unit Titles	Key Topics	Resources
Fall Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Winter Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Solo and Ensemble	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Spring Concert	Rhythm, melody, harmony, balance, blend, form, diction	Music from files, Sight Reading factory
Variety Show	Rhythm, melody, harmony, balance, blend, form, diction	Music from files
Graduation Performance	Rhythm, melody, harmony, balance, blend, form, diction	Music from files

Laude point eligible

.5 credit – One Semester

Prerequisites: None

How do you write music? This class will give you an introduction to the fundamentals of music theory—notation, scales, key signatures, intervals, time signatures, chords, chord progressions, keys and basic harmony.  No previous musical experience required but a love for understanding of music is essential.

.5 credit – One Semester    

Prerequisites: None

Learn about the music production process including recording, editing, mixing and the tools available for you to create music on your computer/ipad.  Producing music requires knowledge, dedication and relies heavily on your creativity. Whether you’re a beginner ready to explore your musical passion or you’re an experienced music producer ready to learn new skills, you can take your music producing abilities to the next level.  

1 credit – Full Year

Prerequisites: None

Be part of creating an award-winning yearbook! Be part of capturing memories of the days and events at D.C. Everest. As part of the yearbook staff, you will create a historical record of the school year's events and people and publish a book that showcases D.C. Everest students to the community. Yearbook improves writing skills and promotes individual initiative and leadership in work habits. Yearbook develops timely production and stands out in college applications and resumes because people know the dedication and hard work it takes to produce a yearbook. You will be seen as a leader and a go-getter.
 
On staff, you will do layouts, write stories and captions, design pages using InDesign (used by companies across the nation to produce magazines, newspapers, and other publications), and take photos of sports and all the other activities in school. Students earn elective credit toward graduation, and you may be on staff more than one year and receive credit each year. Students should have strong writing skills and the ability to meet deadlines.

.5 elective credits - One Semester

Prerequisites: None

Students will be introduced to the unique experience of teaching and positively influencing the future youth of our community.  This course is for high school students who want to make a difference in the lives of children and adolescents.  All aspects of teaching as a career will be examined from designing and building your classroom climate and building rapport with students to planning instruction and using effective strategies to highly engage your students in learning. The course will touch on issues of classroom management, assessing and grading learning, and the importance of timely feedback, using technology, and other important issues of the modern classroom. 

The following are the course standards (adopted from Educators Rising. Cr.2016):

• Standard I: Understanding the Profession: Rising educators learn about the profession to explore career opportunities, develop skills they need, and make informed decisions about pathways to accomplished teaching
• Standard II: Learning about Students:  Rising educators learn about themselves and their students for the purpose of building relationships and supporting student development.
• Standard III: Building Content Knowledge:  Rising educators learn how to build content knowledge for creating relevant learning opportunities for their students. 
• Standard IV: Engaging in Responsive Planning: Rising educators learn how to respond to students’ needs through thoughtful planning. 
• Standard V: Implementing Instruction: Rising educators learn effective instructional strategies to engage students and promote learning.
• Standard VI: Using Assessment and Data: Rising educators learn to use assessments and interpret data for making decisions that will advance teaching and learning. 
• Standard VII: Engaging in Reflective Practice: Rising educators learn how reflective practice enables them to advance student learning and grow professionally
• Standard VIII: Effectively Manages the Classroom: Rising educators learn how to manage behaviors and create a discipline plan of action. 

Unit One: Why Become a Teacher
Learn about the profession to explore career opportunities
Teaching 101 textbook, Rita Carson TedTalk 

Unit Two: Choosing a Career in Education 
Investigate possible career options in the field of education and training.
Teaching 101 textbook, Educational Career Interview Workstations

Unit Three: Building a Classroom Culture – Knowing Your Students
Learn about themselves and their students for the purpose of building relationships and supporting student development.
Teaching 101 textbook, Students in my Classroom Discussion, Classroom Culture Presentation, The Ron Clark Story Movie

Unit Four: Teaching Pedagogy
Learn effective instructional strategies to engage students and promote learning.
Teaching 101 textbook, Incorporating Technology Presentation, Schools Kill Creativity TedTalk, Practicum Experience  

Unit Five: Planning Instruction (with Standards in Mind)
Learn how to respond to students’ needs through thoughtful planning.
Teaching 101 textbook, Create-A-Lesson Activity, Practicum Experience 

Unit Six: Classroom Management 
Learn how to manage behaviors and create a discipline plan of action to sustain effective learning environments
Teaching 101 textbook, Create-A-Classroom Management Plan Activity, Practicum Experience 

Unit Seven: Assessment & Grading
Learn to use assessments and interpret data for the purpose of making decisions that will advance teaching and learning.
Teaching 101 textbook, Create-An-Assessment Activity, Buzzwords of Education Presentation 

Unit Eight: Teacher Evaluation
Learn how reflective practice enables them to advance student learning and grow professionally.
Teaching 101 textbook, Danielson (Educator Effectiveness), Practicum Experience 

This course utilizes standards based grading (SBG). The four reporting standards and their weights are:

• Standard #1: Communication (through Writing & Speaking) - 30%
• Standard #2: Understands (Teaching) Practices - 30%
• Standard #3: Practicum Experience - 20%
• Standard #4: Practice to Learn- 20%

.5 credit English – .5 credit  2–periods – One Semester

Prerequisites: Junior or Senior Standing

Would you like the freedom to create your own learning experience? Do you have a passion, interest or hobby that you would like to pursue and explore? Do you want to develop the skills needed for success in the 21st Century? Then this is the course for you.  
 
Exploration and Creation pushes the boundaries of education by empowering students with the freedom to create their own immersive learning experiences. Students will learn about creative thinking and the building blocks of innovation by engaging in a cycle of planning, creating and reflecting on their own projects to meet learning goals of their own creation. Real world collaboration with community members, businesses, professionals and experts will be necessary. Ultimately, students are given the keys to the car of success!

.5 elective credits - One Semester

Prerequisites: None

Leadership I is a semester class that is open to all senior high students who want to improve their leadership skills. The coursework will help students develop leadership skills and to learn the skills necessary to communicate and work with individuals and groups to achieve a common goal. Students will learn about the philosophical foundations of leadership, discuss effective leadership through history, develop and enhance intrapersonal/interpersonal skills, and utilize their leadership skills by addressing a school-based need.

1 credit – Full Year

Prerequisites: Senior status with related previous or concurrent coursework

Grade: 12

One of the best ways to explore your future career path is to actually do the work! Career Capstone will allow you to participate in a work-based learning opportunity that best fits your chosen career pathway. Students can participate through internships, apprenticeships, practicum or volunteering experiences. This course will combine all existing internship classes into one.

Outcomes:

• I can define and demonstrate career-based learning skills at school and the worksite
• I can create a personalized career plan
• I can create a personal financial plan based upon my chosen career path

Key Units/Topics

• Wisconsin Employability Skills
• Resume, Cover Letter Creation
• Interview Practice and Strategies for Success
• Personal Finance Topics as they relate to the worksite (401K, 403b, RothIRA, HSA)

Primary Resource:  

• Wisconsin Employability Skills Guide

.5 credit – One Semester

Prerequisites: None

Video production students learn from the varied opportunities our city is willing to offer including hands-on work through our athletic department/music department, small businesses in the area, and the possibility of dual enrollment through NTC’s popular video production program.        
                                                                                          
Our Video Production classes provide insightful academic study of the media and preparation for careers in both film, and media professions. Specific areas covered in the classes include pre-production processes: story development, scripting, storyboarding, scheduling and budgeting; production techniques: camera operation, lighting, interviewing, audio recording; and post-production workflow: capturing, editing, motion-graphics, sound design, rendering, outputting and publishing. 

Prerequisite: none

How it All Began: A History of photography and moving images

• evolution of photography and its impact on history and society
• camera obscura, cyanotype, daguerreotype

Composition and Editing Basics

• rules of composition 
• DSLR camera basics
• image recording quality setting Students can take compelling 
• non destructive editing (adjustment layers) 
• Critique and reflection

Manipulating the DSLR camera: Aperture and Shutter Speed

• triangle of exposure: aperture, shutter speed, ISO
• Depth of field- AV setting
• Motion- TV setting
• reflect on artwork using appropriate art vocabulary

Creative Editing

• Adobe Photoshop
• Selection tools
• Retouching images

Video: Shooting and Editing Basics

• Intro to Adobe Premiere Pro- shoot and edit video
• storyboard

Persuasive Videos

• Adobe Premiere Pro editing techniques 
• investigate social issues and their representation in the world of art
• pre production planning 
• prepare video for output and present work to an authentic audience

Career Connections

• explore careers in the field of film and photography
• identify the job requirements, salary, and education needed in a specific film or photography career. 

.5 credit – One Semester

Prerequisites: Video Production I

Video Production II is a course designed for students that have already taken the prerequisite course. This course equips students with the skills, knowledge, and creativity necessary to produce compelling video content for a plethora of different audiences. Students will learn the fundamentals of pre-production, production, and post-production, with a focus on social media, video announcements, and highlight reels for athletic and drama events. Students that enroll in this course will be provided with opportunities to work within our district and community to publish professional content and gain knowledge to continue as a career or in post-secondary schooling.

.5 credit – First Semester Only

Prerequisites: Fitness for Life and junior or senior standing

Do you like the outdoors? Are you adventurous? Then Outdoor Pursuits might be the class for you! In Outdoor Pursuits you will explore lifetime activities such as disc golf, golf, geocaching, hiking, orienteering, archery, canoeing, stand up paddleboarding, backyard games, cross country skiing, snowshoeing, sledding and curling. With research showing how being outdoors positively impacts mental health, this class will help you get the benefits of being outdoors while developing your skills and enjoyment of different lifetime activities. This course encourages students to develop greater self-confidence and, at the same time, acquire a sense of trust and commitment in their classmates. The course will include at least 1 field trip to a local recreational area (e.g. Nine Mile Recreation Area/ Rib Mountain State Park etc.)

Outcomes (What students are learning):

• How outdoor activities contribute to positive mental and physical well-being
• Best practices for engaging in outdoor activities (planning, hydration, nutrition, equipment, safety, environmental considerations)
• How to navigate in the outdoor environment 
• Exploring and identifying local recreational opportunities for outdoor activities across seasons
• Skill development in a variety of different disciplines 
• Identifying and engaging in appropriate levels of challenge in the outdoor environment
• Problem solving, critical thinking, communication, collaboration and teamwork in the outdoor environment
• Wilderness first aid

Key Units/Topics

• Backyard games 
• Golf 
• Winter activities: Cross Country Skiing, Snowshoeing, Curling, Ice Skating. Sledding 
• Canoeing and Stand up paddleboarding 
• Geocaching and Orienteering 
• Archery
• Disc Golf
• Climbing
• Hiking and Backpacking
• Wilderness first aid
• Team building: Group challenges and problem solving in the outdoor environment

Standards: WI Standards for Physical Education
 

.5 credit – Second Semester Only

Prerequisites: Fitness for Life and junior or senior standing

Adventure Education is an exciting and dynamic high school course designed to promote physical fitness, personal development, teamwork, and outdoor skills through a wide range of adventurous activities and experiences. 

In Adventure Education you will explore various exercises and activities in group initiatives, team building, trust building, creative problem solving and positive risk taking. Through challenge by choice, students will experience rock climbing, canoeing, stand up paddleboarding, camping, survival shelter and fire,  winter activities, cave exploration, high ropes course and various unique problem-solving activities.   
The Adventure Education class has three required field trips: Devils Lake Park outdoor rock climbing and camping, cave exploration, and cross country skiing/ snowshoeing  to local trails (weather dependent). 

Outcomes (What students are learning):

• Challenge by choice: Finding the appropriate level of challenge through which to experience different activities
• Rope management/ knots/ belaying skills for rock climbing and high ropes activities 
• Climbing technique and how to create/ rate rock climbing routes using the Yosemite Decimal System
• Canoe and stand up paddle board paddling and safety skills (recovering from capsizing/ float plans) 
• Survival skills: Shelter building, understanding survival basic, building primitive fire, survival first aid 
• Community connections to adventurous activities: Project 
• Skills for winter activities: Snowshoeing & Cross Country Skiing
• How to plan a camping trip (tent arrangements/ camp cooking/ itinerary)
• Communication skills and problem solving skills: Low elements, indoor and outdoor activities, caving
• How to navigate outdoors 

Key Units/Topics

• Communication, trust & problem solving activities  
• Cross country skiing
• Snowshoeing
• Canoeing/ Stand up paddleboarding; water safety and float plans
• Caving
• Rock Climbing: Belaying skills, knot tying, climbing holds, rappelling, route planning, 
• Survival skills: Primitive fire making, shelter, outdoor safety, weather related conditions/ emergencies
• Low Elements and High Elements: belaying skills, challenges
• Orienteering/ Geocaching
• Camping: Tents, camp cooking, trip planning
• Adventure Ed Projects

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: Fitness for Life

This course is tailored for students who enjoy expression & fitness through movement. It offers the following features:

• Dance Pattern Emphasis: the dance component emphasizes building patterns of repetitive movement to reduce the limitations of lengthy & intricate choreography, creating a lifetime activity
• Skill Development: students will enhance both their individual skills and working with a partner through partner dance steps & building a pattern
• Fitness Components: students will try a variety of activities and use the fitness principles to create and demonstrate a personal fitness plan
• Demonstration Component: students will demonstrate dance knowledge & creation to utilize movement expression and involve classmates in their personal learning

Outcomes (What students are learning):

• I can identify & demonstrate 4-6 dance steps per unit
• I can build a dance pattern with unit steps
• I can map music and build a dance pattern of a choice dance style
• I can name, identify and apply the FITT principle 
• I can name, identify and apply the 3 planes of movement
• I can build a personal fitness plan
• I can demonstrate etiquette & proper use of equipment in a dance & fitness environment

Key Units/Topics

• Salsa
• Foxtrot
• Hustle
• Body Percussion
• Waltz
• Texas 2 Step
• Cha Cha
• 5 Components of health related fitness
• Planes of movement
• Fitness principles: overload, adaptation, progression & FITT

Standards: WI Standards for Physical Education

Activities Offered: salsa, body percussion, waltz, texas 2 step, cha cha, hustle, foxtrot, exercise ball, trx, free weights, nautilus training, cardio and perceived exertion activities, rpm bikes, bocce ball, croquet, frisbee, volleyball, badminton, and a variety of fitness activities.

