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PALMER HIGH SCHOOL

PROGRAM OF STUDIES 2018-2019

Mrs. Susan North, Principal

Mr. John Diorio, Assistant Principal

Ms. Constance Mahoney, Assistant Principal

Ms. Kristina Dobiecki, School Counselor

Mr. Fred Dileone, School Counselor

Mrs. Taunya Neilsen, School Counselor

Mrs. Donna Graveline, Adjustment Counselor

Ms. Bethany Menard, Adjustment Counselor

Ms. Melissa Rocker, Adjustment Counselor

Guidance Office (413) 283-2625

High School Office (413) 283-6511

FAX (413) 283-3476

Palmer School Committee:

Mrs. Andrea Mastalerz, Chairwoman

Mrs. Lisa Murray, Vice Chairwoman

Mr. James Lynch III, Secretary

Mr. Gary Blanchette

Ms. Bonny Rathbone

Superintendent:

Ms. Patricia Gardner

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Updated 3/19/2018

PRINCIPAL'S MESSAGE

Dear Parents/Guardians and Students:

This document is the Program of Studies that list courses that will be offered at Palmer

High School for the 2018-2019 school year.

Students need to use this document as a guide to help plan their courses carefully for the

following school year.

We believe that every student needs to earn a diploma and make choices that best fit their

needs to be a successful community member. Some students will attend a two or four

year college, enter the military, or enter the work environment.

Palmer High School offers challenging and rigorous courses such as AP and Honors

classes. There is also a School to Career Program that allows juniors and seniors the

opportunity to experience internship/externships, both inside Palmer Public Schools and

within our business community.

Each student is responsible for meeting the graduation requirements that are listed in this

document. The guidance department will provide support to students to determine the

best classes to take for 2018-2019 school year.

Please call the guidance department if you have any questions at 283-2625.

Thank you,

Susan North

Principal

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Table of Contents

PRINCIPAL'S MESSAGE ................................................................................................................................................2

Core Values and Learning Expectations .....................................................................................................................4

PLANNING YOUR HIGH SCHOOL PROGRAM ...............................................................................................................4

LEVEL OF COURSES .....................................................................................................................................................4

GUIDANCE SERVICES ..................................................................................................................................................4

Pathway to Success ....................................................................................................................................................5

MassCore ....................................................................................................................................................................5

CLASS ELIGIBILITY .......................................................................................................................................................6

GENERAL REMARKS ....................................................................................................................................................6

PROGRAM CHANGES ..................................................................................................................................................6

CLASS WITHDRAWAL ..................................................................................................................................................6

COLLEGE ADMISSIONS TESTING .................................................................................................................................6

EARLY ENTRANCE TO COLLEGE OR POSTSECONDARY TRAINING...............................................................................7

ENGLISH LANGUAGE ARTS .......................................................................................... Error! Bookmark not defined.

ELA Department Promotion Policy .............................................................................. Error! Bookmark not defined.

SOCIAL STUDIES ....................................................................................................................................................... 13

MATHEMATICS ........................................................................................................................................................ 16

SCIENCE ................................................................................................................................................................... 19

WORLD LANGUAGES/ELL......................................................................................................................................... 24

VISUAL ART .................................................................................................................. Error! Bookmark not defined.

MUSIC ...................................................................................................................................................................... 29

TECHNOLOGY EDUCATION .......................................................................................... Error! Bookmark not defined.

PHYSICAL EDUCATION ............................................................................................................................................. 32

HEALTH .................................................................................................................................................................... 33

SCHOOL-TO-CAREER INTERNSHIP/EXTERNSHIP ...................................................................................................... 34

INDEPENDENT STUDY .............................................................................................................................................. 35

Special Education ..................................................................................................................................................... 36

English Language Learner ........................................................................................................................................ 37

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Palmer High School

Core Values and Learning Expectations All students who enroll in Palmer High School will graduate with the skills necessary to succeed in college or in

other post-secondary training. Palmer High School is a community of learners, committed to preparing all

students for living, learning, and working in the modern global era. The school community at large mentors and

takes responsibility for the success of all its members.

PLANNING YOUR HIGH SCHOOL PROGRAM Planning your academic program involves making important decisions and requires a great deal of thought. It is

difficult to make changes in your program the following school year because many classes become filled. Please

speak to your counselor and your parents and make the best decisions you can when choosing your program.

Parents and students often experience confusion about how to properly prepare for admission to college. The

Board of Higher Education in the State of Massachusetts has adopted very specific minimum standards for

entrance into the state universities and colleges, and although these requirements are the minimum, they may be

used as a guideline by which a student can develop a high school program on which s/he can base an application

to virtually any college in the country.

LEVEL OF COURSES All courses are assigned a level according to the following criteria

LEVEL 1: Basic or Remedial: A course focusing primarily on skills development. The course offered may focus

on the improvement of a particular deficiency in content previously taught but not learned. These courses receive

no additional weighting.

LEVEL 2: General: A course providing instruction that focuses primarily on general concepts for the appropriate

grade level. These courses receive no additional weighting.

LEVEL 3: Honors: A more advanced course designed to challenge the motivated student with faster paced and

more in-depth skill development. These courses are weighted at an additional 5 points.

LEVEL 4: Advanced Placement: These courses are Advanced Placement courses and follow a College Board

approved syllabus. These courses are weighted at an additional 10 points.

GUIDANCE SERVICES The primary function of the Guidance Staff is to help you plan for the future. Counselors are available to assist

students to understand themselves so that educational and vocational planning will be based upon sound

information. The Guidance Office is the place where you can go to talk about yourself. The Guidance Service can

help you become more aware of your special interests and abilities, and can assist you in matching these abilities

with various occupations.

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Pathway to Success

Graduation Requirements MassCore Requirements

English: 4 credits Pass: Freshman English, Sophomore English, American Literature and 1 core English course

No additional requirement Must pass 1 English course each year from grades 9-12

Math: 3 credits Pass: Algebra I, Algebra II, and Geometry

1 Additional Math Credit Must pass 1 Math course each year from grades 9-12

Science: 3 credits Pass: Intro to Physics, Biology and one additional core Science course

3 credits must be in a lab science (All PHS science courses are labs)

Social Studies: 4 credits Pass: World History II, US History I, United States History II, and US Government

No additional requirement

1 Health & 2 PE: 3 credits

No additional requirement

Fine Arts: 1 credit

No additional requirement

Foreign Language: 2 credits

2 Credits in the same language

Electives: 8 Credits

5 additional “CORE” courses CORE courses are denoted with a MC symbol

10 Community service hours

Total Credits = 28

*Students must earn a scaled score of at least 240 on the grade 10 MCAS ELA and Mathematics tests, or earn a scaled score

between 220 and 238 on these tests, or earn a score of Needs Improvement on a competency portfolio, and fulfill the

requirements of an Educational Proficiency Plan (EPP). Students must also earn a scaled score of at least 220 on one of

the high school MCAS Introductory to Physics or a score of Needs Improvement on a competency portfolio.

MassCore MassCore is a state recommended, rigorous program of study that aligns high school coursework with college and

workforce expectations. MassCore should be considered to be a critical component of a student’s overall high

school experience and may also include employment, work-based or community service learning, athletics,

volunteer or extra-curricular activities and additional learning opportunities that help prepare students for their

future.

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CLASS ELIGIBILITY

Students must accumulate the specified number of credits in order to officially advance to the next grade level.

Please refer to the table below. Students entering our school will be placed at an appropriate grade level, based on

documentation from sending/previous institution. Students must accumulate the specified number of credits in

order to advance to the next grade level.

To be considered a: The student must have previously accumulated:

SOPHOMORE 5 CREDITS

JUNIOR 13 CREDITS

SENIOR 21 CREDITS

GENERAL REMARKS

All elective courses are subject to satisfactory enrollment, space available, and instructor availability, and may not

be included in the final master schedule if enrollment does not meet requirements.

PROGRAM CHANGES

Students are discouraged from dropping a course; therefore, take time to select your courses to be sure they are

the ones you wish to take.

Changes in student schedules are difficult to obtain and are discouraged by administration and guidance. Any

changes in a student’s schedule for the semester must occur within the first 5 school days of the semester. No

changes will occur after that time period without principal approval. The school maintains the ability to change a

student’s schedule based on academic needs, at any time during the school year.

CLASS WITHDRAWAL Final determination as to whether a course may be added or deleted will reside with the principal after a student

and/or parent conference. Grades as of withdrawal shall be integrated into the student’s grade in the new course.

COLLEGE ADMISSIONS TESTING We recommend that college bound students follow this test schedule:

Preliminary Scholastic Aptitude Tests (PSAT) October of Junior Year

Scholastic Aptitude Test (SAT) Spring of Junior Year

Repeat fall of Senior Year

Palmer High School is an annual test site for the SATs.

School Code or CEEB #221720

Some colleges and universities also require the SAT II subject tests for admission.

Students are urged to check with the Guidance Department for specific college requirements as there is no

uniform pattern among the colleges.

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Palmer High School provides the PSAT test for Palmer High School students, at no extra cost to their

families, in October of their Sophomore and Junior years.

EARLY ENTRANCE TO COLLEGE OR POSTSECONDARY TRAINING

Any students who are regularly enrolled may be authorized to be dually enrolled to take courses for college

credits while completing high school requirements for graduation according to the following:

1) The student must request permission, in writing, from the high school principal.

2) All students must have written permission from their parents/guardians in order to be considered for dual

enrollment.

3) The college, university or postsecondary courses to be accepted for high school credit, must be essentially

similar in content to the senior level that would have been taken at Palmer High School.

5) The candidate must have clearly stated educational goals and must be able to demonstrate or explain the

advantage of beginning college or university of post-secondary training prior to normal high school graduation.

6) Classes approved for dual enrollment will not be considered a part of a student’s GPA.

7) Participation is subject to the approval of the institution of higher education at which the student wishes to

enroll and must meet the pertinent requirements at the respective public college, university or postsecondary

institution.

8) Concurrently-enrolled students who elect to withdraw from a college course prior to completion of that course

must wait until a new semester begins at the high school before adding additional high school courses to their

schedules.

9) Students and their parents/guardians will be responsible for all tuition, fees, transportation, textbooks and

instructional materials required by the college, university, or postsecondary

10) Students’ eligibility to participate in high school or collegiate athletics will be determined by MIAA

regulations, NCAA regulations, Community College Conference regulations, and/or any other governing

regulations that are applicable to the specific situation.

11) Dual enrollment students need to notify their high school Guidance Department in writing or via email or

withdrawals for the higher institution's program as well as any changes in the number of credits for which they

were originally approved. Failure to do so may result in the denial of approval of high school credit. The

Guidance Department will notify the building principal in writing by the close of the day.

Revised and approved by the School Committee on March 4, 2014.

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ENGLISH LANGUAGE ARTS

Mission

The English Language Arts Department seeks to enhance student problem-solving skills; to foster in students an

appreciation for human experience and identity formation as reflected by diverse cultures in a variety of literary

genres; to encourage students to think independently and critically, to nurture efficacious written, technological,

and oral communication skills; to sharpen close reading and rhetorical analysis and to expand student

understanding of the history and structure of the English language.

Means

Students must earn 4 Core credits in order to graduate. Although 6-8th grade ELA courses are integral to student

development, the courses do not earn high school credit. All students must pass Freshman/Honors English,

Sophomore/Honors English, AP Language or American Literature, and one of four Selected Core Courses.

Students earn high school credit for elective courses, but those credits are not considered in the mandatory 4

credits of Core Credits.

Students must follow a prescribed path in grades 6-8. Grades 9-11 must follow the required sequence, selecting

one of two course levels at each grade. Selected Core Courses are for seniors or 2nd semester juniors who have

passed American Literature or AP Language, and may be taken only after completing the Sequential Core, not as

supplement thereof. Required Sequential Core Courses for graduation Selected Core Courses: 12th Freshman/Honors Freshman English AP Literature and Composition Sophomore/Honors Sophomore English Women’s Literature AP Language and Composition/American Literature Mythology Senior Capstone

ELA Department Promotion Policy

Passing English: 65 average and successful completion of a research project each year, including all

assigned steps of the process.

6th Grade English The purpose of this course is to develop each student’s literary interpretation and writing skills through exposure

to short stories, novels, informational texts, drama, and poetry. Students will concentrate on literary terminology,

vocabulary, grammar, and the writing process, as they improve their writing with rich vocabulary and strong

supporting details.

7th Grade English The purpose of this course is to continue to develop each student’s literary interpretation and writing skills

through exposure to short stories, novels, informational texts, drama, and poetry. There will be a concentration on

MCAS preparation, literary terminology, vocabulary, grammar, critical assessment of informational texts, and the

development of written and oral language. Students will develop their critical thinking and analytic writing in

preparation for standardized open responses. Students must complete the entirety of the research process and

paper.

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8th Grade English In eighth grade English, there are three primary goals: to prepare students for grades 9-12, to master the eighth

grade Common Core State Standards, and to grow their reading comprehension skills. Students will read

literature of their own choosing both in and out of class, and they will also read shorter fiction and informational

text with the class as a whole. Students will write in three general modes: narrative, informational, and

persuasive. They will also complete a research component.

Supplemental Classes – Students do not earn sequential credit

Title I Reading This reading intervention course is for students who of supplemental instruction in addition to and ELA class and

who qualify for a Title I program. Students enroll on an intervention, based upon data such as STAR and MCAS

assessments, teacher recommendations, and historical grades.

Communications This is an underclassmen semester course designed to enhance communication skills. Students will practice

reading and thinking critically, and responding with acuity to open response questions. Students will enhance their

writing strategies, developing from “answer-driven” to “audience-driven” response. Students will sharpen their

close reading skills with a focus on non-fiction and reading for information, and will develop their abilities to

write to text.

Sequential Core Classes: Students must earn 3 sequential credits.

Freshman English 1 credit

Freshman English is focused on developing the necessary writing and critical reading skills that are crucial for

students to achieve success on the MCAS and throughout the remainder of high school. Studies focus on the

literary terminology of fiction and drama, the critical assessment of nonfiction, and the development of more

elaborate writing styles. Students will study vocabulary, writing styles, and grammatical conventions as a means

of developing a writer’s voice. Students will continue to develop the skills and confidence that will allow them to

speak strongly in front of classmates. A research project is required for the successful completion of this course.

Honors Freshman English 1 credit

Although many of the readings for this course will be the same as other Freshman English classes, students will

be expected to read outside materials related to the primary texts for further investigation of themes, styles, and

contents. They will be introduced to basic literary criticisms and expected to utilize these in literary analysis

activities. Students also will be required to complete more substantial written assignments, projects, and

presentations to further enhance their understanding of the material. Lastly, students will begin PSAT preparation

through vocabulary development and critical reading passages.

Sophomore English 1 credit

The sophomore course is an extension of the freshman one. Students will use the process writing approach and

develop the skill of incorporating evidence from literary sources into their writing. Students focus on the

techniques of writing to express an opinion and how to present their opinion to a variety of audiences. Most

literary selections deal with the "search for identity" theme. Students will also learn a variety of strategies to

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utilize when taking standardized tests. The study of the information/research process includes an interdisciplinary

approach to research, dealing with a contemporary social issue generally related to health and science classes.

Honors Sophomore English 1 credit

This class will stick closely to the established readings, but students will be expected to analyze and critique

literature at a much more in-depth level, as they are introduced to various modes of criticism. More PSAT and

SAT prep work will be done, as well as vocabulary study and grammatical instruction. The study of the

information/research process combines an analytical dissection of literature in conjunction with an

interdisciplinary approach to research from another discipline (i.e., health, science, etc.).

AP Language and Composition 1 credit

Studying the various strategies of rhetoric, this course is designed to serve juniors or seniors and will culminate in

the Advanced Placement exam during the first weeks of May. Students will write reviews of local, cultural

events, arguments, rhetorical analyses, research papers, and simulated research syntheses. As well as engaging in

diverse writing tasks, students become acquainted with a wide variety of prose styles from several disciplines and

historical periods, gaining an understanding of the connections between writing and interpretive skill. Students

develop precise reading strategies, and incisive, critical thought. Students will engage in debate, presentation, and

oratory. This rigorous course is designed to model a 100 level college writing course and is audited by the College

Board. The cost of this exam is approximately $94.00.

American Literature 1 credit

This is a survey course of American literary heritage. Students read and study essays, novels, poems, speeches,

and plays from pre-Columbian to the founding of our nation to the present. With emphasis on the relationship

between the individual writer and the development of America as a nation, students concentrate on the

interrelationships between American literature, history, and art. Students will focus especially on rhetoric and the

literary movements of Transcendentalism, Realism, and Modernism. Numerous critical papers are required as

well as a major research project. Reading becomes more in-depth and analytical; writing is approached as a

thinking process and a means of influencing others.

Selected Core Classes: Seniors only or 2nd semester juniors, who have passed either American Literature or AP Language, may choose 1 or more to obtain 4th sequential credit.