.5 credit – One Semester

Prerequisites: None

The “Fitness for Life” course is a required program typically taken during sophomore year.  It serves as a prerequisite for other Physical Education (PE) courses.  This course aims to:

• Teach students why and how physical activities affect their health
• Promote the importance of fitness and how to achieve it
• Expose students to various individual and cooperative fitness activities
• Develop attitudes, skills and knowledge for enjoying physical and leisure activities
• Offer CPR training as a component

Outcomes (What students are learning):

• I can apply the FITT principle across multiple activities
• I can identify the 3 planes of movement in different contexts
• I can perform hands only CPR without prompts and demonstrate a detailed understanding of how CPR helps to save lives
• I can analyze my swimming skills using the BLABT acronym and use this to make improvements to my swimming skills
• I use a range of stress management strategies to reduce stress
• I set and work towards SMART goals
• I always follows safety rules and demonstrate proper etiquette in physical activity settings
• I demonstrate using equipment properly and for what it is intended to be used for 

Key Units/Topics

• Team, cooperative and lifetime activities 
• Swimming & water based activities
• Strength training and fitness training principles
• Goal setting
• Net/ rackets: Badminton
• Personal Defense introduction 
• CPR

Standards: WI Standards for Physical Education

Activities Offered: Fall/Spring outdoor games (ultimate Frisbee, football, rugby, soccer skills), swimming unit/discover SCUBA, strength training, aerobic conditioning activities (fitness center, dance, indoor games), racket games (badminton, tennis, pickleball), classroom fitness/wellness instruction, CPR training 

.5 credit – One Semester

Prerequisites: Fit for Life

The Net and Racket Games Course is designed to provide students with a comprehensive understanding of various sports and recreational activities that involve the use of nets and rackets. This course will explore the fundamental skills, rules, strategies, and techniques associated with a wide range of net and racket games. Participants will gain the knowledge and practical experience necessary to enjoy and excel in these popular games, both recreationally and competitively.

Outcomes (What students are learning):

• To develop fundamental skills and techniques in net and racket games, including serving, rallying, and scoring.
• To promote physical fitness, hand-eye coordination, and teamwork through active participation in these sports.
• To provide students with a solid understanding of the rules, regulations, and strategies specific to each game.
• To encourage sportsmanship, fair play, and ethical behavior in the context of competitive and recreational sports.
• To enable students to engage in lifelong physical activities that promote health and well-being.

Key Units/Topics

• Tennis
• Volleyball/nitro ball
• Badminton/pitton
• Squash/ping pong
• Pickleball
• Eclipse ball
• Speedminton

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: Open to all juniors and seniors who have completed Fitness for Life with a grade of “B” or higher and have a strong interest in their personal fitness well-being.

In this course students will have the opportunity to expand knowledge of health-related fitness and individually focus and develop their Physical Education program. Students will:
Demonstrate Basic Fitness Knowledge: training principles, physical activity, and weight room knowledge will be used to create a personal training plan to follow throughout the semester 
Goal Setting: training plans will meet the specific needs of each individual student’s fitness goals and interests.

Personal Challenge: students will be challenged to use fitness principles to progress throughout the semester as well as challenged to try new activities to continue to overload in different ways
Physical Activity Environment Etiquette: students will learn and demonstrate appropriate community fitness environment etiquette.

Outcomes (What students are learning):

• I can name, identify and apply the 5 components of health related fitness
• I can name, identify and apply the FITT principle, overload, adaptation & progression 
• I can name, identify and apply the 3 planes of movement
• I can apply the perceived exertion scale to multiple cardiovascular & strength activities
• I can assess and set personal fitness goals
• I can build a personal fitness plan that can be adjusted for challenge
• I can demonstrate etiquette & proper use of equipment in a community fitness environment
• I can try multiple fitness activities to continue to overload my fitness
• I can explain the 6 essential nutrients and their relation to movement

Key Units/Topics

• 5 components of health related fitness
• Fitness principles: FITT, overload, adaptation, progression
• 3 planes of movement
• Perceived exertion
• Goal setting
• Nutrition concepts

Standards: WI Standards for Physical Education

Activities Offered:  strength training, cardiovascular & mobility activities using a variety of equipment (ex. trx, rpm, ball & machines), personal, partner & small team activities/sports (ex. bocce, croquet, spikeball, frisbee), and leisure activities (ex. Skiing, snowshoeing, badminton).

.5 credit – One Semester

Prerequisites: Fit For Life and you must be able to complete all three of the following prerequisite skills to take this course:

• Swim 300 yards continuously demonstrating breath control and rhythmic breathing using front crawl, breaststroke, or a combination of both.
• Tread water for 2 minutes using only the legs.
• Complete a timed event within 1 minute 40 seconds: swim 20 yards, surface dive to a depth of 7-10 feet to retrieve a 10-pound object, return to surface and swim 20 yards back to return to the starting point.

This class meets in the pool 75% of the semester to learn and become proficient in lifeguard skills. The purpose of the American Red Cross Lifeguarding course is to teach you the skills needed to help prevent and respond to aquatic emergencies. You are training to become a certified lifeguard, taking responsibility for the lives of people who are participating in a variety of aquatic activities. As a professional rescuer with a legal responsibility to act in an emergency, you must be self-disciplined and confident in your knowledge and skills. Being a lifeguard requires maturity, professionalism, and competence in specialized rescue techniques. 

Outcomes (What students are learning):

• 2 year certification to lifeguard at most facilities
• Lifeguarding
• CPR
• First-Aid
• AED

Key Units/Topics

• Classroom
• Textbook
• Lifeguarding skills (water)
• CPR for the Professional Rescuer (land and water)
• AED (land and water)
• First Aid (land)
• Skills scenarios (land and water)

Primary Resources:

• American Red Cross Lifeguard curriculum
• Classroom and text
• Lecture and video

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: Fitness for Life

This course is tailored for students who thrive in a competitive, team-oriented setting.  It offers the following features:

• Team Emphasis: the course is designed for students who enjoy working as a team in a competitive environment
• Skill Development: students will enhance both their individual skills and their understanding of team dynamics in various sports
• Rules & Game Play: students will expand their knowledge of basic rules, game play & playing levels for different sports
• Fitness Components: the course includes the 5 components of health-related fitness as part of class activities to promote physical fitness
• Leadership Opportunities: students will have the chance to take on leadership roles within the class, fostering leadership skills and teamwork

Outcomes (What students are learning):

• I can identify & demonstrate SOTG levels in game play 
• I can identify & apply the 5 Biomechanical Principles of Skill to any skill 
• I can name, identify and apply the FITT principle 
• I can name, identify and apply the 3 planes of movement
• I can identify & resolve conflict and contribute positively to a physical activity environment 
• I can demonstrate using equipment properly and for what it is intended to be used for

Key Units/Topics

• Soccer
• Basketball
• Volleyball
• Broomball
• Water polo
• Floor hockey
• Softball
• Team handball
• Football
• Outdoor Winter Games
• Frisbee games
• Tchoukball

Standards: WI Standards for Physical Education

Activities Offered: soccer, basketball, volleyball, broomball, water polo, floor hockey, softball, team handball, football, outdoor winter games, tchoukball, frisbee games, fitness performance activities and several variations.

.5 credit – One Semester
Prerequisites: Fitness For Life

This course will teach basic Tae Kwon Do techniques to students.  Students will be taught strategies and techniques to avoid dangerous situations so students do not become victims.  Students will gain confidence in the area of conflict resolution and self-defense.  Kicking, punching, conditioning, flexibility, forms, grappling, pressure points, restraining holds, Judo, MMA, and philosophy of martial arts will also be taught in this class.  Students will also have the opportunity to earn different belts (rank levels) as they master the steps of each level.  This is a class for only serious students.  

Outcomes (What students are learning):

• Gives confidence and self-esteem to students.
• Ability to avoid conflict and dangerous situations.
• Ability to defend yourself in some situations.
• Improvement in conditioning and strength.
• Improvement of self-discipline and respect for others.

Key Units/Topics

• Self-Defense
• Forms
• Grappling
• Flexibility and Conditioning
• Light Sparring
• Primary Resources: 

Standards: WI Standards for Physical Education

.5 credit – One Semester
Prerequisites: Personal Defense I

This course will teach intermediate Tae Kwon Do techniques to students.  Students will be taught strategies and techniques to avoid dangerous situations so students do not become victims.  Students will gain confidence in the area of conflict resolution and self-defense.  Kicking, punching, conditioning, flexibility, forms, grappling, pressure points, restraining holds, Judo, MMA, and philosophy of martial arts will also be taught in this class.  Students will also have the opportunity to earn different belts (rank levels) as they master the steps of each level.  This is a class for only serious students. 

Outcomes (What students are learning):

• Gives confidence and self-esteem to students.
• Ability to avoid conflict and dangerous situations.
• Ability to defend yourself in some situations.
• Improvement in conditioning and strength.
• Improvement self-discipline and respect for others.

Key Units/Topics

• Self-Defense
• Forms
• Grappling
• Flexibility and Conditioning 
• Sparring

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites:  Personal Defense II

This course will teach intermediate to advanced Tae Kwon Do techniques to students.  Students will be taught strategies and techniques to avoid dangerous situations so students do not become victims.  Students will gain confidence in the area of conflict resolution and self-defense.  Kicking, punching, conditioning, flexibility, forms, grappling, pressure points, restraining holds, Judo, MMA, and philosophy of martial arts will also be taught in this class.  Students will also have the opportunity to earn different belts (rank levels) as they master the steps of each level.  This is a class for only serious students.  

Outcomes (What students are learning):

• Gives confidence and self-esteem to students.
• Ability to avoid conflict and dangerous situations.
• Ability to defend yourself in some situations.
• Improvement in conditioning and strength.
• Improvement of self-discipline and respect for others.

Key Units/Topics

• Self-Defense
• Forms
• Grappling
• Flexibility and Conditioning 
• Sparring

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: Personal Defense II

This course will teach advanced Tae Kwon Do techniques to students.  Students will be taught strategies and techniques to avoid dangerous situations so students do not become victims. Students will gain confidence in the area of conflict resolution and self-defense.  Kicking, punching, conditioning, flexibility, forms, grappling, pressure points, restraining holds, Judo, MMA, and philosophy of martial arts will also be taught in this class.  Students will also have the opportunity to earn different belts (rank levels) as they master the steps of each level.  This is a class for only serious students.  

Outcomes (What students are learning):

• Gives confidence and self-esteem to students.
• Ability to avoid conflict and dangerous situations.
• Ability to defend yourself in some situations.
• Improvement in conditioning and strength.
• Improvement of self-discipline and respect for others.

Key Units/Topics

• Self-Defense
• Forms
• Grappling
• Flexibility and Conditioning 
• Sparring

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: Personal Defense IV

This course is a continuation of Personal Defense 4, where students will master critical techniques. Students will master critical strategies and techniques through realistic skill scenarios so they can avoid becoming a victim.  Students will gain confidence in the area of conflict resolution and self-defense. Kicking, punching, conditioning, flexibility, forms, grappling, pressure points, restraining holds, Judo, MMA, and philosophy of martial arts will also be taught in this class.  In this course, the student has reached a responsible maturity level in martial arts and earned an opportunity to reach their goal of becoming a black belt. This course includes an outside agency fee for black belt test and certification!

Outcomes (What students are learning):

• Work outside of class with instructor
• Black Belt test (2 hours in length)
• Written Exam
• Oral Exam
• Must demonstrate and lead Personal Defense lessons

Key Units/Topics

• Self-Defense
• Forms
• Grappling
• Flexibility and Conditioning 
• Sparring

Standards:  WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: Fitness for Life

The introduction course focuses on the beginner level student that is interested in improving personal fitness and/or performance-based training concepts.  The class will focus on a teacher led strength training program that will break down movement patterns and help create strength to increase physical performance qualities.  Students will be taught the SPORT principle, and how to make SMART goals.

Outcomes (What students are learning):

• Learn proper warm-up and stretching techniques that are used for performance based training.
• Break down proper technique for each lift
• Teach and expose kids to weight lifting terminology
• Break down the SPORT principle & SMART goals
• Learn to document and read the lifting cards that are used in class

Key Units/Topics

• Safety in the weight room
• Spotting
• Beginning progressions
• Move toward intermediate and/or advanced progressions
• Challenge movements from easy to hard.
• Mix in mobility training from pre-hab to in sure range of motion.
• Expose students to leadership training

Primary Resources: 
Strength & Conditioning Coach

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: Fitness for Life & Introduction to Strength & Conditioning

The advanced course focuses on the intermediate level student that is interested in improving personal fitness and/or performance-based training concepts.  The class will focus on a teacher led strength training program that will break down movement patterns and help create strength to increase physical performance qualities.  Students will be taught the SPORT principle, and how to make SMART goals.  The movements/exercise will become more fluid/refined

Outcomes (What students are learning):

• Safety in the weight room
• Spotting
• Learn proper warm-up and stretching techniques that are used for performance based training.
• Break down proper technique for each lift
• Teach and expose kids to weight lifting terminology
• Break down the SPORT principle & SMART goals
• Learn to document and read the lifting cards that are used in class
• Key Units/Topics

Beginning progressions

• Move toward intermediate and/or advanced progressions
• Challenge movements from easy to hard.
• Mix in mobility training from pre-hab to in sure range of motion.
• Expose students to leadership training

Primary Resources: 
Strength & Conditioning Coach

Standards: WI Standards for Physical Education

Strength Development & Wellness – PHY36 – S1 and/or PHY37 – S2     

.5 credit – One Semester

Prerequisites: Fitness for Life and be of junior or senior standing

This course is an extended period semester class recommended for athletes that are junior and/or senior status.  The class will provide extended learning time with a start time of 7:00am and run through the first hour.  The extended learning time will allow more time for students to acquire and effectively apply knowledge, attitudes, and skills necessary to be a leader in the school and community; set and achieve positive goals, and make responsible decisions.  Students are encouraged to take both semesters of this course.  The class will focus on but not be limited to strength training, speed training, agility training, plyometric training, leadership training and community service projects.  

The Strength Development & Wellness course focuses on the intermediate to advanced level student that is interested in improving personal fitness and/or performance-based training concepts.  The class will focus on a teacher led strength training program that will break down movement patterns and help create strength to increase physical performance qualities.

Outcomes (What students are learning):

• Safety in the weight room
• Spotting
• Learn proper warm-up and stretching techniques that are used for performance based training.
• Break down proper technique for each lift
• Teach and expose kids to weight lifting terminology
• Break down the SPORT principle & SMART goals
• Learn to document and read the lifting cards that are used in class

Key Units/Topics

• Beginning progressions
• Move toward intermediate and/or advanced progressions
• Challenge movements from Intermediate to Advanced.
• Mix in mobility training from pre-hab to in sure range of motion.
• Expose students to leadership training

Primary Resources:  Strength & Conditioning Coach

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites:  Health

Grade: 11-12

Young Adult Medicine is designed for students interested in a health related career, or for those interested in learning more about themselves and the world around them.  This class will teach you on how to be an advocate for yourself in many areas of health related issues.  Information is provided by a variety of local speakers that are specialists in selected subject areas.  The class offers students a great opportunity to look into various career options as explained from hands-on experience.  Students are also given numerous opportunities to study and discuss the key health issues facing them now and in the years ahead.  If you enjoyed health classes, and don’t mind a little work, this class is a must.