Advanced Placement (AP) English Literature and Composition 1 credit, Seniors only

This challenging class, offering possible college credit, will require students to sharpen their abilities as critical

readers of literature: understanding works from various genres and periods through close reading and an analysis

of literary devices that promote interpretation. The course also seeks to hone a student’s writing abilities, further

developing a critical voice when composing literary analysis, as well as writing through imitation to appreciate

more fully the writer’s craft. Students who take this course should plan to take the AP Test in the spring. The cost

of the exam is set yearly by the College Board and is approximately $93.00.

Mythology 1 credit

The first myths to which we have access (Gilgamesh, the Popol Vuh) originated in oral tradition and were later

transcribed into written records. Around the time of Homer, many more of these myths originated through the

pens of the great authors, the voices of the folk singers, or the paintbrushes of the artists. As readers of literature,

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we study the stories, songs and dramas of earlier times in order to catch glimpses of those cultures – their values,

customs and beliefs. This class will follow the origins of the earliest myths up to and through our modern stories

and movies. The variety of course readings offers students opportunities to explore diverse cultures, from the

Chinese, the African, and the Native American to the more traditional Roman and Greek. As it is an English

course, essays and reading comprehension quizzes will be commonplace; as it is a course for upperclassmen,

presentations will be frequent. A mythology-based research paper will also be required. Satisfactory completion

of this research paper is required for successful completion of this course.

Women's Literature 1 credit

This course will involve an examination of women from a variety of cultures and historical periods and their

unique ideas, thoughts, and perspectives as writers. The course will focus on what women have written about

themselves and the issues that are significant to them. Materials will include short stories, novels, and poetry. By

studying this assortment of literature, the student should develop a deeper understanding of the themes presented

by the respective authors and should be able to make connections between the selections. Study of the authors and

literature will allow the student to gain a clear understanding of the elements that separate these pieces from those

written by male authors. Students taking this class will be expected to respond orally and in writing to the various

selections. A research paper and other projects will also be required of students enrolled.

Senior Capstone 1 Credit

Seniors only

Although offered through the English Department, the Senior Capstone project is designed for the

independent senior scholar to pursue an academic inquiry and exploration of specific interest in any

acceptable and relevant field. Students will research, design, write, create, and deliver to committee and

open forum a thesis paper and a presentation that argues the thesis via other media. Parameters and

protocol is exacting. The course is challenging; the outcomes rewarding.

Elected Courses: Students may elect to enroll in classes that fit their needs or interests, knowing that these

courses do not fulfill Core credits in ELA, but still earn credits toward graduation.

Creative Writing Workshop 1 Credit

In this elected course a student who exemplifies a natural proclivity for writing may want to explore his/her

abilities to create poetry, fiction, and drama. The course will consist of four units: poetry, short fiction,

screenplay, and a student-designed/teacher-approved final project. CWW integrates weekly readings, journals,

and self-assessment.

Journalism and Media 1 Credit

Throughout the course, students will examine the role that journalism plays throughout the world. They will be

required to keep up with currents events and the impact of these events. Students will produce the electronic, on-

line school newspaper and participate in each aspect of the production: planning, reporting, editing, photography,

desktop publishing, design lay-out. Though the course is good experience for anyone wanting to pursue a degree

in journalism, it is also good experience for any student interested in improving their writing skills and/or working

with peers towards a common goal. Students who excel can work towards editor positions. Students will also

produce a weekly podcast that addresses timely issue relevant to the school and community.

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Yearbook 1 credit

Prerequisite: Students must submit completed application to advisor. Students must also complete an interview with the advisor and current staff members.

Note: Advisor has final approval of entry into class, as the class size is approximately fifteen (15) students.

The annual production of the yearbook involves working in the following areas: basic layout and design, reporting

and copy writing, photography, advertising/marketing and business. Each of these components is strongly

enhanced by everyday assignments as well as the production of the entire book. Students will be expected to focus

on their community outreach skills by utilizing the sales aspect of business in relation to advertising and book

sales. Also, time management is key in the production of the book as the company sets strict deadlines which

must be met throughout the year by all students in this course. Students in grades 9-12 are welcome to apply, and

this course may be taken more than once.

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SOCIAL STUDIES

The Social Studies Program strives to prepare students for effective participation in a democratic society.

This preparation will focus on the student's role as a citizen who actively pursues the educational, social,

economic and political opportunities our society offers. Students are required to take World History II and United

States History I and United States History II, and American Government in order to fulfill part of the graduation

requirement of four credits in Social Studies. Enrollment in electives such as Psychology, Economics, History

Thru Film, is recommended.

Required Sequential Core Courses for graduation Elected Core Courses; 11th, 12th

Students must earn credit in the following courses

World History II/Honors WH II Applied Economics MC

US History 1/Honors US History 1 20th Century History through Film

U.S. History II/AP U.S. History Psychology MC

American Government

World History I: Patterns of Interaction - Grade 8 This course is the first of a two year survey course in world history. The general timeframe of the course extends

from the fall of Rome through the Age of Exploration, or roughly AD 500-1500. Whereas this is a world history

course, the primary area of geographic emphasis is the Mediterranean basin and Europe. Using a variety of

materials; e.g. primary and secondary sources, assignments and teaching approaches, students will develop

analytical skills necessary for academic success. Students will formally be introduced to the origins of all major

world religions, and to their historic and contemporary impact. Furthermore, throughout the year teachers will

strive to help students make connections between current affairs and the timeframe and peoples we will study.

Sequential Core Classes – Students must earn 3 sequential credits

World History II: The Modern Era – Grade 9 1 credit

This course is the second half of a two year survey course in world history. This class picks up where World

History I ends, roughly during the 16th century, and highlights specific key countries, political entities, persons,

and events which collectively usher the world into the modern era. In addition to the study of economic, political,

social, and cultural changes that took place, the class also examines other key concepts: revolution, industrialism,

nationalism, imperialism, and geo-politics. From the Age of Exploration to the Cold War, this class challenges

students.

Honors World History II – Grade 9 1 credit

Recommended: Grade of 85 or better in World History I and 8th grade English

This is an honors option for the required modern world history course. While the content itself is essentially the

same as in the non-honors World History II class, there will be greater depth with higher challenges and

expectations; e.g. there will be additional writing assignments, as well as more in-depth analysis of primary and

secondary sources.

United States History I – Grade 10 1 credit

This course is a study of the formation of the United States of America through the study of its democratic

principles and ideals as set forth in the Declaration of Independence and the United States Constitution. Primary

emphasis is based on: (1) the development of these principles and ideals from the 1500's to the writing of the

Declaration and the Constitution and (2) the implementing of these principles and ideals from the ratification of

the Constitution through World War 1.

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Honors United States History I – Grade 10 1 credit

Recommended: 85 or higher in both World History II and 9th grade English

This is an accelerated course in the study of the formation of the United States of America through the study of its

democratic principles and ideals as set forth in the Declaration of Independence and the United States

Constitution. Primary emphasis is based on: (1) the development of these principles and ideals from the 1500's to

the writing of the Declaration and the Constitution and (2) the implementing of these principles and ideals from

the ratification of the Constitution through World War 1.

United States History II – Grade 11 1 credit

Students will examine the history of the United States from 1918 to the present. Major events to be studied

include: The Jazz Age, The Great Depression, World War II, the Korean War, the Civil Rights Movement,

Vietnam and its aftermath, Watergate, 911 and the changing U.S. role in current world affairs.

Advanced Placement U.S. History 2 credits

Required: A student must (1) have a cumulative Social Studies average of at least 88. (2) An entrance application

essay and interview with the AP course instructor required prior to enrollment.

This Advanced Placement course is intended to prepare the student for the AP U.S. History exam administered in

the spring. The course presents the history of the United States from Civil War Reconstruction to the present. The

course will also provide in-depth analysis of the people and events which have shaped our nation. Comprehensive

reading and writing assignments, as well as a faster pace, characterize this course. Any student who selects this

class does so with the understanding the AP test is mandatory. (Students who take this course must take the AP

Test in the spring. The cost of this exam is set yearly by College Board.)

American Government 1 credit

This course is being offered so that students will have the opportunity to develop a further awareness of the

duties, responsibilities, rights and privileges of United States citizens. Topics will include the three branches of

government, the federal system of divided power, the electoral process and the way power is used in the political

process to achieve political goals. Students will be expected to describe, analyze and explain the origins and

practices of American government at the national, state and local levels. Workload will include objective and

subjective tests and quizzes, research projects and positions papers on pending legislative and election issues.

Elective Courses

Psychology MC 1 credit

Mental health is developed and maintained by understanding the personal and external influences on human

behavior as well as by attaining a degree of discipline in adapting that behavior to human and environmental

factors which affect all human lives. To assist the student in achieving some measure of success in this area is the

primary objective of this course.