Outcomes (What students are learning):

• Advocacy
• Decision Making
• Team Work
• Creative Thinking
• Analysis
• Listening

Key Units/Topics

• Health Care
• P.A.T.C.H.
• Mental Health
• Cell Phone Addiction
• Sexuality and Relationships
• Nutrition and Exercise
• Non-Infectious and Infectious Diseases
• Health Projects

Standards: WI Standards for Physical Education

.5 credit – One Semester

Prerequisites: None

Do you like to look at the night sky? Do you wonder what is out there in space? This course will explore both what we can and cannot see in space from Earth, the sun, our moon, the planets, other stars, constellations, galaxies, black holes, how all relate together and more. The course will focus on the formation of these objects, how they are changing over time and how that may impact humans. 

Learning Standards 
NGSS - Space Systems Standards

Astronomy Class Resource

Unit 1: Observing the Night Sky
Unit 2: Models of the Universe
Unit 3: Sun, Earth, and Moon system
Unit 4: Planets
Unit 5: Galaxies and the Universe
Unit 6: Space Exploration

1 credit – Full Year

Prerequisites: None

Biology is a required science course that is guided by the Next Generation Science Standards (NGSS) and embeds community science into the curriculum. This course uses a research-based approach to teach science where students contribute resources, observations, data, and analyzes to solve larger scientific problems.

By focusing on relevant phenomena, the course provides opportunities to authentically engage with science and engineering practices. The combination of community science, technology, and a focus on science and engineering practices has been shown to help students feel more like scientists, including the belief that their ability to do science can make a difference in their world.

Units are organized around storylines, in which students ask and investigate questions related to an anchoring phenomenon. Students use science and engineering practices to figure out Disciplinary Core Ideas (DCI) and crosscutting concepts needed to make sense of and explain the phenomena.

Learning Standards: NGSS - Life Science Standards

Resources: Illinois Storylines

Dimensions Of Science Standards:
Science and Engineering Practices (SEP) - Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge.

• Asking Questions and Defining Problems
• Developing and Using Models
• Planning and Carrying Out Investigations
• Analyzing and Interpreting Data
• Using Mathematics and Computational Thinking
• Constructing Explanations and Designing Solutions
• Engaging in Argument from Evidence
• Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts (CCC) -  These concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world. 

• Patterns
• Cause and Effect: Mechanism and Explanation
• Scale, Proportion, and Quantity
• Systems and System Models
• Energy and Matter: Flows, Cycles, and Conservation
• Structure and Function
• Stability and Change

Disciplinary Core Ideas (DCI)

• From molecules to organisms: Structures and processes
  • LS1.A: Structure and function
  • LS1.B: Growth and development of organisms
  • LS1.C: Organization for matter & flow in organisms
  • LS1.D: Information processing
• Ecosystems: Interactions, energy, and dynamics
  • LS2.A: Interdependent relationships in ecosystems
  • LS2.B: Cycles of matter and energy transfer in ecosystems
  • LS2.C: Ecosystem dynamics, functioning, and resilience
  • LS2.D: Social interactions and group behavior
• Heredity: Inheritance and variation of traits
  • LS3.A: Inheritance of traits
  • LS3.B: Variation of traits
• Biological evolution: Unity and diversity
  • LS4.A: Evidence of common ancestry and diversity
  • LS4.B: Natural selection
  • LS4.C: Adaptation
  • LS4.D: Biodiversity and humans

2 credits – Full Year - 2 Class Periods

Prerequisites: C or better in Chemistry or Honors Chemistry, consent of Department Chair, and junior or senior standing.

AP Biology provides students with the knowledge, understanding and analytical skills to deal with the rapidly developing science of biology. The two primary goals of AP Biology are to build a conceptual framework for biology and to gain experience with the practice of science. Students will develop conceptual understanding through extensive laboratory experience and through the organization of concepts around unifying themes. This rigorous, fast paced, two-credit course will teach you much more than biology as you learn the reading, writing and study skills that will make you successful at the university level. The course is equivalent to a two-semester university biology sequence usually taken by biology majors during their first year.

1 credit – Full Year

Prerequisites: C or better in Biology and Chemistry and senior standing

Designed for motivated students planning to attend a university or technical college. Human Biology will prepare you for education beyond high school regardless of your intended major. Fundamental concepts learned in biology will serve as a foundation for deeper inquiry into the study of human anatomy and physiology. Emphasis will be on problem solving and critical thinking. Various animal dissections will be conducted. Students taking Human Biology can also obtain three Dual Enrollment credits through Northcentral Technical College for the Body Structures and Functions course.

This course will earn three Dual Enrollment college credits.

Resources
Essentials of Anatomy and Physiology by Pearson
Frederic Martini Ph.D, Edwin Bartholomew, M. S., 8th Ed. 2020
ISBN 9780135203804 (student edition)

Foundation of Anatomy and Physiology
Introduction to anatomy and physiology, anatomical terms, basic inorganic and organic chemistry, review of cell structure and function and tissues 

Protection, Locomotion and Support
Anatomy and physiology of the systems responsible for protection from the external environment (integumentary), support (skeletal) and locomotion (muscular) systems.

Communication and Regulation
Anatomy and physiology of the systems of chemical (endocrine) and electrical (nervous) communication and response to internal and external changes.

Transport
Anatomy and physiology of the systems (cardiovascular and lymphatic systems) that transport materials and heat in the body to maintain homeostasis.

Defense
Anatomy and physiology of the systems (lymphatic and immune systems)  that defend against pathogens. 

Energy and Elimination
Anatomy and physiology of the systems that bring in energy and materials (digestive and respiratory systems) and the systems that eliminate waste (respiratory and urinary systems)

Reproductive
Anatomy and physiology of the male and female reproductive systems. 

1 credit – Full Year

Prerequisites: C or better in Algebra or sophomore Honors standing with consent of Department Chair or junior or senior standing.

Chemistry is a challenging course aimed at looking at the theoretical basis for interactions of matter.  We will investigate: what holds materials together, how to predict if a reaction will take place, what happens when reactions do occur, why some substances are gases, liquids or solids, and many other questions that you will bring to this class. Through labs and demonstrations, you will have a chance to observe firsthand many of these changes in matter.

Learning Standards: NGSS - Physical Science Standards

Resources
Pearson Chemistry : A Chemistry Curriculum by Pearson
A. Wilbraham, D. Staley, M.l Matta, E. Waterman

Measurement & Observation
Lab safety, measuring, density, physical vs. chemical change, dimensional analysis & scientific notation. 

Atomic Structure
History of the atom, subatomic particles, nuclear decay, half lifes and radiation

Electrons & Light
Quantum theory of electrons, electron configuration, Lewis dot structures and spectroscopy

Periodic Table & The Mole
Trends of the periodic table, calculations involving the mole concept

Bonding & Naming
Types of bonds, naming of ionic and covalent bonds, organic chemistry

Composition
Balancing chemical reactions, Empirical formula, % composition

Stoichiometry 
Mole ratios, limiting reactions, percent yield

Gas Laws
Kinetic molecular theory, Gas Laws (Charles’, Boyle’s, Lussac’s Avogadro’s & Ideal Gas Law)

Intermolecular Forces
Types of intermolecular forces, enthalpy, Hess’ Law, phase diagrams

Solutions
Colligative properties, concentration & molarity, electrolytes and the dissolving process

Equilibrium
Reversible reactions & Le Chatelier's Principle 

Acids & Bases
Properties of acids & bases, indicators, buffers and titrations

1 credit – Full Year

Prerequisites: B or better in Algebra or sophomore Honors standing with consent of  Department Chair or recommendation by previous math and science instructors.

Are you interested in exploring in greater detail your physical world and understanding how it works? Well, if so, this course may be for you. Honors Chemistry follows the traditional chemistry curriculum but with concepts taught at an accelerated pace and in greater depth. Classroom instruction and student involvement will reflect higher-level thinking and problem-solving skills. Students will need greater than average competencies and understanding of math and science to succeed in Honors Chemistry. As an elective course, Honors Chemistry is strongly recommended for those who plan to continue their education and major in science. Juniors are eligible for this course based on self-nomination and teacher nomination. Sophomores who take Honors Chemistry are highly encouraged to continue on their path to AP Biology

Learning Standards: NGSS - Physical Science Standards

Resources
Pearson Chemistry : A Chemistry Curriculum by Pearson
A. Wilbraham, D. Staley, M.l Matta, E. Waterman

Measurement & Observation
Lab safety, measuring, density, physical vs. chemical change, dimensional analysis & scientific notation. 

Atomic Structure
History of the atom, subatomic particles, nuclear decay, half lifes and radiation

Electrons & Light
Quantum theory of electrons, electron configuration, Lewis dot structures and spectroscopy

Periodic Table & The Mole
Trends of the periodic table, calculations involving the mole concept

Bonding & Naming
Types of bonds, naming of ionic and covalent bonds, organic chemistry

Composition
Balancing chemical reactions, Empirical formula, % composition

Stoichiometry 
Mole ratios, limiting reactions, percent yield

Gas Laws
Kinetic molecular theory, Gas Laws (Charles’, Boyle’s, Lussac’s Avogadro’s & Ideal Gas Law)

Intermolecular Forces
Types of intermolecular forces, enthalpy, Hess’ Law, phase diagrams

Solutions
Colligative properties, concentration & molarity, electrolytes and the dissolving process

Equilibrium
Reversible reactions & Le Chatelier's Principle 

Acids & Bases
Properties of acids & bases, indicators, buffers and titrations

1 credit – Full Year

Prerequisites: Introductory Chemistry with a B, Algebra II with a B minimum grade (or current enrollment in Algebra II with consent of Department Chair), and Senior standing.

AP Chemistry is a college class that has both strong math and lab-based components. Students are expected to commit considerable time studying outside of class. Students will be required to complete textbook and other ancillary problems, as well as keeping an accurate lab notebook. In addition to learning chemistry at a more in-depth level than is present in Introductory Chemistry, students will continue to sharpen their academic habits of mind. Students planning on majoring in science related fields are encouraged to enroll in this class. Tests and quizzes will be timed and of the same format found in the AP examination. This course includes the completion of a comprehensive homework set of problems and review activities over the summer prior to the course. To best prepare students for college and potentially science related majors, it is strongly recommended by The College Board and the D.C. Everest Science Department that interested students continue their studies in Physics while taking this class. This is a Laude course. 

Resource: Chemistry: A Molecular Approach Tro, 4th Edition, AP® Edition

Atomic Structure & Properties
Moles & molar mass, spectroscopy, empirical formulas, mixtures, periodic trends

Molecular & Ionic Compound Structures & Properties
Types of chemical bonds, structures of solids, lewis diagrams, resonance structures & VSEPR theory

Intermolecular Forces & Properties
Intermolecular forces, gas laws, solution chemistry & the electromagnetic spectrum

Chemical Reactions
Physical vs chemical change, net ionic equations, types of chemical reactions

Kinetics
Reaction rates, rate law, energy of a system and catalysis

Thermodynamics
Endothermic vs. exothermic reactions, energy diagrams, calorimetry, Hess’s Law

Equilibrium
Equilibrium & equilibrium constants, Le Chatelier’s Principle and pH

Acids & Bases
Properties of Acids & Bases, titrations, and buffers

Applications of Thermodynamics
Entropy, Gibb’s free energy, electrolytic cells and batteries

1 credit – Full Year

Prerequisites: Biology and Junior or Senior Standing

Whether you are an avid outdoors person or you are interested in learning more about natural resources, this course is for you. This is an elective course for juniors and seniors. The focus of the course is Wisconsin natural resources and relevant management strategies. Resources of Minnesota, Iowa, Illinois and Michigan will be intertwined for comparison purposes. Topics included in this research-based and hands-on course include forestry, wildlife, soils, water and water quality, fisheries, watersheds and stream ecology, as well as mapping, orienteering, survival and field documentation (GPS). Several field trips will be taken in Marathon County and school district properties. Come learn about this state’s bounty of beauty!

Learning Standards:NGSS - Ecosystems and Interactions Standards

Resources: No textbook is used.  Wide variety of internet sources

Forestry
Biomes, Tree Identification, Succession, Forest Management, Influence of Soils on Forests, Microclimates

Wildlife
Deer scent- Trail Camera Experiment, Populations and Management of deer, wolves, bear, biological and social dynamics of wildlife population management,  Identification of Species, History of wildlife populations

Water
Hydrology basics, Issues associated with water conservation, basic water quality indicators, history of water quality

Conservation vs Preservation
Basic philosophical differences between the conservation and preservation philosophies, conservation/preservation organizations, conservation and preservation philosophies in national parks, forests, wilderness areas etc

Fisheries
Fish identification, population management, influences of water quality on aquatic communities

DC Everest JRH/SRH Standards Based Grading Scale is used to assess learning.

1 credit – Full Year

Prerequisites: Grade of C or better in previous math classes.

Conceptual Physics offers a basic algebra-only approach of study at a slower pace and covering fewer topics than traditional physics. Conceptual Physics is intended for students planning non-science majors and some nursing/physician assistant programs. Experiments and actual experiences coupled with critical thinking, problem solving and analysis will allow students to explain many phenomena in the physical world. Physics is a math intensive course and a scientific calculator is required. There will be a $8.00 lab fee for physics lab projects. 

**Prerequisites: Grade of C or better in previous math classes.

Learning Standards: NGSS - Physical Science Standards

Resource: Physics of Everyday Phenomena by Griffin

1-D Motion
1-D motion, scalar & vector quantities, velocity, acceleration, position vs time graphs, velocity vs time graphs, freefall, max height 

2-D Motion
2-D motion, projectile motion, horizontal launch, angled launch

Forces
Newton’s Laws, forces, pulleys, mechanical advantage, friction, Hooke’s law

Work and Energy
Work, kinetic energy, gravitational potential energy, elastic potential energy, conservation of mechanical energy, work-kinetic energy theorem, power

Momentum
Momentum, impulse-momentum theorem, conservation of linear momentum

Fluids
Pressure, density, pressure at depth, flow rate, Bernoulli’s Principle, buoyancy

Thermodynamic
Temperature, heat, specific heat, latent heat thermal equilibrium 

Waves & sound
Waves, frequency, harmonics, speed of sound, beat frequency

1 credit – Full Year

Prerequisites: Grade of B or better in previous math classes - must be concurrently enrolled in calculus or pre-calculus, and junior or senior standing.

Physics is a science concerned with the fundamental structure, properties, and behaviors of matter and energy. The focus of this course is the study of laws and relationships governing all of nature. Experiments, experiences, and higher order thinking skills such as problem solving, analysis and critical thinking will lead students to an awareness of how these physical laws operate in everyday phenomena. Physics is an elective course that is recommended for all those who plan to continue their education, especially in scientific, technical, or related vocations. 

Physics DE is a math intensive course and a graphing calculator, preferably a TI 84+ or TI 84+CE, is required for this course (can be checked out from the Library for the year). The main difference between Conceptual Physics and Physics DE is that in Physics DE, the problems will be solved using both multi-step algebra and trigonometry skills. Also, Physics DE is intended to be a college preparatory course for science related fields while Conceptual Physics is not. 

There will be a $8.00 lab fee for physics lab projects. 

Physics DE is a UW dual enrollment course, meaning you can receive 5-credits through UW-Stevens Point for taking the course and paying for the credits at a reduced rate of $125 (check for current rate) for the 5 credit course. The credits are transferable to almost all other universities and colleges. This will count as Physics 203 at UWSP and transfer to your college/university of choice.

Laude: Counts at 1 point/semester with C or better **

Prerequisites: Grade of B or better in the above classes is highly recommended and must be concurrently enrolled in calculus or pre-calculus.

Learning Standards: NGSS - Physical Science Standards

Resources 
College Physics 9th ed, Young
Webassign (homework)

1-D Motion
1-D motion, freefall, max height, motion graphs, simultaneous motion

2-D Motion
2-D motion, vector addition, projectile motion

Forces
Newton’s Laws, Inclined planes, pulleys, radial forces in uniform circular motion, friction, Hooke’s law

Work and Energy
Work, energy types, work-kinetic energy theorem, power

Momentum
Momentum, impulse-momentum theorem, conservation of linear momentum

Rotational Motion
Rotational kinematics, moment of inertia, torque, rotational energy, conservation of rotational momentum

Electrostatics & Circuits
Electrostatic forces from point charges, Ohm’s law, power, resistance, resistor circuits

Waves & sound
Waves, harmonics, sound intensity and intensity level, power
 

1 credit – Full Year

Prerequisites: B or better in all previous math classes and chemistry, or consent of  Department Chair. Students must take Calculus concurrently.  Junior or senior standing.

AP Physics C: Mechanics is a calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in one of the physical sciences or engineering. Students cultivate their understanding of physics through classroom study and activities as well as hands-on laboratory work as they explore concepts like change, force interactions, fields, and conservation.

Resources 

• University Physics 13th ed, Young & Freedman
• Webassign (homework)

1-D Motion
1-D motion, freefall, max height, motion graphs, simultaneous motion

2-D Motion
2-D motion, vector addition, projectile motion, relative velocity, uniform circular motion

Forces
Newton’s Laws, Inclined planes, pulleys, radial forces in uniform circular motion, fluid resistance, Hooke’s law

Work and Energy
Work, energy types, work-kinetic energy theorem, power

Momentum
Momentum, impulse-momentum theorem, conservation of linear momentum

Rotational Motion
Rotational kinematics, moment of inertia, torque, rotational energy, rotational momentum

Simple Harmonic Motion
Simple harmonic motion of pendulum, physical pendulum, spring-mass system, torsion pendulum

.5 credit - One Semester

Prerequisites: None

Do you like the weather? Have you ever wanted to learn about severe storms? This class is intended to increase your weather awareness and help you answer the question, what is it like outside? Each class period will begin with a daily weather discussion where we will be investigating the weather story of the day. Have you ever wanted to learn how to predict the weather? Or be able to ask a broadcast meteorologist what it takes to be on TV? We will have an opportunity to ask those questions during a field trip to a local television station. Are you curious about the climate and how it is changing? We will also research the factors that drive climate and the possible outcomes of climate change.  
        
There will be many different components that will make up this class. Grading will be based upon participating in the daily weather discussions, completing activities and labs, and formative and summative assessments. The scientific method is deeply embedded in the forecasting and research processes. Students will leave the class with many opportunities to improve on critical thinking, data analysis, and scientific reasoning.

Resource: Meteorology Today: An Introduction to Weather, Climate, and the Environment, 13th Edition C. Donald Ahrens, Robert Henson

Week 1: Earth and Its Atmosphere
Week 2: Energy: Warming and Cooling Earth and the Atmosphere
Week 3:,Seasonal and Daily Temperatures
Week 4: Atmospheric Humidity
Week 5: Condensation: Dew, Fog, and Clouds
Week 6: Stability and Cloud Development
Week 7: Precipitation
Week 8: Air Pressure and Winds
Week 9: Wind: Small-Scale and Local Systems
Week 10: Wind: Global Systems
Week 11: Air Masses and Fronts
Week 12: Middle-Latitude Cyclones
Week 13: Weather Forecasting
Week 14: Thunderstorms
Week 15: Tornadoes
Week 16: Hurricanes
Week 17: Global Climate
Week 18: Earth’s Changing Climate

1 credit – Full Year

Prerequisites: None            

Human Geography is a college-level course connecting human patterns of interaction to the world around them. Focusing on modern topics of interest to high school students we work to gain insight into how geographical resources has led to modern conflicts in Rwanda, Sudan and Laos. We examine how problems of pollution affect our planet and will probably affect our planet in the future. We analyze how a reliance on international products leads to local frustration when the metal from the Congo is not available to build your new gaming system or cell phone, which leads to higher prices. Students who take this course will learn about cartography and global positioning systems, extend their analytical skills, and will be given a forum to share their thoughts and ideas.

A score of 3, 4, or 5 on the final AP test can result in college credit at many colleges and universities. 

Thinking geographically
Introduction to maps, geographic data, the power of geographic data, spatial concepts, human-environmental interaction, scales of analysis, regional analysis.

• Albert.IO (subscription necessary) 
• Mr. Sinn Youtube channel- Human Geo.
• Brad Coulter Human Geography Series
• AP college board (Human Geography)
• Book: Human Geography for the AP course (Hildebrant, Lu, Keller, Neumann)- we only have 5 copies. Unit 1- Thinking Geographically

Population and migration patterns and processes
Population distribution, consequences of population distribution, population composition, the demographic transition model, Malthusian theory, population policies, women and demographic change, aging populations, causes of migration, forced and voluntary migration, effects of migration.

• Book: Human Geography for the AP course (Hildebrant, Lu, Keller, Neumann)- we only have 5 copies. Unit 2- Population and migration patterns and processes
• Albert.IO (subscription necessary) 
• Mr. Sinn Youtube channel- Human Geo.
• Brad Coulter Human Geography Series
• AP college board (Human Geography)
• Thinking Like A Historian Framework

Cultural patterns and processes
Introduction to culture, cultural landscapes, cultural patterns, types of diffusion, historical causes of diffusion, contemporary causes of diffusion, diffusion of religion and language, effects of diffusion.

• Book: Human Geography for the AP course (Hildebrant, Lu, Keller, Neumann)- we only have 5 copies. Unit 3- Cultural Patterns and Processes
• Albert.IO (subscription necessary) 
• Mr. Sinn Youtube channel- Human Geo.
• Brad Coulter Human Geography Series
• AP college board (Human Geography)

Political patterns and processes
Introduction to political geography, political processes, political power and territoriality, defining personal boundaries, the function of political boundaries, internal boundaries, forms of governance, defining devolutionary factors, challenges to sovereignty, consequences of centrifugal and centripetal forces.

• Book: Human Geography for the AP course (Hildebrant, Lu, Keller, Neumann)- we only have 5 copies. Unit 4- Political Patterns and Processes
• Albert.IO (subscription necessary) 
• Mr. Sinn Youtube channel- Human Geo.
• Brad Coulter Human Geography Series
• AP college board (Human Geography)

Agriculture and rural land-use patterns and processes
Introduction to agriculture, settlement patterns and survey methods, agricultural origins and diffusions, the second agricultural revolution, the green revolution, agricultural production regions, spatial organization of agriculture, the Von Thunen model, the global system of agriculture, consequences of agricultural practices, challenges of contemporary agriculture, women in agriculture.

• Book: Human Geography for the AP course (Hildebrant, Lu, Keller, Neumann)- we only have 5 copies. Unit 5- Agricultural and rural land-use patterns and processes
• Albert.IO (subscription necessary) 
• Mr. Sinn Youtube channel- Human Geo.
• Brad Coulter Human Geography Series
• AP college board (Human Geography)

Cities and urban land-use patterns and processes
The origin and influences of urbanization, cities across the world, cities and globalization, the size and distribution of cities, the internal structure of cities, density and land use, infrastructure, urban sustainability, urban data, challenges of urban changes, challenges of urban sustainability.
Book: Human Geography for the AP course (Hildebrant, Lu, Keller, Neumann)- we only have 5 copies. Unit 6- Cities and urban land-use patterns and processes

• Albert.IO (subscription necessary) 
• Mr. Sinn Youtube channel- Human Geo.
• Brad Coulter Human Geography Series
• AP college board (Human Geography)

Industrial and economic development patterns and processes
The industrial revolution, economic sectors and patterns, measures of development, women and economic development, theories of development, trade and the world economy, changes as a result of the world economy, sustainable development.

• Book: Human Geography for the AP course (Hildebrant, Lu, Keller, Neumann)- we only have 5 copies. Unit 7- Industrial and economic development patterns and processes
• Albert.IO (subscription necessary) 
• Mr. Sinn Youtube channel- Human Geo.
• Brad Coulter Human Geography Series
• AP college board (Human Geography)

Overarching ideas (all units): patterns and spatial organization, impacts and interactions, spatial processes and societal change.

1 credit – Full Year

Prerequisites: None  

AP European History is an introductory college-level European history course.

The horrors of the Black Plague, the intrigues of the Tudor Dynasty, the violence of the French Revolution, the horrors of World Wars and goals of uniting Europe — AP European History proves to be an exciting and challenging one year course studying European History from 1450 to present. Students will study the political, social, intellectual, and economic history of Europe developing an understanding of the creation of our modern world. Students will analyze primary sources, discuss interesting content, write for a historical audience, and experience the rigor of a college level course. At the completion of the course students have an opportunity to earn college credits by taking the AP European History test.

A score of 3, 4, or 5 on the final AP test can result in college credit at many colleges and universities.

M1:  Renaissance and Exploration (c. 1450- c. 1648)

• Contextualizing the Renaissance and Discovery
• Italian Renaissance
• Northern Renaissance
• Printing
• New Monarchs
• Technological Advances and the Age of Exploration
• Rivals on the World Stage
• Colonial Expansion and the Columbian Exchange
• The Slave Trade
• The Commercial Revolution
• Causation in the age of  Renaissance and Discovery

Text: Mckay, A History of the Western World,
Online Media:

• Albert.io
• Video Content:
• Crash Course European History
• Bit by Bit

M2:  Age of Reformation (c. 1450 - c. 1648)

• Contextualizing 15th and 17th Century Challenges and Developments
• Luther and the Protestant Reformation
• Protestant Reform Continues
• Wars of Religion
• The Catholic Reformation
• 16th Century Society and Politics
• Art of the 16th Century Mannerism and Baroque Art
• Causation in the Age of Reformation and the Wars of Religion

M3:  Absolutism and Constitutionalism (c. 1648 - c. 1815)

• Contextualizing State Building
• The English Civil War and the Glorious Revolution
• Continuities and Changes to Economic Practice and Development
• Economic Development and Mercantilism
• The Dutch Golden Age
• Balance of Power
• Absolutist Approaches to Power
• Comparison in the Age of Absolutism and Constitutionalism

M4:  Scientific, Philosophical and Political Developments (c. 1648 - c. 1815)

• Contextualizing the Scientific Revolution and the Enlightenment
• The Scientific Revolution
• The Enlightenment
• 18th Century Society and Demographics
• Enlightened and OTher Approaches to Power
• Causation in the Age of the Scientific Era and the Age of Enlightenment

M5:  Conflict, Crisis and Reaction in the Late 18th Century (c. 1648 - c. 1815)

• Contextualizing 18th Century States
• The Rise of Global Markets
• Britain’s Ascendance
• The French Revolution
• Napoleon’s Rise, Dominance, and Defeat
• The Congress of Vienna
• Romanticism
• Continuity and Change in the 18th Century

M6: Industrialization and its Effects (c. 1815 - c. 1914)

• Contextualizing Industrialization and its Origin and Effects
• The Spread of Industry Throughout Europe
• Second Wave Industrialization and its Effects
• Social Effects of Industrialization
• The Concert of Europe and European Conservatism
• Reactions and Revolutions
• Ideologies of Change and Reform Movements

M7:  19th Century Perspectives and Political Developments (c. 1815 - c. 1914)

• Contextualizing 19th Century Perspectives and Political Developments
• Nationalism
• Nationalism and Diplomatic Tensions
• Darwinism, Social Darwinism
• The Age of Progress and Modernity
• New Imperialism:  Motivations and Methods
• Imperialism Global Effects
• 19th Century Culture and Arts
• Causation in the 19th Century Perspectives and Political Developments

M8:  20th Century Global Conflicts (c. 1914 - present)

• Contextualizing 20th Century Global Conflicts
• World War I
• The Russian Revolution and Its Effects
• Versailles Conference and Peace Settlement
• Global Economic Crisis
• Fascism and Totalitarianism
• Europe During the Interwar Period
• World War II
• The Holocaust
• 20th Century Cultural Intellectual and Artistic Developments
• Continuity and Changes in an Age of Global Conflict

M9:  Cold War and Contemporary Europe (c. 1914 - present)

• Contextualizing Cold War and Contemporary Europe
• Rebuilding Europe
• The Cold War
• Two Superpowers Emerge
• Postwar Nationalism, Ethnic Conflict, and Atrocities
• Contemporary Western Democracies
• The Fall of Communism
• 20th Century Feminism
• Decolonization
• The European Union
• MIgration and Immigration
• Technology
• Globalization
• 20th and 21st Century Culture, Arts, and Demographic Trends
• Continuity and Changes in the 20th and 21st Centuries

1 credit – Full Year

Prerequisites: None

AP World History is a challenging course designed to be the equivalent of a freshman college course in a high school setting. The objective of this course is to increase the student's understanding of world history preparing students for the AP World History examination. The unit areas will be studied from a variety of perspectives to provide a balanced view of history. Strong reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical thinking skills, essay writing, and analysis and interpretations of documents and historiography. Topics include prehistory, pre-classical societies such as Sumer, classical Chinese and Roman societies, ascent of monotheistic religion, modern nation states, and globalization.

A score of 3, 4, or 5 on the final AP test can result in college credit at many colleges and universities. 

AP World History:  Modern (c. 1200 - 2000)

M1:  The Global Tapestry

• Development in East Asia from c. 1200 to c. 1450
• Development in Dar al-Islam from c. 1200 to c. 1450
• Development in South and Southeast Asia from c. 1200 to c. 1450
• State building in the Americas
• State building in Africa
• Development in Europe from c. 1200 to c. 1450
• Comparisons in the Period 1200 - 1450

Text:  Strayer, “Ways of the World”

Selections from
Text:  Bentley and Ziegler, “Traditions and Encounters

Video:
Crash Course World History
Crash Course World History (series 2)
Music History Teacher

Websites:
Freemanpedia.com

Online:
Albert.IO (subscription necessary) 

This list subject to change as new apps, medias, and articles come available.