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Applied Economics MC 1 credit, open to Juniors and Seniors only

Economics is the study of the production and distribution of goods and services. It focuses on how and why we

choose to use our scarce resources the way we do and the consequences of these choices. Explored in this course

will be Microeconomics, the study of individual consumers and businesses, as well as Macroeconomics, the study

of the economy as a whole. Given that this course provides a broad overview of economics, the pace of the class

will move quickly. On average, students will cover one textbook chapter per week. Students will be expected to

actively participate in class discussions and should have adequate math skills and good analytical skills. Grading

will consist of objective tests, quizzes, as well as oral and visual presentations. Major projects will include

preparing income tax returns, and the operation and maintenance of checking accounts.

A History of the 20th Century through Film 1 credit, open to Juniors and Seniors only

Recommended: To be taken after or concurrent with U.S. History II

Living in the computer age, we are bombarded with images and information from all forms of media on

television, in the movies and foremost on computers. This course will focus on how the motion picture has been

used historically as more than just an entertainment medium but also as a form of information and propaganda.

The major emphasis of the course will be the visual and auditory analysis of historically significant films dating

from 1900 to 1970. Students will research the historical and social issues of the 20th century, such as the Great

Depression, the rise of Adolph Hitler, World War II and the Civil Rights Movements as presented by the motion

picture industry to determine how film influences and is influenced by the society in which it was produced. This

course will require a large amount of student generated writing to include film critiques, comparative essays and

research papers.

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MATHEMATICS

Being able to make connections between arithmetic, algebra and geometry is the best way to prepare the student

to succeed in advanced mathematics, from algebra to geometry to calculus. The mathematics curriculum is

designed to be relevant as well as to help students learn the process of reasoning and mathematical

communications. As students develop essential skills and strategies, they understand the connections between

math strands and other subject areas. They develop the power of mathematics in school and in life.

Required Sequential Core Courses for graduation Elected Core Courses Students must earn credit in the following courses Students must earn 1 elected Core Course credit

Algebra I Intro to Statistics

Geometry/Honors Geometry Algebra III

Algebra II/Honors Algebra II AP Calculus

AP Statistics

Intermediate Mathematics

6th Grade Math

This course will place an emphasis on (1) connecting ratio and rate to whole number multiplication and division,

and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and

extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing,

interpreting, and using expressions and equations; (4) developing understanding of statistical thinking; and (5)

reasoning about geometric shapes and their measurements. This is a full year course.

7th Grade Math This course will place an emphasis on (1) developing understanding of and applying proportional relationships;

(2) developing understanding of operations with rational numbers and working with expressions and linear

equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with

two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing

inferences about populations based on samples. This is a full year course.

8th Grade Math This course will place an emphasis on (1) formulating and reasoning about expressions and equations, including

modeling an association in bivariate data with a linear equation and solving linear equations and systems of linear

equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; and

(3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and

understanding and applying the Pythagorean Theorem. This is a full year course.

Algebra I, Grade 8

1 credit

Prerequisite: 8th grade student

This course is organized around families of functions, with special emphasis on linear and quadratic functions.

Students will learn to represent functions in multiple ways – as verbal descriptions, equations, tables, and graphs.

They will also learn to model real-world situations using functions. This is a full year course.

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Algebra I 1 credit

Prerequisite: 9th grade student

This course is organized around families of functions, with special emphasis on linear and quadratic functions.

Students will learn to represent functions in multiple ways – as verbal descriptions, equations, tables, and graphs.

They will also learn to model real-world situations using functions.

Geometry 1 credit

Prerequisite: Passing Algebra I

This course is a comprehensive investigation of shapes, their properties, sizes and relationships. By integrating

principles learned in algebra, geometry is explored by using geometric theories, problem solutions and real life

problem solving applications. Both inductive and deductive reasoning processes are used in arriving at geometric

proof solutions. This course encompasses plane and solid Geometry, coordinate Geometry, and non-Euclidean

Geometry.

Honors Geometry 1 credit

Recommended: Passing Algebra I with B or better and teacher recommendation

This course is for the mathematically talented student who has demonstrated above average performance in

previous mathematics courses. This is a rigorous course in logical thinking requiring proofs of geometric

theorems, as well as challenging problems of length, area and volume.

Algebra II 1 credit

Prerequisite: Passing Algebra I

A sequential course including a brief review of all basic concepts studied in Algebra I and an emphasis on the

solution of open sentences higher than the first degree, systems of equations, and graphs of relations and functions

of the first and second degree, rational and real number exponents and logarithms.

Honors Algebra II 1 credit

Recommended: Passing Algebra I and Geometry with B or better and teacher recommendation

This course is for the mathematically motivated student who has demonstrated above average performance in

previous mathematics courses. This is a rigorous course including solving open sentences higher than the first

degree, systems of equations, graphs of relations and functions of the first and second degree, rational and real

number exponents and logarithms.

Algebra III

1 credit

Prerequisite: Passing Algebra II

A sequential course including rational functions, conic sections, counting methods and probability, data analysis

and statistics, sequences and series, and trigonometry.

Intermediate Mathematics 1 credit

Prerequisite: Department recommendation.

This course is designed to help students who need further reinforcement of the mathematical concepts taught in

Algebra 1 and Geometry before moving on to Algebra II. There is a strong emphasis placed on the necessary

skills to pass the MCAS exam.

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Precalculus 1 credit

Prerequisite: Passing Algebra II and Geometry. Recommended: grade B or better and teacher recommendation

Pre-Calculus course dealing with Analytic (coordinate) Geometry and Trigonometry. Topics include: coordinate

geometry proofs of plane geometry theorems, conic sections, functions (including composites and inverses),

exponential and logarithmic functions, binomial theorem, combinatorial analysis, and extensive coverage of the

trigonometric functions and practical applications thereof. Instruction will be based on the use of a graphing

calculator.

Introduction to Statistics Prerequisite: Passing Algebra II and Geometry. Recommended after taking Algebra III

This course will introduce students to statistics and probability with a focus on data analysis. The emphasis is on

statistical ideas and statistical reasoning. Topics that will be covered include organizing and displaying data; basic

probability models; random variables; statistical estimation and testing; confidence intervals; and linear

regression. Applications will be made to fields including business, psychology, sports, and medicine. The course

is designed for students who intend to further their education in a two-year or four-year college.

AP Calculus 2 credits

Prerequisite: Passing Precalculus with a B or better and teacher recommendation.

This advanced placement course presents the skills and concepts of differential and integral calculus normally

covered in a one-semester college course. It prepares students for the AB Calculus national exam given by the

College Board in early May of each year. Any student who selects this class does so with the understanding the

AP test is mandatory. Students who successfully complete the course and AP examination may receive credit for

a one-semester introductory college statistics course. (Students who take this course must take the AP Test in the

spring. The cost of this exam is set yearly by College Board.)

AP Statistics 1 credit

Prerequisite: Passing Algebra II with a B or better and teacher recommendation.

AP Statistics is designed to introduce students to the major concepts and tools for collecting, analyzing, and

drawing conclusions from data. Any student who selects this class does so with the understanding the AP test is

mandatory. Students are exposed to four conceptual themes: exploring data, planning a study, producing models

using probability and statistics, and statistical inference. During this course, students will use the capabilities of

the graphing calculator and appropriate software to investigate, model, and solve problems. Students who

successfully complete the course and AP examination may receive credit for a one-semester introductory college

statistics course. (Students who take this course must take the AP Test in the spring. (Students who take this

course must take the AP Test in the spring. The cost of this exam is set yearly by College Board.)

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SCIENCE

A comprehensive Science program is necessary to prepare students for tomorrow’s world. The Science

department offers a myriad of courses suited for students with strong academic interests and science related career

goals with plans to pursue a Bachelor's degree as well as courses for students going on to two-year colleges, non-

science majors at four-year colleges, or students pursuing other technical training. All of the courses provide

opportunities for hands-on laboratory work which encourage the development of analytical reasoning and critical

thinking skills. Courses integrate the changing content standards, including MCAS, Common Core and Next

Generation Science Standards.

Science Department Policies

Promotion – All students must perform and complete all course requirements for laboratory experiments in order

to pass the class, as well as earning a 65 average or above.

Required Sequential Core Courses for graduation Students must earn credit in the following courses

6th-8th grade: General Science

9th grade: Intro/ Honors Intro to Physics

10th grade: Biology/Honors Biology

Elected Core Courses 11th/12th Grade Students must earn 1 elected Core Course credit

Chemistry/Honors Chemistry

Honors Anatomy & Physiology Grade 12

AP Physics

AP Environmental Science

Forensics/Biotechnology

Ornithology

Sports Nutrition

NOTE: Level 3 courses (Honors) are for students with a strong aptitude and interest in science. Honors courses are for students that meet

the recommendations of the course. Elective courses are for students that meet the prerequisites of the course.

General Science Grades 6-8 These courses cover the 6th - 8th Grade MA DESE Science standards. Students are expected to make organized

and accurate observations and learn fundamental science concepts in order to prepare them for further study in

science. Students will take the MCAS exam in 8th grade.

Introduction to Physics Grade 9

1 credit

The course content of Introduction to Physics follows the learning standards for a first full-year course in

Introductory Physics. The Content Standards include: Motion and Forces, Conservation of Energy and

Momentum, Heat and Heat Transfer, Waves, Electromagnetism, and Electromagnetic Radiation. Students are

expected to develop critical thinking skills through experimentation and analysis. Students will be required to take

the Introductory Physics MCAS test at the end of the year. A calculator is recommended.

Honors Introduction to Physics – Grade 9 1 credit

Recommended: A “B” average in eighth grade science.

This course is designed for highly motivated students planning to attend college. Students will be actively

engaged in inquiry, the scientific process, and problem solving. Students will frequently solve open-ended

problems or answer their own questions through investigations that involve collecting and analyzing data. Due to

the challenging nature of this course, more homework may be necessary than in the Introduction to Physics

course. The course content of Honors Introduction to Physics will provide in depth coverage of the learning

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standards for a first full-year course in Introductory Physics. The Content Standards include: Motion and Forces,

Conservation of Energy and Momentum, Heat and Heat Transfer, Waves, Electromagnetism and Electromagnetic

Radiation. Students will be required to take the Introductory Physics MCAS test at the end of the year. A

calculator is recommended.

Biology – Grade 10 1 credit

Prerequisite: Introduction to Physics Grade 9

The course content of Biology follows the learning standards for a full first-year course in Biology. The Content

Standards include: The Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and

Biodiversity, and Ecology. Developing critical thinking skills, hands on activities, and lab work are an important

part of the course. This course will prepare students for the Biology MCAS exam.

Honors Biology – Grade 10 1 credit

Recommended: A “B” or better in 9th grade Introduction to Physics.

This course will include units on the chemistry of life, cell biology, genetics, anatomy and physiology, evolution

and biodiversity, and ecology. The content reflects the MA DOE high school biology learning standards. Students

are expected to develop and demonstrate autonomy, critical thinking skills, initiative, and independence.

Laboratory investigations are an integral part of the course. A research project is required.

Chemistry – Grade 11 1 credit

Prerequisites: Algebra I and Biology.

The course content of Chemistry follows the learning standards for a first full year course in chemistry and will

address the following topics: Properties of Matter; Atomic Structure and Nuclear Chemistry, Periodicity,

Chemical Bonding, Chemical Reactions and Stoichiometry, States of Matter, Kinetic Theory,

Thermochemistry, Solutions, Rates of Reactions and Equilibrium, Acids and Bases, Reduction-Oxidation

Reactions. Laboratory investigations with data collection and analysis are incorporated to ensure the

understanding of chemical concepts. This course will provide a basic foundation for students interested in

pursuing a science or engineering major in college. A calculator is recommended.

Honors Chemistry – Grade 11 1 credit

Recommended: a grade of "B" or better in Biology, and "B" or better in Algebra I.

This course is designed for students with intentions of pursuing science or engineering majors in college. The

course content reflects the basic learning standards for Chemistry and includes in depth and accelerated units on

atomic and molecular structure, bonding, molar relationships, reactions, equilibrium, acids and bases and

electrochemistry. Students will also be introduced to organic and nuclear chemistry. Laboratory investigations

with data collection and analysis are incorporated to ensure the understanding of chemical concepts. Students are

expected to demonstrate high level critical thinking and problem solving skills. A research paper/project is

required. A calculator is recommended.

Honors Human Anatomy/Physiology- Grade 12

1 credit

Recommended: A grade of "85" or better in Biology and "80" or better in Chemistry.

This honors level course is intended to give students an opportunity to study, using college level

curriculum materials, the structure, function and processes of the human organism. Students

contemplating further study in nursing, medicine, medical technology, biotechnology and other science

careers should find Human Anatomy and Physiology extremely valuable in preparing for college.

Human Anatomy and Physiology begins with an introduction to the organization of the human body

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followed with a fast paced review of cell structure and function and an introduction to tissues. Each

organ system is then thoroughly investigated and studied. This material is covered by means of

classroom lecture and discussion as well as frequent laboratory exercises including dissections of a rat,

fetal pig and other animal organs. Daily reading assignments also help the student to become familiar

with the material to be covered in class the next day.

Forensics/Biotechnology – Grades 11 or 12

1 credit

Prerequisite: Biology or Honors Biology

Open to Juniors and Seniors

This course is designed to familiarize students with the basic principles and uses of forensic science in

the American Justice System and to give students an overview of biotechnology concepts and skills

using some basic techniques and applications. Topics to be covered will include, but not be limited to:

methodology and procedures associated with forensic science, crime scene analysis, collection and

analysis of fingerprints, blood and DNA evidence analysis, DNA and genes and their roles in the

inheritance of human traits and disorders, current genetic issues and technologies will also be

investigated. Labs include: Basic electrophoresis, blood typing, dustless fingerprinting, entomology lab,

bacterial transformation, PCR, protein synthesis.

Ornithology– Grade 11 or 12 1 credit

Prerequisites: Biology.

This course is an introduction to bird biology. Students will learn about the habitats, evolution, taxonomy,

behavior, conservation, and anatomy of birds. The latest biotechnology techniques for avian research will also be

examined. Lab work is an integral part of the course. Students are expected to identify native and introduced New

England species by field marks and birdsong.

Sports Nutrition – Grade 11 or 12 1 credit

Prerequisite: Biology or Honors Biology

Sports Nutrition will provide students with an understanding of the many aspects of athletic performance and

proper everyday nutrition. Topics to be covered will include: nutrition (carbohydrates, lipids and proteins),

supplements, diet fads and fact, and training schedules. Students will be using the foods room to prepare healthy

recipes. This elective would be suitable for students with an interest in careers related to athletics, medicine and

over healthy habits.

AP Environmental Science – Grade 11 or 12 1 credit

Prerequisites: Introduction to Physics, Biology

Recommended: (1) Biology/Honors Biology with an 85 average (2) one year of physical science with an

85 average (3) at least one year of algebra. It is also recommended that students have completed a

Chemistry/Honors Chemistry course. This goal of this course is to provide students with an in-depth understanding of the interrelationships of the

natural world. Any student who selects this class does so with the understanding the AP test is mandatory.

Students will use the process of science to identify natural and man-made environmental problems. Data

collection and analysis will be used to evaluate environmental risks and develop solutions. In order to accomplish

these goals, this course will include rigorous laboratory and field investigations. Students will be required to sit

for the AP Environmental Science in the spring. Students may be eligible to receive college credit based on their

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exam performance. Please note some institutions may perform a review of student laboratory materials as well for

a final determination of college credit. (Students who take this course must take the AP Test in the spring. The

cost of this exam is set yearly by College Board.)

AP Physics – Grade 11 or 12 1 credit

Recommended: A "B" or better in Algebra II or Honors Algebra II.

This course is designed for those students that desire an intensive college preparatory physics course. Any student

who selects this class does so with the understanding the AP test is mandatory. It is designed for students with

strong math and science backgrounds who wish to pursue careers in the sciences, engineering or medicine.

Problem solving and critical thinking skills will be emphasized as students conduct laboratory experiments to

evaluate and discuss the concepts of physics. Topics to be covered are: kinematics, linear and rotational

mechanics, harmonic motion and waves, and basic electrical circuits. (Students who take this course must take the

AP Test in the spring. The cost of this exam is set yearly by College Board.)

TECHNOLOGY

The study of technology is:

Designed to give students enrichment and reinforcement of ideas and concepts from the areas of

science and mathematics.

Designed to give students information about the uses, effects, history and social and

environmental impacts of technology in our daily lives.

Designed to acquaint student with the technology tools necessary for post graduate education and

life-long learning.

Centered on problem solving, testing, and hands-on use of the tools of technology

Technology Engineering 8

8th Grade

This course is an introduction to problem solving techniques and strategies, as well as construction,

transportation, communication, and manufacturing technologies. Students will use a hands-on approach,

integrating math, science and physics concepts to solve physical problems in a lab setting. Many hand

tools will be used to facilitate the development of each solution. The students will be introduced to

technology/engineering and the effects of technology on everyday life. This course will assist in

preparing each student for the eighth grade Science and Technology/Engineering MCAS test.