M2  Networks of Exchange (c. 1200 - 1450)

• The Silk Road
• The Mongol Empire and the making of the New World
• Exchange in the Indian Ocean
• Trans-Saharan Trade Routes
• Cultural Consequences of Connectivity

M3:  Land Based Empires (c. 1400 - c. 1750)

• Empires Expand
• Empires Administration
• Belief Systems
• Comparison in Land Based Empires

M4:  Transoceanic Connections (c. 1450 - c. 1750)

• Technological Innovations from 1450-1750
• Exploration:  Causes and Events from 1450-1750
• Columbian Exchange
• Maritime Empires Established
• Maritime Empires Maintained and Developed

M5: Revolutions (c. 1750 - c. 1900)

• The Enlightenment
• Nationalism and Revolutions in the period 1750 - 1900
• Industrial Revolution Begins
• Industrialization spreads in te period from 1750 - 1900
• Technology of the Industrial Age
• INdustrialization: GOvernments ROle from 1750 - 1900.
• Economic Developments and Innovations in the Industrial Age
• Reactions to the Industrial Economy from 1750 - 1900
• Society and the Industrial Age
• Continuity and Change in the Industrial Age

M6: Consequences of Industrialization (c. 1750 - c. 1900)

• Rationales for Imperialism from 1750 - 1900
• State Expansion from 1750 - 1900
• Indigenous Responses to State Expansion from 1750 - 1900
• Global Economic Development from 1750 - 1900
• Economic Imperialism from 1750 - 1900
• Causes of Migration in an Intercontinental World
• Effects of Migration
• Causation in the Imperial Age            

M7: Global Conflict

• Shifting Power After 1900
• Causes of World War I
• Conducting World War I
• Economy in the INterwar Years
• Unresolved Tensions After World War I
• Causes of World War II
• Conducting World War II
• Mass Atrocities After 1900
• Causation in Global Conflict

M8:  Cold War and Decolonization

• Setting the Stage for the Cold War and Decolonization
• The Cold War
• Effects of the Cold War
• Spread of Communism after 1900
• Decolonization After 1900
• Newly Independent States
• Global REsistance to Established Power Structures After 1900
• End of the Cold War
• Causations in the Age of the Cold War from Decolonization

M9:  Globalization

• Advances in Technology and Exchange After 1900
• Technological Advances and Limitations After 1900:  Diseases
• Technological Advances Debates about the Environment After 1900
• Economics and the Global Age
• Calls for Reform and Responses After 1900
• Globalized Culture After 1900
• Resistance to Globalization after 1900
• Institutions Developing in a Globalized World
• Continuity and Change in a Globalized World

.5 credit – One Semester

Prerequisites: None

This course focuses on nationalism, globalization and geographic impact of Russia, the Middle East and China.  There is a major emphasis on current events and understand global issues related to these three areas. This curriculum includes a book study, class and small group discussions and individual analysis about the modern world. 

Link to Learning Standards 

• Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
• Standard SS.Inq2: Wisconsin students will gather and evaluate sources.
• Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
• Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.
• Standard SS.Inq5: Wisconsin students will be civically engaged.
• Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups.
• Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors.
• Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
• Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government). 
• Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
• Standard SS.Hist1: Wisconsin students will use historical evidence for determining cause and effect. 
• Standard SS.Hist3: Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.
• Standard SS.Geog1: Wisconsin students will use geographic tools and ways of thinking to analyze the world.
• Standard SS.Geog3: Wisconsin students will examine the impacts of global interconnections and relationships.

Russia
How did Russian history cause the current relationship between Russia and its neighbors?
How did Russian History create the current relationship between the US and Russia?
Lecture, Current Event Article, Document Analysis, etc.

China
How did Chinese history cause the current relationship between China and its neighbors?
How did Chinese history create the current relationship between the US and China?
Lecture, Current Event Article, Document Analysis, etc.

Middle East
What role did culture and resource allocation play in the relationship between countries of the Middle East and those countries and the rest of the world?
Lecture, Current Event Article, Document Analysis, etc.

Evaluation and Comparison
What are the common elements can we see from looking at Russia, China, and the Middle East?
How can we apply those common elements to other locations throughout the world?
Global Studies Book Analysis
(Students choose a book and apply common elements they learned from Russia, China and the Middle East)

1 credit – Full Year

Prerequisites: Junior or Senior Standing

This AP course provides students with an in-depth U.S. History course covering American history from the exploration period to 1990. This course integrates several teaching strategies that utilize new technologies, argumentative discussions, and interactive lessons. In May, students may choose to take the College Board AP Test. A score of 3, 4, or 5 on the final AP test can result in college credit at many colleges and universities. 

Students can:

• Analyze evidence/sources, interpret & justify best responses
• Develop an argument, analyze and use evidence/sources as well specific outside information, contextualize & synthesize in a well-organized essay format.
• Identify, explain, compare and/or justify historical information in a concise format.
• Develop an argument, use specific evidence, apply thinking skills (comparison, causation, change & continuity and periodization), & synthesize in a well-organized essay format.
• Clearly communicate understanding through spoken, visual and/or technological means.
• Be responsible (manage time, be prepared for class, stay organized, complete required assignments)  and be respectful

Unit One

Period 1 (1491 – 1607)
Early Contacts Among Groups in North America (Exploration)
Period One Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 2 (1607 – 1754)
North American Societies in the Context of the Atlantic World
(Colonization) 
Period Two Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 3 (1754 – 1800) 
Birth of a New Nation and Struggle for Identity (Revolutionary Era) 
Period Three Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 4 (1800 – 1848) 
Growing Pains of the New Republic (Expansion)
Period Four Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 5 (1844 – 1877)
Expansion, Regional Separation, the Civil War and its Aftermath (The Civil War Era) 
Period Five Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 6 (1865 – 1898)
Industrialization, Urbanization, and Cultural Transformation (The Industrial Revolution) 
Period Six Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 7 (1890 – 1945) 
Domestic and Global Challenges and the Creation of Mass Culture (Becoming a World Power) 
Period Seven Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 8 (1945 – 1980)
Increasing Prosperity and Global Responsibility After World War II (The Cold War) 
Period Eight Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Period 9 (1980 – present) 
Globalization and Redefining National Identity (The Modern Era) 
Period Nine Newsletter, Albert.io, AP US History Course and Exam Description (CED) from AP Board, selection of primary & secondary sources

Reporting Standards 

• APUSH utilizes standards based grading (SBG). The four course standards and their weight (in %) are:
• Source Analysis - 35%
• Expository Writing - 35%
• Communication- 10%
• Practice to Learn - 20%

1 credit – Full Year

Prerequisites: Junior or Senior Standing

This course covers U.S. history in the 20th Century and fulfills the 1 credit American History requirement. It is typically taken junior year. The course uses a thematic approach and covers the practice and experience of democracy in America, American capitalism, global conflict and resolution, race and discrimination, and American culture. Students complete major summative projects for each theme of study that reflect a variety of 21st century research and production methods. A variety of teaching and assessing methods will be employed including, but not limited to, personalized learning, role playing, collaborative group work, graded discussions and flipped classroom. Some course sections may be team taught. 

This course satisfies the U.S. Studies requirement.

The American System

Democracy, Capitalism, PANIC simulation, Prohibition, and The Great Depression Historical documents (ex. Carnegie’s Gospel of Wealth), relevant news/academic articles, various poems & musical pieces, retro commercials  

Global Conflict

Spanish American War, WWI, WWII, Cold War, Vietnam War, Conflict in the Middle East

PSA “Burt the Turtle”, All Quiet on the Western Front excerpts, various news articles, historical primary & secondary sources

Bomb by Steve Sheinkin

H.I.T. Project (Historical Investigation of a Theme)

Research Skills, Organizing projects, primary v secondary sources, Revision, Evaluating Sources

Noodle Tools, multiple online historical and academic databases, Peer Review

Change & Equality

Women’s Rights Movement (1st, 2nd, 3rd wave), Civil Rights Movement (context, events, people, change over time), Asian Americans, LGBTQ+, Mexican Americans, Native Americans

What is an appropriate and effective way to evoke change?

Documentary on Emmett Till, variety of historical primary sources (ex. SNCC Manifesto, Black Panther 10 Point Program), relevant news articles, clips from Eyes on the Prize

H.I.T. Project (Historical Investigation of a Theme)

Research Skills, Organizing projects, primary v secondary sources, Revision, Evaluating Sources

Noodle Tools, multiple online historical and academic databases, Peer Review

American Culture

Define culture, consumerism, family unit, teen life over time, entertainment, generations, persuasive essay

Various academic/news articles, DC Everest yearbooks, television sitcoms (I Love Lucy, Fresh Prince of Bel-Air, Friends, etc.)

Additional Information

Within each unit, we emphasize Thinking Like a Historian skills (turning point, change and continuity, causation, using the past, through their eyes, differing perspectives)

Standards:

• Research Using Variety of Sources and Methods
• Think Like a Historian
• Shows Knowledge of People/Places/Events
• Communicates Orally
• Communicates in Writing
• Practice to Learn

Enduring Understanding and Skills: 

• Students will understand the intricacies of the American System - democracy and capitalism - and values associated with it.
• Students will understand why nations go to war. 
• Students will understand how conflicts reflect and drive change. 
• Students will understand how culture has changed throughout the 20th century in America. 
• Students will be able to use Thinking Like a Historian Skills (cause & effect, change & continuity, turning points, using the past, and through their eyes).
• Students will be able to analyze primary and secondary sources.
• Students will be able to develop and support their ideas with evidence.

2 credits (1 Social Studies/1 English)  2 period class – Full Year

Prerequisites: Junior Standing

An interdisciplinary block course designed to integrate English 11 with 20th Century U.S. History. This course will focus on themes of democracy, capitalism, global conflict and resolution, race and discrimination, and culture in 20th Century American history while bringing in essential elements of the English 11 curriculum. There will be a variety of activities, texts and assessments to ensure the history and English concepts are learned and understood. 

Additionally, as it is a junior level course, ACT preparation work is embedded throughout each unit, with review activities increased near the test date. 

The American System
Democracy, Capitalism, PANIC simulation, Prohibition, and The Great Depression
Historical documents (ex. Carnegie’s Gospel of Wealth), relevant news/academic articles, various poems & musical pieces, retro commercials  

Book Camp
Academic discussion, annotation, diction, perspective/point of view, purpose, audience, etc. 
Bootleg, Uprising, The Great Gatsby, Flags of our Fathers, Harlem Hellfighters, They Called Us Enemy, Bomb

Global Conflict
Spanish American War, WWI, WWII, Cold War, Vietnam War, Conflict in the Middle East
PSA “Burt the Turtle”, The Butter Battle by Dr. Seuss, All Quiet on the Western Front excerpts, various news articles, historical primary & secondary sources

The Things They Carried
Vietnam War, Secret War, tone, imagery, diction, syntax, figurative language
Novel The Things They Carried 

Change & Equality
Women’s Rights Movement (1st, 2nd, 3rd wave), Civil Rights Movement (context, events, people, change over time), Asian Americans, LGBTQ+, Mexican Americans, Native Americans

What is an appropriate and effective way to evoke change?
Poem “A Wreath For Emmett Till” by Marilyn Nelson, documentary on Emmett Till, variety of historical primary sources (ex. SNCC Manifesto, Black Panther 10 Point Program), Short Story “Story of an Hour” by Kate Chopin , relevant news articles, clips from Eyes on the Prize

Book Camp
Formal academic presentation, books focus on content from Change and Equality unit
TBD

American Culture
Define culture, consumerism, family unit, teen life over time, entertainment, generations, persuasive essay
Various academic/news articles, DC Everest yearbooks, television sitcoms (I Love Lucy, Fresh Prince of Bel-Air, Friends, etc.)

Additional Information
Within each unit, we include grammar warm-ups and refocus activities that emphasize Thinking Like a Historian skills (turning point, change and continuity, causation, point of view, etc.)

Standards:

• Analyze and Evaluate Text
• Think Like a Historian
• Shows Knowledge of People/Places/Events
• Purpose & Audience
• Develop & Support Ideas 
• Practice to Learn

Enduring Understanding and Skills: 

• Students will understand the intricacies of the American System - democracy and capitalism - and values associated with it.
• Students will understand why nations go to war. 
• Students will understand how conflicts reflect and drive change. 
• Students will understand how culture has changed throughout the 20th century in America. 
• Students will be able to use Thinking Like a Historian Skills (cause & effect, change & continuity, turning points, using the past, and through their eyes).
• Students will be able to analyze Purpose and Audience in texts, and apply it to their own writing.
• Students will be able to analyze primary and secondary sources.
• Students will be able to develop and support their ideas with evidence. 
• Students will be able to interpret the tone of various pieces. 
• Students will be able to revise their writing and understand the revision process.

.5 credit – One Semester

Prerequisites: None

Learn about how the economy functions and how it affects us all. Personal Finance and Economics explores economic decision making and reasoning.  Financial literacy topics will include items like how to save money, use banks to get loans, how credit cards work, building your wealth over the long term, estate planning and retirement savings.  This course also explores the economy including the following:  economic ways of thinking, markets and the role of market systems, supply, demand, the role of government in the economy, banking , financial institutions, Federal Reserve Bank, interest rates, trade and the global economy.  Students will have the opportunity to learn in a variety of ways including many hands-on approaches: role playing simulations, stock market game, millionaire game, interactive media “Everfi”, as well as discussions on current events, and the state of our economy.

Learning Standards: WISCONSIN STANDARDS FOR Personal Financial Literacy

Economic Way of thinking
basics to economics, markets, types of economies
Economics and Personal Finance by Tucker and Ryan.

Financial planning and financial wellbeing
Investing, stock market game, everfi interactive, insurance, goal setting
PFIN7 Billinglsey, Gitman and Joehnk
Stock Market Game – EconomicsWisconsin
Everfi

Economic institutions 
Money, Banking, role of Government, Trade
Economics and Personal Finance by Tucker and Ryan.

.5 credit – Second Semester Only

Prerequisites: None

Comparative government and politics is a critical field of study for young people. The twenty-first century has taught us that we cannot ignore the world around us. Happenings around the globe now directly impact our lives. AP Comparative Government and Politics course focuses on government and politics in other countries and provides a framework to compare political systems around the world. Students will grasp the political complexities of our global environment, and gain some understanding of both commonalities and differences among modern political systems. In today’s world, we cannot afford not to know.

The AP course in Comparative Government and Politics introduces students to the political settings of a variety of countries. Six countries form the core of the AP Comparative Government and Politics course: Great Britain, Russia, China, Mexico, Iran and Nigeria. They are referred to as the AP6.