Technology Engineering I

1 credit

This course offers an in-depth exploration of construction, transportation, communication, and

manufacturing areas of technology. Students will learn math, science and physics concepts, using hands

on skills, while working with materials and learning how to develop solutions to various design

problems. Activities will be competitive, and communication both with individual and team design will

be important. This class is designed for students who enjoy working with their hands and enjoy solving

problems and will explore various career opportunities that coincide with the areas of technology being

studied. The skills learned will assist all students to understand and better handle problems in their daily

lives and assist in preparing them for the Introduction to Physics MCAS test.

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Technology Engineering Robotics Elective – Grades 9-12 1 credit

This course is designed for students who are interested in the design, engineering and programming of robots. The

Robotics Engineering course is designed to explore the past, current and future use of automation technology in

industry and everyday use. Robotic Engineering focuses heavily on prior knowledge from STEM related courses.

The students will receive a comprehensive overview of robotic systems and the subsystems that comprise

them. The students will build several robots using VEX Robotics components, and program the using the Robot

C programming language. There will be class competitions and engineering challenges. Careers in engineering,

programming, and robotics will be discussed.

Course Objectives:

By the end of this course, the successful student will be able to:

Apply the Engineering Process

Create engineering documentation and plan projects using a Gantt Chart

Create flowcharts

Write pseudo-code

Design and engineer autonomous robots using various sensors

Design and engineer an autonomous robot that can complete tasks using ROBOT C programming

software

Create, maintain and work in a safe laboratory environment

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WORLD LANGUAGES

The purpose of World Language courses is to provide an understanding of the target language including:

speaking; aural comprehension; reading; writing; and awareness of culture and diversity. All courses

make use of audiovisual materials, textbooks, workbooks and technology.

Classes also incorporate group activities, presentations and skits. Standards of competency in oral,

written, listening, and reading comprehension skills must be met to proceed to the next level of the

language.

“When we learn more than one language, we open doors to new ways of thinking and doing, believing

and communicating, and through the process we learn more about ourselves.”

– The MA World Language Frameworks.

Introductory Spanish

Grade 8

This course is designed to provide students with an introduction to the Spanish Language in both written

and spoken form, with an emphasis on the cultures of Spanish speaking countries. Students will be able

to ask and answer basic questions, write simple sentences and read beginners texts in Spanish.

Spanish I

1 credit

This course includes listening comprehension as well as speaking, reading and writing skills in Spanish.

By the end of the year, students are expected to understand simple questions and directions given orally

and to respond in Spanish on basic topics. Students will also be able to read beginners texts. They are to

master simple grammatical structures and write basic sentences. Cultural awareness is an integral part of

the program, encouraged through the use of materials such as maps, literary books, videos, music and

guests.

Honors Spanish I 1 credit

Recommended: B or better in Introductory Spanish

This course is an accelerated option to Spanish I and includes listening comprehension as well as

speaking, reading and writing skills in Spanish. More work outside of class and independent study is

required. By the end of the year, students are expected to understand basic questions and directions

given orally and to respond in Spanish on basic topics. Students will also be able to read beginners texts.

Students are expected to master basic grammatical structures and write basic sentences. Cultural

awareness is an integral part of the program, encouraged through the use of materials such as maps,

literary books, videos, music and guests. This class is ideal for those planning to continue on in the

foreign language sequence.

Spanish II

1 credit

A continuation of Spanish I, this course stresses oral communication through group videos, movies, and

other literary materials also provide many opportunities for comparing and contrasting the Hispanic

culture to our own. At the end of the course students will be able to read intermediate texts. Students

will expand their vocabulary, increase their facility with idioms and grammatical structures, read and

analyze beginning texts, and augment their appreciation of the Spanish language and culture.

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Honors Spanish II 1 credit

Recommended: B or better in Spanish I

An accelerated option to the continuation of Spanish I, this course stresses oral communication through

group videos, movies, and other literary materials and also provides many opportunities for comparing

and contrasting the Hispanic culture to our own. More work outside of class and independent study is

required. At the end of the course students will be able to read intermediate texts. Students will expand

their vocabulary, increase their facility with idioms and grammatical structures, read and analyze

beginning texts, and augment their appreciation of the Spanish language and culture. This class is ideal

for those planning to continue on in the foreign language sequence.

Spanish III

1 credit

This course builds on the skills acquired in Spanish II. Use of the target language is encouraged through

communicative activities. Grammatical structures become more difficult. Additional irregular verbs and

tenses are introduced. Appreciation of Hispanic culture is promoted through readings, videos, music,

class discussion and celebration of special holidays. Students will expand skills of speaking, listening,

reading and writing in a variety of essays, oral presentations, projects, etc. Students will participate in

creative and real-life communication. Thematic units of study promote opportunities for utilization of a

full range of learned structures and skills. Culture will be explored more through textbook, literary

passages, and videos. Students will continue the use of the language in real life situations.

Spanish IV 1 credit

Recommended: B or better in Spanish III.

The aims of this course are to develop oral proficiency; to master more complex grammatical structures;

to read short selections from Spanish newspapers, magazines and literature; to write short essays; and to

study various topics relating to Hispano-American culture. This course is conducted mostly in Spanish.

Students will refine their communication skills through discussion in the target language, based upon

textbook readings and Spanish literature, current events, and personal experiences. This course extends

the students' ability to perfect communication in the target language through readings on contemporary

Hispanic culture and customs. Emphasis will be given to written grammatical construction as students

create and write dialogues and essays.

Spanish V 1 credit

Recommended: B or better in Spanish IV.

This class is conducted completely in Spanish for advanced students who will fully integrate all

language skills with communication as the primary goal. Students will also deepen their appreciation of

Spanish literature and culture. Students will effectively implement the recommended strands of second

language acquisition, namely communication, comparing, and contrasting, connecting with other

disciplines, cultural awareness, and community involvement. Students will read authentic literature,

including poetry, shorts stories from Latin America and Spain. Written essays will focus on themes from

the literature as well as on personal topics and current news. Oral presentations and dialogues will

improve speaking proficiency in the target language.

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VISUAL ART

It is well known that art is a universal language. As time and technology progress the Art department

integrates relevant new media and practices while paying due diligence to traditional forms and

techniques of artistic expression. Despite differences in speech, customs, and life-styles, people can

readily enjoy and appreciate the art of other cultures, historical or modern. Courses in the Art

Department provide an opportunity to examine these art processes. Students are encouraged to explore

the techniques used by artists, understand the philosophies and history that lead to creativity, and to

experience the creative processes and visual expressions within them.

Eighth Grade Visual Art Exploration This course provides an opportunity for the eighth grade student to explore creative expression with line,

form, color, and texture using the techniques of drawing, painting, and sculpture. Processes explore

cartooning, lettering, perspective and visual depth, architectural design, model building, and color

manipulation. This course helps the student to recognize the role of graphic and visual artists in our daily

lives.

Art I 1 credit

Grades 9-12

Art I is the foundation course for all other course work offered by the Art department. Art I introduces

non-objective and observational drawing, painting, relief and intaglio printmaking. In addition it

incorporates the introduction to ceramic design, two and three dimensional design, sculpture, Photoshop

applications, and digital B&W photography. Art I builds upon the application of art principles,

aesthetics, tool skills and material techniques. Diverse works of art from historical and contemporary

sources are referenced; listening skills are built upon through engagement with periodic news feeds.

Students are required to participate in individual and group critique, maintain a working journal of

reflective, analytical and experiential writing.

Advanced Art Courses 1 credit each

Advanced Art Sections provide students with the opportunity for a mature and detailed study of

technique, style, and personal development in art along with related studies of aesthetics. Semester long

sections are designed to provide students with exposure to traditional and emerging means of realizing

creative potential in discipline areas of painting, drawing, printmaking, and design. Students will engage

in critical discourse, writing, as well as examine historical trends and examples in each discipline area

while creating a portfolio. Each section is a Semester Course.

Advanced Art 1 1 credit

Recommended: A grade of C or better in Art I

Advanced Art 1 provides students with the opportunity for a mature and detailed study of technique,

style, and personal development in art along with related studies of aesthetics. The four topic areas of

painting, drawing, printmaking, and design are designed to provide students with exposure to both

traditional and emerging means of realizing creative potential in each discipline. Students will engage in

critical discourse, writing, as well as examine historical trends and examples in each discipline area

while creating a portfolio.

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Advanced Art 2

1 credit

Recommended: A minimum grade of B in Advanced Art I

This course is a continuation of Advanced Art I with emphasis on individual style and aesthetic

development. Students are expected to develop strong technical abilities and increased understanding of

each focus media.

Advanced Ceramics I 1 credit

Recommended: A grade of B in Art I

Work in Advanced Ceramics involves a mature and detailed study of technique and the technical aspects

of clay. The course will include a strong emphasis on hand-built and wheel-thrown forms, glazes and

kiln firing.