Skills

1.A     Describe political systems, principles, institutions, processes, policies and behaviors.
1.B     Explain political systems, principles, institutions, processes, policies and behaviors.
1.C     Compare political systems, principles, institutions, processes, policies and behaviors.
1.D     Describe political systems, principles, institutions, processes, policies and behaviors of a course country.
1. E.     Explain how political systems, principles, institutions, processes, policies and behaviors apply in a course country.
2.A     Compare two or more course countries based on their political systems, principles, institutions, processes, policies and behaviors.
2.B     Explain the implications of the similarities and differences between countries with similar political systems, principles, institutions, processes, policies and behaviors.
2.C     Explain the implications of the similarities and differences between countries with different political systems, principles, institutions, processes, policies and behaviors.
3.A     Describe the data presented.
3.B     Describe patterns and trends in data.
3.C     Explain patterns and trends in data to draw conclusions.
3.D     Explain what the data implies or illustrates about political systems, principles, institutions, processes, policies and behaviors.
3.E     Explain possible limitations of the data provided.
4.A     Describe the author’s claim(s), perspective, evidence, and reasoning. 
4.B     Explain how the author’s argument or perspective relates to political systems, principles, institutions, processes, policies and behaviors.
4.C     Explain how the implications of the author’s argument or perspective may affect political systems, principles, institutions, processes, policies and behaviors.
5.A    Articulate a defensible claim/thesis.
5.B    Support the argument using relevant evidence.
5.C.    Use reasoning to organize and analyze evidence, explaining its significance to justify the claim/thesis.
5.D    Use refutation, concession, or rebuttal in responding to opposing or alternate perspectives. 

Unit One: Introduction to Comparative Government and Politics
Introduction to key course concepts and vocabulary 

Define political system, principles, institutions, processes, policies and behaviors
Comparative Politics (9th Edition), Albert.io, AP Comparative Course and Exam Description (CED) from AP Board, Navigating Our Global Future TedTalk, Create-A-Country Activity, Unit One Key Terms 

Unit Two: United Kingdom and the European Union
Political systems, principles, institutions, processes, policies, and behaviors of Great Britain 
Comparative Politics (9th Edition), Albert.io, AP Comparative Course and Exam Description (CED) from AP Board, United Kingdom AP6 Flyer, Political Culture of Britain 4 x 1 DIscussion, What led to Brexit? Video, UK Current Issues Activity, Unit Two Key Terms 

Unit Three: Russia
Political systems, principles, institutions, processes, policies, and behaviors of Russia
Comparative Politics (9th Edition), Albert.io,  AP Comparative Course and Exam Description (CED) from AP Board, Russia AP6 Flyer, Current Issues of Russia Meme Activity, Unit Three Key Terms

Unit Four: China 
Political systems, principles, institutions, processes, policies, and behaviors of China
Comparative Politics (9th Edition), Albert.io,  AP Comparative Course and Exam Description (CED) from AP Board, China AP6 Flyer, Political Systems of China Socratic Discussion, Unit Four Key Terms

Unit Five: Mexico
Political systems, principles, institutions, processes, policies, and behaviors of Mexico
Comparative Politics (9th Edition), Albert.io,  AP Comparative Course and Exam Description (CED) from AP Board, Mexico AP6 Flyer, Political Culture of Mexico Small Group Discussion, Mexican Cartels Video, Unit Five Key Terms

Unit Six: Iran 
Political systems, principles, institutions, processes, policies, and behaviors of Iran 
Comparative Politics (9th Edition), Albert.io, AP Comparative Course and Exam Description (CED) from AP Board, Iran AP6 Flyer, Struggle for Women’s RIghts Video, Unit Six Key Terms

Unit Seven: Nigeria
Political systems, principles, institutions, processes, policies, and behaviors of Nigeria
Comparative Politics (9th Edition), Albert.io,  AP Comparative Course and Exam Description (CED) from AP Board, Nigeria AP6 Flyer, Nigeria’s Oil and the Disappearing Money Video, Unit Seven Key Terms

Expository Writing - 35%
Communication - 10%
Thinking Skills - 35%
Practice to Learn - 20%

.5 credit – Second Semester Only

Prerequisites: None

Encouraged for all college bound students, especially those students planning on studies in social sciences or business.  This course will teach the basic concepts of scarcity, opportunity cost, aggregate supply and aggregate demand.  Students will study market structures, economic systems, The Federal Reserve system, measuring the economy, money and banking, international trade and the global economy as well as current economic challenges.  Students will examine the relationship between the government and the economy, including the federal budget , fiscal and monetary policy.  Students will study financial items:  insurance, rates, credit scores, etc.

• Analyzes and understands economic concepts through visuals, models and graphs
• Defines and uses formulas and shows knowledge of the economic topics
• Apply economic knowledge to interpret the world.

Basic Economic Concepts
Basic Fundamentals of Nature and methods of Economics, Rational behavior, Scarcity, Opportunity Cost, Economic Goals, Marginal analysis, Market system
Circular flow models

Measuring Economic Performance
Types of measurements, Unemployment measurements and types, Inflation measurements and types, GDP measurements, Business Cycle, Income measurements, Real vs. Nominal, Expectations and the role of inflation, Economic Growth, Interest Rates 

National Income and Price Determination 
Supply, Demand, Aggregate Supply, Aggregate Demand,  Short run vs. Long run, Identify recessionary and inflationary gap, 
Introduction to Fiscal Policy and economic fluctuations

Financial Sector
Medium of Exchange and Functions of Money, M1, M2, Federal Reserve system, Tools of  Central Banks, Fractional Banking System,Creation of money, Money Market, Real v Nominal interest rates, Monetary Policy, Bonds v interest rate, Ample reserves v limited reserves

Monetary and Fiscal Combinations
Role of Government, Effects of interest rates on the economy, Time Value of Money, Quantity Theory of Money, Loanable funds market, Economic fluctuations, Phillips Curve, Supply side,  Policy viewpoints (Monetary, Fiscal policy and differences) Crowding out, Government Debt , Economic Growth,  Investment of human and physical capital, Stagflation 

Open Economy 
Open vs. close economies, Tariffs, Free trade, Absolute and Comparative advantage, Foreign Exchange Market, Currency appreciation and depreciation, Affects of appreciation/depreciation and interest rates on Net Exports, Price level and real output affects on net exports, Balance of Accounts for International Trade, Current and Capital Accounts

Financial Literacy

Banking Basics, Employment and taxes, Budgeting, Consumer skills, Managing Credit and Debt, Financing Higher Education, Insurance, Fraud and Consumer Protection

Winter assignment (Everfi, Personal Finance Project) 

• 8 Endeavors  
• Oral Book Review—one requiredOral 
• Fit Lits
• Reality Day attend and participate 

AP Macroeconomics Grading Standards

• Practice to Learn (PL) 20%
• Economics (E) 40%
• Personal Finance (F) 40% (PF must be passed to pass the course)

Resources for all units

• Everfi,
• Albert.io quizzes, 
• Flip
• 3rd edition of Krugman's Macroeconomics for the  AP Course by Anderson and Ray ebook
• AP Classroom 
• Various Economics and Personal finance books of student choice
• ACDC 
• Kahoot
• Quizzez
• Socrative
• Nearpod

.5 credit – One Semester

Prerequisites: Junior or Senior Standing

Psychology is the study of behavior and mental processes. You will learn to better understand yourself and others, and enhance your critical thinking skills by applying what you learn to the world around you. We will look to answer several essential questions such as:

• Are our thoughts, feelings and actions the product of genetics or the environment?
• Do we think and act because of who we are or where we are?
• Do we tend to stay the same or do we change over time?
• How do we achieve and maintain positive mental health?

Learning Standards 

• Standard #1 - Multiple Perspectives - I can use multiple psychological perspectives to understand and interpret information.
• Standard #2 - Psychological Science - I can use basic research design & ethical principles to investigate concepts.
• Standard #3 - Psychological Concepts - I can understand how behavior & mental processes are impacted by various factors.
• Standard #4 - Communication - I can clearly communicate by understanding through written, spoken, & visual means.
• Standard #5 - Practice To Learn - I participate in required coursework and can demonstrate my understanding.

Human Development
Predisposition, nature/nurture, attachment, temperament, parenting styles, moral development, psychosocial development, adolescence, aging, social clock 

• Book- Thinking About Psychology, Charles T. Blair-Broeker & Randal Ernst
• Secret of the Wild Child documentary
• Selected youtube videos

Psychological Research
Experiment design (variables, groups, data analysis, etc.), research ethics

• Introduction to Experimental Design- youtube
• Excerpts from 40 studies that changed psychology by Roger Hock

Social Psychology
Group influence, conformity, obedience, attribution theory, prejudice, altruism, attraction

• Book- Thinking About Psychology, Charles T. Blair-Broeker & Randal Ernst
• Excerpts from 40 studies that changed psychology by Roger Hock
• Stanford Prison Experiment movie (2015)
• A Class Divided (PBS)

Learning
Classical conditioning, operant conditioning, observational learning

• Book- Thinking About Psychology, Charles T. Blair-Broeker & Randal Ernst
• Excerpts from 40 studies that changed psychology by Roger Hock
• Guest speaker on animal training

Personality
Big 5 personality traits, psychoanalysis, defense mechanisms, objective/projective tests

• Big 5 Personality Factors online test
• Book- Thinking About Psychology, Charles T. Blair-Broeker & Randal Ernst

Mental Health
Criteria for psychopathology, DSM, anxiety disorders, mood disorders, somatic symptom disorders, dissociative identity disorder, personality disorders, disorders of childhood, eating disorders, schizophrenia, treatment of disorders

• Book- Thinking About Psychology, Charles T. Blair-Broeker & Randal Ernst
• Project based unit, so many sources about the disorders are found/used directly by students as part of their research.
• Words on Bathroom Walls (movie) 2020

1 credit – Full Year

Prerequisites: Junior or Senior Standing

Why do people do what they do? This course is designed to help answer that question and many others by introducing students to the systematic and scientific study of behavior and mental processes. Students are exposed to the facts, principles, and phenomena associated with each of the major topics and subfields within psychology, such as neuroscience, sensation, perception, consciousness, learning, cognition, memory, development, motivation and emotion, personality, social psychology, abnormal psychology, and treatment. Emphasis is placed on developing students’ ability to understand and interpret their world using a variety of psychological perspectives, and on the methods of inquiry psychologists use in their science and practice. 

Scientific Foundations
Historical schools of psychology, contemporary approaches to psychology, subfields of psychology, research methods (characteristics, advantages, disadvantages), experimental design, research ethics, descriptive statistics, inferential statistics. 

• Myers, David G. Psychology for AP
• Hock, Roger R. Forty Studies That Changed Psychology
• Crash Course: Psychology video series (YouTube)
• AP Classroom Daily videos
• AMSCO AP Psychology text
• Albert.io

Biological Bases of Behavior
Neuroanatomy, neural communication, endocrine system, divisions of the nervous system, major brain structures and their functions, techniques for studying the brain, consciousness, sleep, dreams, drugs

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Mouse Party web activity
• Albert.io

Sensation & Perception
Perceptual processing, selective attention, Gestalt laws of grouping, depth perception cues, psychophysics, hearing, vision, visual organization, gustation, olfaction, vestibular sense, kinesthesia

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Albert.io

Learning
Classical conditioning, operant conditioning, applications of operant conditioning, observational learning

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Albert.io

Cognition
Building blocks of thought, problem solving, cognitive biases, language, memory: encoding, storage, retrieval, memory construction, testing, intelligence

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Albert.io
• Memory Hackers (PBS) documentary
• Secrets of the Wild Child documentary

Developmental Psychology
Behavior genetics, nature/nurture, prenatal development, cognitive development, attachment, parenting styles, psychosocial development, adolescence, moral development, changes in adulthood

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Albert.io

Motivation, Emotion, Stress & Personality
Theories of motivation, hunger, sex, social, work, theories of emotion, stress, trait perspective of personality, social-cognitive perspective of personality, psychodynamic theory, humanistic theory of personality

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Albert.io

Clinical Psychology
Psychopathology, DSM, anxiety disorders, mood disorders, somatic symptom disorders, dissociative disorders, personality disorders, eating disorders, schizophrenia, neurodevelopmental disorders, different approaches to treatment of psychological disorders

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Albert.io

Social Psychology
Attribution theory, attitudes, conformity, obedience, group influence, prejudice, aggression, conflict/competition, altruism, attraction

• Myers, David G. Psychology for AP
• AP Classroom Daily videos
• Albert.io

.5 credit - One Semester

Prerequisites - Junior or Senior Standing

Sports have been a window through which Americans have witnessed and reflected upon the events and issues in their nation and the world. This course will use the differing themes of social studies to examine the place sports have held in American life since the beginning of the 20th Century. Modern American sporting events provide more than escapist entertainment, but are a reflection of our cultural, political and economic views. What we learn by watching these athletes and contests helps to shape our collective decisions and institutions. Particular attention will be given to issues of international relations, social class, race, gender, education, religion, community, technology, commercialism and media in the United States and abroad.

This course satisfies the 0.5 credit Social Science requirement and is 1 semester.

Sports & Race
Civil Rights and sports, Jesse Owens, Racism in sports, Privilege, Baseball & Internment Camps, Responses to Racism, Integration of sports
Malice at the Palace Documentary, Privileged by Kyle Korver, Your Money Can’t Silence Me by Sterling Brown, Race (movie about Jesse Owens), Invisible No More, Roger Goodell interview by Emmanuel Acho, Guest speakers, Undefeated, Giannis, A Summer Up North, 40 Million Dollar Slaves, Coach Wooden and Me

Sports & Politics
Activism, 1936 Olympics, 1968 Olympics, Rumble in the Jungle, Kneeling for the Anthem, Miracle on Ice, Mascot issues, White House visits
Documentary - 1968 Mexico City Olympics, Research tools, Invictus (movie about South Africa and Rugby), Who is Harry Edwards? Article, Shoe Dog, Concussion, Moneyball, The Arena, The Boys in the Boat

Sports & Education
Sports impact on education, Academics impact on sports, Influence of coaches
DC Everest Yearbooks, “Paint it Green” Coach Wayne Steffenhagen, Guest speaker (Coach/Teacher)

Sports & Religion
Christianity, Judaism, Islam and the impact on sports, Religion of Sport
Clemson & Christianity- Sports Illustrated article, Religion of Sport episodes

Sports & Business
Stadium rights, Advertisements, Memorabilia, Equipment, Branding, Salaries, NIL deals
Small Potatoes USFL documentary, NIL article, Guest speaker

Sports & Media
Coverage of sports, Social Media and using platforms, Media rights and money in professional and collegiate sports
Various articles, ESPN, Fox Sports, WWE, (Guest speaker)

Sports & Community
Local Athlete interviews, State and Individual championships at DCE
Interview with former area HS, college or professional athletes

Additional Info: 
Standards:

• Researches using a variety of sources and methods to pose and answer questions
• Thinks like a historian to interpret and represent historical developments 
• Shows knowledge of people, places, events, trends and chronology
• Communicates understandings through textual and visual modes
• Communicates understandings in a variety of oral settings

Enduring Understanding and Skills:

• How does racism in America affect sports?
• What is the impact of racism on sports?
• How are sports a microcosm of society?
• How does the Civil Rights Era impact sports?

What are the effects of negative political influence on sports?

• In what ways do boycotts by countries affect international sports?

How does politics manifest itself through international sports?

• What are the internal threats to international sports?
• What is the purpose of the Olympic Games?

How do sports impact education?

How does big business impact sports and how does sports impact big business?

.5 credit – One Semester

Prerequisites: None

The Criminal Justice course is an examination of the criminal justice system through the study of its three main components: policing, judicial and correctional systems. The course provides the philosophical and historical background of these agencies that compose the American criminal justice system. Additionally, contemporary issues that challenge the functional efficiency and effectiveness of the criminal justice system will be addressed. Students will learn the terminology of the field and will have the opportunity to evaluate personal attitudes and values regarding crime and responses to crime.

Learning Standards 

• Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
• Standard SS.Inq2: Wisconsin students will gather and evaluate sources.
• Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
• Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.
• Standard SS.Inq5: Wisconsin students will be civically engaged.
• Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups.
• Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors.
• Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
• Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government). 
• Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
• Standard SS.Hist1: Wisconsin students will use historical evidence for determining cause and effect. 
• Standard SS.Hist3: Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.
• Standard SS.PS2: Wisconsin students will examine and interpret rights, privileges, and responsibilities in society.
• Standard SS.PS3: Wisconsin students will analyze and evaluate the powers and processes of political and civic institutions.
• Standard: SS.PS4: Wisconsin students will develop and employ skills for civic literacy. 

Crime

• What makes specific behavior a criminal action?
• Criminal Justice in America 5th ed. Constitutional Rights Foundation, Just Mercy, CRF Video, articles, current events etc.
• Investigation
• How are criminal actions investigated and suspects arrested?
• Criminal Justice in America 5th ed. Constitutional Rights Foundation, Just Mercy, CRF Video, articles, current events etc.
• Adjudication
• What is the process of determining if someone is guilty of a criminal action?
• Mock Trial: Minnesota Center for Community and Legal Education
• Criminal Justice in America 5th ed. Constitutional Rights Foundation, Just Mercy, CRF Video, articles, current events etc.

Corrections

• How is the corrections component of the criminal justice system administered?
• Criminal Justice in America 5th ed. Constitutional Rights Foundation, Just Mercy, CRF Video, articles, current events etc.

.5 credit – One Semester

Prerequisites: None

Do you enjoy crime drama or crime novels? Want to learn more about the reality of the world of law enforcement? In this course, students will explore current real life issues related to criminal justice. You will be given scenarios that correspond to those faced in the day-to-day life of those working in law enforcement and criminal justice. You will learn about the use of force, militarization, technology, training, due process, Miranda rights, domestic violence, gangs, ethical issue, and interactions with diverse populations. You will examine each scenario through research and reflection and then respond to each issue. The course will cover the problems and issues surrounding today's news stories and will then examine the criminal justice system and analyze possible reforms through these scenarios. This course is especially appropriate for those interested in pursuing a career in criminal justice fields — from police to law and the courts.

Learning Standards 

• Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
• Standard SS.Inq2: Wisconsin students will gather and evaluate sources.
• Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
• Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.
• Standard SS.Inq5: Wisconsin students will be civically engaged.
• Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups.
• Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors.
• Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
• Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government). 
• Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
• Standard SS.Hist1: Wisconsin students will use historical evidence for determining cause and effect. 
• Standard SS.Hist3: Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.
• Standard SS.PS2: Wisconsin students will examine and interpret rights, privileges, and responsibilities in society.
• Standard SS.PS3: Wisconsin students will analyze and evaluate the powers and processes of political and civic institutions.
• Standard: SS.PS4: Wisconsin students will develop and employ skills for civic literacy. 

Intro: Warrior Mindset
How to view the Warrior Mindset? 21 century policing
Lecture, presentation

Diversity in Criminal Justice
Why is it important to have a diverse police department who understands the community they work?
Trayvon Martin story, Lecture, presentation

Use of Force
Where is it appropriate to employ force in society?
Lecture, presentation, Frontline, I don’t want to shoot you brother.

Police and the Law
How is police procedure regulated by civil rights and the constitution?
Constitutional Right Foundation, Police procedure

Deviance
What makes someone commit crimes?
Social Deviant Theories from Sociology

Forensic Science
What are current Forensic Science procedures and methods?
Examine serial killers and how they were apprehended.

Officer Stress Management
How does a department go about implementing a stress management plan?
Lecture, presentation, guest speaker

Ethics in Policing
How can a department hold it employes to a high ethical standard?
Lecture, presentation, guest speaker

Current Events and Problems in Law Enforcement
What are the current issues confronting the police in society?
Lecture, presentation, guest speaker

.5 credit – One Semester

Prerequisites: None

Sociology is the study of human groups, organizations, and societies and the patterns of similarity and difference among them. It includes but is not limited to the study of culture, inequality, gender, race, religion, the economy, sexuality and family life. This course will explore sociological ways of seeing the world, provide you with tools for understanding your own social position and the context in which you live, and fuel your passion for a just, peaceful and diverse society. Students in this course may opt to qualify for NTC dual credit. In order to qualify for dual enrollment college credit students will be asked to complete a sociology project and other requirements beyond the normal DCE course credit.

Learning Standards 

• Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
• Standard SS.Inq2: Wisconsin students will gather and evaluate sources.
• Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
• Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.
• Standard SS.Inq5: Wisconsin students will be civically engaged.
• Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups.
• Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors.
• Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
• Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government). 
• Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
• Standard SS.Hist1: Wisconsin students will use historical evidence for determining cause and effect. 
• Standard SS.Hist3: Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.
• Standard SS.PS2: Wisconsin students will examine and interpret rights, privileges, and responsibilities in society.
• Standard SS.PS3: Wisconsin students will analyze and evaluate the powers and processes of political and civic institutions.
• Standard: SS.PS4: Wisconsin students will develop and employ skills for civic literacy. 

Sociological Thought

• What is the discipline of Sociology and how can this be seen in society?
• Lecture, activities, EVICTED by Mathew Desmond,

Socialization

• What is socialization and what is the process by which this happens?
• Lecture, activities, EVICTED by Mathew Desmond,

Groups Dynamics

• How do people behave in groups and what is the power of group dynamics?
• Lecture, activities, EVICTED by Mathew Desmond,

Social Theories

• What have sociologists taught us about how society functions and the process by which we become part of or excluded from society?
• Lecture, activities, EVICTED by Mathew Desmond,

Sociology Project

• How can we develop a questions about society and test our hypothesis to determine a conclusion?
• Application of sociological knowledge

.5 credit – One Semester

Prerequisites: None

This course is designed to examine the background of social inequity and division within the United States. We will look at elements of racism, sexism, economic inequality and many other areas that cause tension across the country.  Students will be asked to develop an understanding of inequality and convey their perceptions of American life.

Learning Standards 

• Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
• Standard SS.Inq2: Wisconsin students will gather and evaluate sources.
• Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
• Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.
• Standard SS.Inq5: Wisconsin students will be civically engaged.
• Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups.
• Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors.
• Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
• Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government). 
• Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
• Standard SS.Hist1: Wisconsin students will use historical evidence for determining cause and effect. 
• Standard SS.Hist3: Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.
• Standard SS.PS2: Wisconsin students will examine and interpret rights, privileges, and responsibilities in society.
• Standard SS.PS3: Wisconsin students will analyze and evaluate the powers and processes of political and civic institutions.
• Standard: SS.PS4: Wisconsin students will develop and employ skills for civic literacy. 

Historical analysis: Colonialism through Civil War
How has the inception of the country caused division between different groups of people?
Teaching Hard History series, Lynching in America -Equal Justice Initiative, Between the World and Me- Ta-Nehisi Coates, How the Word is Passed - Clint Smith, Caste - Isabel Wilkerson

Historical analysis: 20th Century
How did 20th century discrimination lead people to understand society?
Teaching Hard History series, Lynching in America -Equal Justice Initiative, Between the World and Me- Ta-Nehisi Coates, How the Word is Passed - Clint Smith, Caste - Isabel Wilkerson

Student Project and Presentation
What caused you to be interested in this topic?  Present your “why” to the class along with how you see our society.
Teaching Hard History series, Lynching in America -Equal Justice Initiative, Between the World and Me- Ta-Nehisi Coates, How the Word is Passed - Clint Smith, Caste - Isabel Wilkerson

Book Study
Students will lead the DCE Faculty in a book study about a topic they are interested in presenting.

.5 credit – One Semester

Prerequisites: None

This is the course every car owner should take. This course will teach car owners the basic parts and operation of their automobile. Learning experiences will involve loans, insurance, used car appraisals, jump starting, flat tire change, changing light bulbs, and battery replacement. The course will cover general knowledge of automobiles that everyone should know. Students that will or have taken any other automotive course are discouraged from taking this course.

Outcomes:

• Students will be able to purchase a vehicle within their budget
• Students will be able to pick and use the proper tool the way it was intended 
• Students will be able to perform basic maintenance procedures on any vehicle

Key Units/Topics

• Owning a vehicle
• Tool knowledge
• Basic maintenance

Primary Resources:

• Canvas
• Text
• Labs

WI State Standards

.5 credit – One Semester

Prerequisites: Small Engines

This is an introductory course covering the automotive powertrain components and how to service them. The course will cover the following systems: engine, transmission, differential, transfer case and drivelines. Students will learn within a classroom and lab setting and participate in hands-on service dealing with each of the systems.

Outcomes:
This automotive course focuses on developing skills in professionalism, safety and the use of basic hand and power tools in accordance with industry standards. Students are introduced to the automotive service industry and learn to use both comprehensive and manufacturer's service information to perform basic under-hood and under-car services.

Key Units/Topics

• Engine
• Transmissions
• Electrical
• Diagnostics

Primary Resources:

• Canvas
• Text
• Labs

WI State Standards

.5 credit – One Semester

Prerequisites: Consumer Car Care

This is an introductory course covering the automotive support systems and components. The course will cover the following systems: brakes, steering, suspension, tires and wheels, and electrical. Students will learn within a classroom and lab setting and participate in hands-on service dealing with each of the systems.

Outcomes:
This automotive course focuses on developing skills in professionalism, safety and the use of basic hand and power tools in accordance with industry standards. Students are introduced to the automotive service industry and learn to use both comprehensive and manufacturer's service information to perform basic under-hood and under-car services.

Key Units/Topics:

• Suspension
• Electronics
• Diagnosis

Primary Resources:

• Canvas
• Text
• Labs

WI State Standards

2 credits  –  Full Year  - 2 Periods

Prerequisites: Automotive Powertrain Systems or Automotive Support Systems and junior or senior standing

This course is for students with a strong interest in pursuing a career in the transportation industry. About half of the course will focus on automotive concepts and the other will focus on developing knowledge of diesel operation. Students will work on shop vehicles, Wheels to Work vehicles, and their own. Get a head start on your career with dual enrollment credits toward automotive and diesel programs.

Outcomes:
This automotive course focuses on developing skills in professionalism, safety and the use of basic hand and power tools in accordance with industry standards. Students are introduced to the automotive service industry and learn to use both comprehensive and manufacturer's service information to perform in depth under-hood and under-car services.

Key Units/Topics:

• Automotive Service Industry Fields and Support
• Bumper to Bumper Electrical Service
• Bumper to Bumper Drivetrain Service
• Bumper to Bumper Powertrain Service

Primary Resources:

• Capstone Projects
• Text
• NTC Material
• Canvas
• Local Industry

WI State Standards

.5 credit – One Semester

Prerequisites: None

This is a dual enrollment credited course with NTC using the software REVIT. REVIT is a software program that is one of the leading programs for house design used by architects and designers in the industry. Students will design and draw house plans from the foundation to the roof. You will gain the expertise to develop house floor plans and 3D models.

Two Dual Enrollment credits at NTC for REVIT.

.5 credit  – One Semester    

Prerequisites: None

Transferring ideas from your mind to 3D reality takes skills and abilities you will develop as you explore design technology. Using some of the most advanced techniques and methods used in the world today, you will become skilled in the development of your designs. These skills will prepare you for success on the job or at college. This class will provide you with hands-on projects to demonstrate your abilities using tools such as a laser and plasma cutter. Our industry partners recommend this class if your future includes planning, design, fabrication, engineering, machining or construction.

.5 credit - One Semester

Prerequisites: 3D Design Technology I

Advance your design skills with this second-level 3D Design Technology course, taking your abilities to a level of a beginning professional. Bring your designs to reality using techniques, software, and tools such as 3D printers and automated machines. You will prepare for industry certifications to validate your skill level and qualify you for employment or advanced training. If your future includes planning, design, fabrication, engineering, machining, or construction, this class is recommended and will provide you with what you need to succeed.

.5 credit  –  One Semester

Prerequisites: None

Engineering Tomorrow is a class for anyone who likes to design, plan, problem-solve, or just figure things out. We will be exploring engineering and related career fields. There will be many hands-on activities for student teams and individuals. Guest speakers, field trips and real-world design problem scenarios will highlight your time.

.5 credit – One Semester

Prerequisites: None

This course is open to any student who is interested in learning more about the field of construction. The course is exploratory in nature and covers areas in: house wiring, rough and finish carpentry, truss development, drywall, masonry and plumbing. 

Outcomes:

• Measurement and Math
• Blueprint/Components: Construction Knowledge
• Employability

Key Units/Topics:

• Measurement and Math
• Safety
• Careers
• Masonry
• Using a metal break
• Laser Transit
• Framing
• Plumbing
• Soffit and Fascia
• Siding
• Roofing
• HVAC
• Casing and base trim
• Stair stringers
• Tile 
• Electrical
• Drywall

Resources:

• Teacher derived

WI State Standards

2 credits – Full Year - 2 Periods

Prerequisites: Construction, senior standing, and approval through an application process once you are signed up for the course.

This course is intended for seniors who plan on entering the building trades profession and desire to learn more about this industry. This course focuses on developing specific carpentry skills associated with building a home from start to finish. Students will learn framing (floors, walls and roof systems), roofing, window installation, siding, exterior trim, electrical, plumbing, drywall, cabinetry installation and finish carpentry. Students may also design and build a variety of projects for the school district. Students will be required to purchase, and bring to class, their own set of tools including a tool belt, hammer, speed square, tape measure, nail set, nail puller, chalk line and carpentry pencils.

This course will meet two hours each day.  

This class builds a Modular House in collaboration with Habitat for Humanity

Outcomes:

• Measurement and Math
• Safety
• Blueprint/Components:Construction Knowledge
• Employability

Key Units/Topics:

• Measurement and Math
• Safety
• Careers
• Floor Framing
• Wall Framing
• Ceiling and roof framing
• Door and Window install
• Electrical
• Plumbing
• Soffit and Fascia
• Insulation
• Roofing
• Vapor barrier
• Casing and base trim
• Cabinets and doors
• Tile 
• Drywall

Resources:

• Teacher derived

WI State Standards

.5 credit – One Semester

Prerequisites: None

Construct furniture while learning how to use all the basic woodworking tools and procedures. Table saw, router, jointer, planer, lathe and bandsaw are just a few of the tools that you will work with. Anyone can learn how to use machine woodworking tools efficiently and safely and put skills learned in this course to their advantage in future classes or in a wide variety of companies in our community. No prior experience needed. Lab fees will vary based on the project(s) you select to construct.