Advanced Ceramics II 1 credit

Recommended: Minimum grade of B in Advanced Ceramics I

This is a continuation of Advanced Ceramics I with emphasis on individual style and aesthetic

development. Students are expected to develop strong technical abilities and increased understanding of

glaze application, clay techniques and kiln firing.

Individualized Studies in Ceramics 1 credit

Recommended: Minimum grade of B in Advanced Ceramics II, or approval of instructor

This course is open to the mature and highly motivated senior who wishes an in depth study in ceramics.

A program is written with the Director of Art or his/her appointee and is directed toward a professional

portfolio presentation. Students will be required to research and critically appraise their work.

Honors Art Portfolio 1 credit

Recommended: Completion of corresponding Advanced Art section with a minimum grade of B

This course is open to the mature and highly motivated Junior or Senior, who wishes an in depth study

in a particular area of art. The course will particularly benefit those students seeking further study and/or

a career in the arts. Coursework will follow the format of the AP Drawing portfolio asking students to

visually address the following issues; quality of expression, breadth of expression and a self-determined

area of concentration inquiry. Students will also engage in critique sessions, writing and gallery visits if

possible.

AP Art Portfolio

1 credit

AP Prerequisite: Same as Honors and permission of instructor

Evaluation fee payable to College Board. Students are eligible for college credit depending on attending

institution as well as final evaluation by The College Board. All portfolios interpret the issues of

Quality, Breadth and Concentration inquiry in specific genre.

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AP Drawing Portfolio

1 credit

AP Prerequisite: Same as Honors and permission of instructor

The Course explores advanced drawing media and skills as well as conceptual development. (Students

who take this course must take the AP Test in the spring. The cost of this exam is set yearly by College

Board.)

AP Three Dimensional Design Portfolio

1 credit

AP Prerequisite: Same as Honors and permission of instructor

Coursework is directed towards the physical dimensions of sculpture. The course addresses the broad

interpretation of three dimensional design and its applied principles and techniques (Students who take

this course must take the AP Test in the spring. The cost of this exam is set yearly by College Board.)

AP Design Portfolio

1 credit

AP Prerequisite: Same as Honors and permission of instructor

Course addresses the broad interpretation of two dimensional design and its applied principles.

(Students who take this course must take the AP Test in the spring. The cost of this exam is set yearly by

College Board.)

Digital Art & Design

1 credit

Prerequisite: Passing Art I

This course will introduce students to creative expression using digital imaging and manipulation

techniques. The course will focus on digital imaging manipulation techniques learned within a raster-

based environment and will specifically include the fundamentals of various special effects, filters,

layers and masks used to explore the creation of artistically expressive images. Students will use current

computer-imaging software (Inkscape, Photoshop and various web tools) to create original art in a

variety of final output formats.

Art History

1 credit

Grades 10-12

This course is a survey study of landmark artworks from Prehistoric times through the Modern age.

Students will engage with and consider the evolution of world art through the lens of image observation,

reading, discussion and analysis as well as some studio activity. Course may include field trips and site

visits. This course counts as an elective history credit for grades 10-12 only.

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MUSIC

The Music Department offers courses covering large and small ensemble techniques and performance,

as well as classroom courses covering music literacy, music appreciation, music business and

management, and music technology. Classes are designed to develop skills appropriate to the disciplines

of music preparation and performance, reading and analysis, and technical production. The Music

Department curriculum emphasizes literacy in music through connections with other academic

disciplines at PHS. Music notation is taught as a symbolic language using reading and graphing skills;

live sound reinforcement and recording require a working understanding of physics; an understanding of

how music moves through time is best expressed using math; creative expression is achieved by

understanding the connections between music and culture. The study of music imparts confidence,

communication skills, collaborative skills, and is above all a powerful tool for personal expression. Recent research in neuroscience indicates that training in music improves cognitive flexibility and the ability to

sustain attention and engage in goal-directed behavior.

Music Theory MC 1 credit

NOTE: Students receive one credit for each semester enrolled in this course.

Music Theory is offered to students in grades 9 through 12 and will meet one period each day. The course is

designed for the student to develop music literacy as well as critical listening skills through the discovery of

structures within music. Students may be asked to realize their music using current music publishing, sequencing,

and arranging software. Students in advanced theory courses, offered concurrently with Music Theory I, will be

expected to do extra work to further develop their skills and understanding of music theory.

Projects in Music Making MC 1 credit

This class is designed for students who have always wanted to make music but haven't ever had the opportunity.

Students will be asked to create musical instruments using common and found items while gaining an

understanding of sound production in the various instrument families. Using these instruments, along with a

working knowledge of the elements of music, the class will create unique musical works and perform them for

each other. There may be projects in in rock, jazz, musical theater, and world music in which students work

together as an ensemble, and research relevant artists and genres. Students will be mentored by students in Honors

Music, if available, which will be scheduled concurrently.

Acoustic Guitar 1 Credit

This course is designed to introduce students who have never played before to the basic techniques and repertoire

of the acoustic guitar. More advanced players are also welcome and will be assigned work based on skill level.

The class will learn how to tune by ear, and how to play basic scales and chords. Students will learn to read music

for the guitar in tablature and standard notation. They will also learn how to improvise over common chord

progressions learned by ear. By the end of the course students should be able to play together in a band or guitar

ensemble. The academic component of the course includes tuning systems, intervals, scales and chords; a survey

of acoustic guitar repertoires including classical, blues, folk, and rock; and a survey of the techniques and

repertoires of well-known players and bands. Guitars will be provided in the class.

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Topics in Music Appreciation MC 1 Credit

NOTE: This course may be taken more than once

Topics in Music Appreciation is offered to students in grades 9 through 12, and will meet one period each day.

Topics are chosen by the class from modern American popular genres such as hip-hop, rock, and country, as well

as jazz, traditional folk, world music, and classical. Students will learn listening skills necessary for critical

analysis. The class will also study the brain science of music and the functions of music in society.

Honors Music MC 1 credit, Teacher approval required.

This class will be offered to those students with a demonstrated high level of performance skills who may wish to

major or minor in music. Students in this class will learn practice strategies and ensemble skills, and will develop

repertoire for performance and/or college auditions. Students will also learn business and technical skills integral

to a successful career in music, including the basics of recording, booking, contracting, and public relations.

Students will have the opportunity to schedule performances outside of PHS, and/or create demo recordings for

auditions. This class will be team taught, and is open to vocalists and instrumentalists with teacher approval

required. Students in Honors Music will be expected to take Senior Band and/or Chorus, and to assist beginners in

Projects in Music Making, which will be scheduled concurrently.

Concert Band - Grades 8 and 9 1 credit

Prerequisites: Students must have attained an elementary level of proficiency on their particular instrument.

Auditions may be required.

Band is offered to students in grades 8 and 9. Concert Band is designed for eighth graders to join a performance

organization in which the ninth graders will assume a leadership role. Proper instrumental and band techniques

will be developed during the course. The students will be required to perform with the Symphonic Band (Grades

10, 11 and 12) at football games, and parades. They will perform as a separate group for the winter and spring

concert. Other performance opportunities will be explored and offered to the students. Students are encouraged to

study privately with an instructor and participate in outside music festivals.

Junior Chorus – Grades 8 and 9 1 Credit (9th grade only)

Prerequisites: Students must have attained a beginning degree of proficiency including the ability to match pitch.

An audition may be required.

Junior Chorus is offered to students in grades 8 and 9. It meets every other day all year. Genres performed

include modern American styles from rock to country, jazz, movie and show tunes, folk, world music and

standard choral music. Techniques appropriate to each genre studied will be reviewed and practiced. All

students are required to perform in the fall fundraiser, winter concert, and spring concert. Other performances

will be scheduled throughout the year, including festivals and Palmer town events. Students are encouraged to

seek out additional opportunities such as Western District ensembles and local theater groups. Grades are based

on individual growth, technical and performance skill development, and group participation and collaboration.

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Senior Chorus – Grades 10, 11 and 12 1 Credit (10th grade meets every other day all year)

1 Credit each semester (11th and 12th grade meets every day all year)

Prerequisites: Students must have attained an intermediate degree of proficiency in vocal technique including the

ability to match pitch in the correct octave, and the ability to sing independent parts.

Auditions may be required.

Senior chorus is offered to students in grades 10 through 12. The 11th and 12th grade meets every day all year.

The 10th grade joins the 11th and 12th grade every other day all year. Genres performed include modern American

styles from rock to country, jazz, movie and show tunes, folk, world music and standard choral music.