Outcomes:

• Measurement and Math
• Production Processes
• Employability

Key Units/Topics:

• Measurement
• Math
• Safety(General and Machine)
• Plans
• BOM
• Squaring a board
• Glue Up
• Doweling
• Dados
• Hardware
• Layout and Assembly
• Applying Polyurethane

Primary Resources:  

• Exploring Woodworking
• Fundamentals of technology

WI State Standards

.5 credit – One Semester

Prerequisites: Wood Manufacturing I

Take this course for one semester to learn how cabinetry is designed and built. In semester one, earn dual enrollment credit. A large portion of project costs will be donated by local businesses. Sign up for semester two to build a project of your choosing and enter your project in NTC’s Wood Project Competition. The lab fee will vary based on the project(s) you design, develop and construct. Students will be eligible to earn Dual Enrollment credits on completion of this course. 

Outcomes:

• Measurement and Math
• Production Processes
• Employability

Key Units/Topics:

• Measurement
• Math
• Safety(General and Machine)
• Plans
• BOM
• Squaring a board
• Learning to work with veneers
• Face Frames
• Project work
• Spraying Finish

Primary Resources:  

• Wood 
• Technology & Processes

WI State Standards

.5 credit – One Semester

Prerequisites: Wood Manufacturing II and junior or senior standing

Design and build the project of your choice. Show off your skills and have a chance to win prizes by taking your project to NTC’s Wood Technology competition. Learn CNC programming on our CNC Router and CNC Lathe. Project costs will be minimal due to generous donations from local businesses. **Prerequisites: Wood Manufacturing I, Wood Manufacturing II, and junior or senior standing.

Outcomes:

• Measurement and Math
• Production Processes
• Employability

Key Units/Topics:

• Measurement
• Math
• Safety(General and Machine)
• Plans
• BOM
• Squaring a board
• Learning to work with veneers
• Face Frames
• Project work
• Spraying Finish

Resources:

• Teacher Derived

WI State Standards

.5 credit – One Semester

Prerequisites: None

Intro to Welding and Machining is a course designed for any student with an interest in metal working. Metal manufacturing is one of the top industries in the state of Wisconsin. Topics include: safety, measurement, hand tools, shielded and gas metal arc welding, metal lathe, milling and finishing operations. 

Outcomes:

• Students understand how to work safely in shop
• Basic understanding of Arc welding and electrical terms
• Basic skills developed in SMAW and GMAW 
• Basic understanding of Machining and related vocabulary
• Basic operating skills on Metal Lathe and Milling Machine

Key Units/Topics

• Safety
• Welding
• Machining

Primary Resources:

• Text Modern Metal Working

WI State Standards

.5 credit – One Semester

Prerequisites:  Introduction to Welding and Machining

Students will develop their skills using gas metal arc welding, also known as wire feed, in all welding positions on steel, stainless steel, and aluminum. Required welds include fillet and groove welds with short circuit, spray arc and pulsed spray transfer. By completing these competencies, students can receive 2 credits for NTC’s Introduction to Welding class. Students can also earn 1 credit for NTC’s Thermal Cutting class. Altogether, you can leave D.C. Everest with 3 credits already earned towards NTC’s welding program.

Outcomes:

• Students understand how to work safely in shop
• Basic understanding of Arc welding and electrical terms
• Basic skills developed in SMAW, GMAW, FCAW a GTAW
• Students can read weld drawings
• Students can identify welding symbols

Key Units/Topics:

• Safety
• SMAW
• GMAW
• FCAW
• GTAW
• Weld Symbols

Primary Resource:

• NTC course guide

WI State Standards

.5 credit  –  One Semester    

Prerequisites: Introduction to Welding and Machining

Machinists are highly skilled and highly paid members of the manufacturing industry who operate machines that drill, grind, and cut materials used to make products. Advanced Machining is a Dual Enrollment course from NTC that will introduce you to a variety of machining processes, and the math that is used in those processes to manufacture the products. Areas of study include: safety with machine tools, precision measurement, blueprint reading, benchwork and layout, drill press, saws and grinders, lathe, and CNC and manual milling machining. Students interested in careers related to manufacturing or engineering are encouraged to take this course. Safety glasses are required. Students can earn two dual enrollment credits in the Machine Tool program at NTC.

Outcomes:

• Students understand how to work safely in shop
• Basic understanding of Machining and vocabulary terms terms
• Basic skills developed in Precision Measurement, Math for Machining, Manual Milling, Drilling, and Manual Lathe operation
• Students can read basic blueprints

Key Units/Topics

• Safety
• Precision Measurement
• Lathe
• Milling Machine 
• Drilling
• Polishing and Finishing

Primary Resource:

• NTC course guide

WI State Standards

.5 credit  – One Semester

Prerequisites: None

STEM Robotics will provide you with a new way to learn STEM principles in a fun and exciting way — with robotics. Learn interactively with the newest robotics systems available and explore the application of STEM learning to real functioning robots. Learn about how robotics and other machine control systems are shaping the future of our society and manufacturing systems to make life better and safer for everyone. Join us as we explore the future. 

2 elective credits – Full Year - 2 periods

Prerequisites: Junior or senior standing and previous and/or concurrent enrollment in a Business, Marketing & Information Technology course or Advanced Welding, Advanced Machining, STEM Robotics, Design Technology I, or Design Technology II.  Approval for this class is through an application process once you are signed up for the course.

In this course you will work in teams to develop design, market, build, and ultimately sell a product or products.  If you have an interest in business management, finance, marketing, design, or manufacturing, then DCE Enterprise is the course for you!  This course will provide you with real-life experience in a number of high demand fields that will put you on the forefront of landing a high paying job.  Put your creativity, our newly renovated learning spaces, and high-tech equipment to the test!

Outcomes:

• Students perform safely in work environment
• Students can apply basic fabrication assembly techniques
• Students can check for quality and do rework
• Students can weld assemblies and evaluate weld quality
• Students can use all custom sign shop software (EnRoute, Sheetcam, P2 Plasma)
• Students can design and develop promotional materials
• Students can use software to develop customer invoices
• Students can perform finishing operations
• Students can work collaboratively to develop product

Key Units/Topics:

• Safety
• Fabrication
• Welding Techniques
• Machining Techniques
• Software
• Customer Service
• Hydro Dipping
• Powder Coating

Primary Resources:

• Enroute Software
• P2 Plasma Software
• Sheetcam Software
• School shop

WI State Standards

1 credit – Full Year

Prerequisites: None

This course is an introduction to the French language and French-speaking people. It is designed for students without previous experience in French language study. Basic speaking, listening, reading and writing skills are practiced.    

Learning Standards: Wisconsin Standards for World Languages

Introduction to French
Where French is spoken in the world, greetings/introductions of self/others, alphabet, cognates, numbers, calendar talk including days of week/months of the year, weather/seasons

Hobbies
Preferences of hobbies, conjugation of regular -ER verbs in affirmative/negative, asking and responding to questions

Personal Identity 
Adjectives to describe self and others using the verb ETRE, stating preferences using the verbs AIMER, ADORER, PREFERER, interrogative expressions

School Life
School subjects including preferences, daily schedule, time, French education system with comparison/contrast

Café as a gathering place
Importance of the café in French culture, ordering foods/drinks, prices (review of numbers) 

Resources: Discovering French Today! Blanc, Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

1 credit – Full Year    

Prerequisites: Completion of French I with a C or better, minimal retakes and consent of instructor.

This course expands the students' understanding and use of the French language. Level I skills are reinforced and expanded to include basic grammar structures. Students improve their ability to listen, speak, read, and write in French using a variety of activities. Students explore the life and culture of French-speaking countries.        

*Prerequisites: Completion of French I with a C or better, minimal retakes and consent of instructor.        

Learning Standards  - Wisconsin Standards for World Languages

Where one lives; city and family life
Description of city/neighborhood where one lives, understanding/ giving directions, family members/pets, descriptions, possession, the verbs HABITER, AVOIR, ETRE

Shopping
Clothing, descriptions including: opinions, colors, prices (higher level numbers), demonstrative and interrogative adjectives, Verb METTRE, regular -IR and -RE verbs 

Free Time
Free time/vacation activities, preferences, expressions that use AVOIR, past tense using AVOIR,  irregular/regular verbs,  near future tense, asking and responding to questions, irregular verb VOIR

Meals and foods
Compare/contrast meals/foods eaten in French speaking countries, time of day meals are eaten, partitive, irregular verbs VOULOIR, PRENDRE, BOIRE

Resources: Discovering French Today! Blanc, Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

1 credit – Full Year    

Prerequisites: Completion of French II with a C or better, minimal retakes and consent of instructor.

This course provides students the opportunity to further develop skills in more advanced situations. Listening, reading, writing, and speaking skills are strengthened through various activities and authentic materials. Students are expected to participate using the target language.

Students may choose to travel to France or to host French students.

1 credit – Full Year    

Prerequisites: Completion of French III with a C or better, minimal retakes and consent of instructor. 

In this course students will continue to expand on all language skills and be able to use French in class and independently. Students will be able to communicate in the target language about a variety of topics, including current topics of study and cultural importance.       

Learning Standards - Wisconsin Standards for World Languages

Sports and Health
Individual sports to stay healthy, body parts, ailments, talking about how feeling, reflexive verbs in various tenses to discuss daily routines, giving commands

At home
Describing home, rooms and furnishings, useful verbs; Ouvrir, Fermer, Allumer, Eteindre, Brancher, Debrancher, Virve, relative pronouns, introduction to the imperfecg verb tense 

Being in Style
What one wears to be in style, describing fashion with colors, designs, fabrics, textures, where and how to buy clothing, comparatives/superlatives, interrogative pronoun Lequel  and forms, demonstrative pronoun Celui and its forms

Vacation Time
Where one takes vacations, camping, travel abroad, countries, directions, at the train station and airport, future formation (regular), conditional formation 

Resources: Discovering French Today! Blanc, Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

1 credit – Full Year    

Prerequisites: Completion of French IV with a C or better, minimal retakes and consent of instructor.

This Laude course is designed to continue increasing students’ skills; including vocabulary, grammar, and cultural awareness. Students communicate on a variety of topics and strengthen their ability to listen, read, write and speak in French. Students are expected to communicate in the target language.

Learning Standards: Wisconsin Standards for World Languages

Au jour le jour
Beauty/style/routines; Vocabulary equals Hygiene, personal care, appearance, feelings Grammar equals Reflexive verbs in present and past tenses, idiomatic expressions

Soyons utiles!
Let’s be useful!; Vocabulary equals Tasks we do around the house, asking for and refusing help, description of objects. Grammar equals irregular tenses) using il faut que…

Vive la nature!
Nature and our environment; Vocabulary equals Places we go to spend time outdoors, vacations we take, describing scenes, weather and events *Grammar equals Review of passé composé and imparfait, introduction of passé simple

Aspects de la vie quotidienne
Aspects of daily life; Vocabulary equals How to buy items, obtain services, shopping habits in various stores. Grammar equals Y, en, expressions of quantity, pronouns, faire plus infinitive

Bon voyage!
Safe travels!; Vocabulary equals Travel, passport control, customs, travel agency, airport, and train stations. Grammar equals Negative expressions, future and conditional tenses

Reources: Discovering French Today! Rouge, Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

Additional Information:
This is a "rotating curriculum." These units are taught one year and Units 7-10 are taught the following year. Level VI is typically combined with Level V due to limited student enrollment.

UW-GB grading scale is different from DC Everest.
Secondary SBG Grading Scheme
District policy/UW-GB policy on Academic Honesty

1 credit – Full Year    

Prerequisites: Completion of French V with a C or better, minimal retakes and consent of instructor.

This course is designed to continue increasing students’ skills; including vocabulary, grammar, and cultural awareness. Students communicate on a variety of topics and strengthen their ability to listen, read, write and speak in French. Students are expected to communicate in the target language.

*Prerequisites: Completion of French V with a C or better, minimal retakes and consent of instructor. **Opt to earn college credit with Dual Enrollment through UWGB at a reduced fee; must earn a B or better both semesters.        

Learning Standards - Wisconsin Standards for World Languages

Au jour le jour
Beauty/style/routines; Vocabulary equals Hygiene, personal care, appearance, feelings Grammar equals Reflexive verbs in present & past tenses, idiomatic expressions

Soyons utiles!
Let’s be useful!; Vocabulary equals Tasks we do around the house, asking for and refusing help, description of objects Grammar equals irregular tenses) using il faut que…

Vive la nature!
Nature & our environment; Vocabulary equals Places we go to spend time outdoors, vacations we take, describing scenes, weather and events Grammar equals Review of passé composé and imparfait, introduction of passé simple

Aspects de la vie quotidienne
Aspects of daily life; Vocabulary equals How to buy items, obtain services, shopping habits in various stores Grammar equals Y, en, expressions of quantity, pronouns, faire plus infinitive

Bon voyage!
Safe travels!; Vocabulary equals Travel, passport control, customs, travel agency, airport, and train stations Grammar equals Negative expressions, future and conditional tenses

Resources: Discovering French Today! Rouge, Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

Additional Information:
This is a "rotating curriculum." These units are taught one year and Units 7-10 are taught the following year. Level VI is typically combined with Level V due to limited student enrollment.

UW-GB grading scale is different from DC Everest.
Secondary SBG Grading Scheme
District policy/UW-GB policy on Academic Honesty

1 credit – Full Year

Prerequisites: None

This course is an introduction to the German language and culture. It is designed for students without previous experience in German language study. Basic speaking, listening, reading and writing skills are practiced.

WI Standards for World Languages

Self

• Greetings, Phrases, Alphabet, Numbers, Opposites (adjectives); Verbs sein, wohnen, kommen

Family

• Days, Months, Seasons, Years, Dates, Ordinal numbers, Time, Family, Phrases, Opposites (adjectives), Nominative Possessive pronouns  (my/your); Verb haben

Free Time Activities

• Phrases, Opposites (adjectives), Free time activities, Opinion opposites (adjectives), Regular Verbs: spielen, machen, kommen, schwimmen, kochen, joggen, malen, singen, wandern, besuchen, schreiben, hören, schauen; Sentence structure with gern / nicht gern

School

• Phrases, Opposites (adjectives), School supplies, School subjects; Nominative & Accusative definite & indefinite articles; Nominative & Accusative possessive pronouns (my/your)

Resources:

• Textbooks: Deutsch Aktuell, Komm mit
• Digital Resources: Quizlet, Gimkit, Blooket, Duolingo
• Online Dictionaries: leo.dict.org; dict.cc
• Self Created Materials
• Grading Scale: JH & SH standards aligned grading scheme
• *Evidence of Learning
• Assessments in Speaking(Spk), Writing(Wtg), Reading(Rdg), Listening (Lstg)
• Practice to Learn (PTL) 
• Class participation, accurate and timely completion of practice work, etc.

*For Evidence of Learning: It is expected that any student who earns a BC or lower completes remediation and a retake. Original grades will be noted in the grade book and retake scores will replace the original assessment grade. If a student fails to complete the remediation timeline, the originally earned grade will remain.