Techniques appropriate to each genre studied will be reviewed and practiced. All students are required to perform

in the fall fundraiser, winter concert, and spring concert. Other required performances will be scheduled

throughout the year, including festivals and Palmer school and town events such as the 9/11 Ceremony, Veterans

Day Assembly, Memorial Day and the Tree and Wreath Festival. Students are encouraged to seek out additional

opportunities such as Western District ensembles and local theater groups. Grades are based on individual

growth, technical and performance skill development, and group participation and collaboration.

Symphonic Band - Grades 10, 11 and 12 1 credit

Prerequisites: Students must have attained a medium degree of proficiency on their particular instrument.

Auditions may be required.

NOTE: Students receive one credit for each year enrolled in this course.

Symphonic Band is offered to students in grades 10, 11, and 12. Symphonic Band is a course in instrumental

performance where proper instrumental and band techniques will be reviewed and practiced during the year. All

students will be required to perform in a winter and spring concert. They will perform at parades, football games

and graduation. Other performance opportunities will be explored and offered to the students. Students are

encouraged to study privately with an instructor and participate in outside music festivals.

Vocal and Instrumental Lessons No credit

Lessons are offered to students in Grades 8 through 12. Lessons will include the basic techniques of the

instrument of choice. Performance opportunities will include solo, small ensembles, and large ensembles.

Students will be required to prepare materials outside of the weekly lesson period. The offerings are: Voice, Flute,

Oboe, Clarinet, Bassoon, Saxophone, Trumpet, French Horn, Trombone, Baritone Horn, Tuba, Percussion and

Mallets.

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PHYSICAL EDUCATION

The Physical Education Department provides a program that stimulates a desire for life-long health related fitness.

This allows the students to experience a wide variety of sports and activities so that they will be more able to

make sensible choices regarding their health and personal fitness throughout life within our ever changing

environment. The students will work and play in a safe and healthy environment that encourages them to discover

and develop natural talents, to learn new skills, to improve self-discipline, to cooperate with others in solving

problems, to build a positive self-image and to be creative through a variety of sports and activities.

8th Grade Physical Education 1 Semester

NOTE: Proper change of clothing is required at all times (shorts, sweats, shirt, sneakers, and bathing suit).

Skill development and sportsmanship are stressed during this program. Students also participate in personal

fitness and a variety of team sports. Swimming skills and water safety will be introduced at this grade level.

9 – 10 Physical Education 1 Credit

Can only be taken one semester per year

NOTE: Proper change of clothing is required at all times (shorts, sweats, shirt, sneakers, and bathing suit).

Fitness testing and a review of skills are combined in this program. Swimming skills and tests are reviewed. Team

and individual activities are also taught. A variety of units will be offered, and students will be allowed to select

units that fit their life-style. Each student is required to participate in one unit of swimming, which will focus on

lap swimming to improve cardiovascular fitness. The main focus of the physical education program at these grade

levels is to accent lifetime physical activities and to increase a student's knowledge in personal fitness.

11 – 12 Physical Education 1 Credit

Can only be taken one semester per year

NOTE: Proper change of clothing is required at all times (shorts, sweats, shirt, sneakers, and bathing suit).

This advanced course incorporates a range of skill development and fitness activities that the student can use

throughout his/her lifetime. Cooperative learning, personal fitness, strength training and information on health

related subjects will also be addressed. Aquatic skills, non-swimming rescues and games may be implemented.

Adaptive PE 1 credit

This is a noncompetitive course that will integrate goal setting, aerobic activity, strength training, leisure skill

activities, nutrition and an understanding of what constitutes fitness and wellness over an entire lifetime. This

course may also include swimming and non-swimming rescues. Classroom theory surrounding a healthy lifestyle

is a major component of this course

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HEALTH

Health Education helps students understand and demonstrate the responsibility they share as individuals, family

members, and citizens, to act in ways that enhance health for themselves and others, both now and in the future.

As students learn that health means more than the absence of disease or the avoidance of danger, they also

discover that making choices that promote health and well-being can make life more satisfying, productive, and

rewarding.

Grade 9 Health 1 credit

What does it mean to be healthy? How do you know if you are healthy? The overall goal of this course is to help

you answer the above questions as you look at successfully meeting the challenges of today’s world, learning to

respond to emergency situations as well as to friends in need. The program’s specific goals are to guide you in:

¨ Comprehending concepts related to health promotion and disease prevention to enhance health.

¨ Analyzing the influence of family, peers, culture, media, and technology on health behaviors

¨ Accessing valid information concerning products and services to enhance health

¨ Using interpersonal communication skills to enhance health and avoid or reduce health risks

¨ Using decision-making skills to enhance health

¨ Using goal-setting skills to enhance health

¨ Practicing health-enhancing behaviors

¨ Advocating for personal, family, and community health

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SCHOOL-TO-CAREER INTERNSHIP/EXTERNSHIP

STC 11th&12th grade, 1 credit for 126 hours

Prerequisites: Completed S-T-C application packet, interview w/ S-T-C Facilitator

A school-to-career (S-T-C) internship/externship provides an opportunity for a student to develop their college

and career readiness by assuming a responsible role as a worker in a school, company, or organization, and then

observing and reflecting on these workplace experiences. This program is a supplement to formal classroom

instruction. Its intent is to significantly add to the vitality of the instructional program, and to further contextualize

their classroom experiences.

The expected outcomes of this experience for the students include:

Acquired new skills and knowledge derived from successfully meeting new interpersonal and

intellectual challenges.

Increased exposure to various work roles and career choices.

Increased understanding of the relationship between school-based learning and the work experience. Increased opportunities for high school students to explore areas of academic, career, or service

interests.

Development of positive relationships between the internship/externship program, the school, and the

community.

The goals of the internship/externship program are to help the student:

Develop good work habits.

Experience personal growth.

Strengthen communication skills.

Gain an awareness of the community’s vast resources and the world of work.

A student must complete 126 work hours (1 credit) to complete an internship/externship. In order to assist the

student in meeting the Massachusetts Curriculum Frameworks’ College and Career Readiness Standards, a

Massachusetts Work-Based Learning Plan will be customized in cooperation with their internship/externship

supervisor. This plan will be used to evaluate specific workplace and career skills, in addition to foundational

skills like work ethic & professionalism, and communication & interpersonal skills.

Internship/externships do not have to correspond with the school calendar and schedule. Students are free to make

application and begin an internship/externship anytime during the school year. Credit and grades are assigned

after the student completes all requirements and submits all work and signed time sheets to the S-T-C Facilitator.

A student may complete two internship/externships within a school year. They may occur in the fall, spring,

summer, or any combination.

Students may earn a total of 2 credits during their combined Junior and Senior years (unless otherwise

approved). Upon approval, eligible students may be released during the school day for their internship/externship,

assuming they have fulfilled or can fulfill all core academic requirements and graduation requirements. A paid

position is not a disqualifier in and of itself. Student proposals for internship/externships may be accepted as long

as they are complete and focused on college and careers readiness goals. Students will meet with the S-T-C

Facilitator for mandatory advisory periods after school. Final grades are determined by the S-T-C Facilitator

utilizing supervisor evaluations, completion of any rubrics, and completion of journals and projects.

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INDEPENDENT STUDY

1 Credit

Independent Study is designed to offer 11th or 12th grade students the opportunity to research or study a

selected learning area or topic, when all of their content requirements have been met. The purpose of the

program is to allow students flexibility to pursue worthwhile educational goals not presently available

through the regular educational program, and should be connected to a student’s future educational or

career goals. An Independent Study may be taken in place of an elective. An Independent Study will be

the length of one semester and shall award a student 1 elective credit toward the overall graduation

credit total. An Independent Study must be supervised by a Palmer High School faculty member, but no

faculty member shall be required to perform that duty. It is a student’s responsibility to seek out a

cooperating PHS faculty member for an Independent Study. Requests for approval of an Independent

Study must be submitted on the proposal form, available in guidance. All documents and information

needed in the proposal are expected to be prepared by the student, with the assistance of their proposed

instructor. All proposals must be completed, and submitted through a student’s guidance counselor 2

weeks prior to the start of a semester. Final approval of an Independent Study will be determined by the

building principal. The approved proposal will become part of a student’s academic record. Students

may be approved for an Independent Study once during their high school career.

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Special Education

Functional ELA, Math, and Life Skills

1 credit each The curriculum of the Functional ELA, Math, and Life Skills classes is geared towards preparing students for

their post-secondary life and integration into the community. Topics covered include knowledge of money

management, self-care skills, food preparation, vocational skills, leisure skills, and community awareness. A

number of researched-based intervention programs are utilized to address skill deficits in these areas.

Pathways Program 1 credit

The Palmer High School Pathways Program is a highly interactive, skills-based program designed to promote

positive health and personal development for high school / and post graduate youth. This program provides

students the opportunity to engage in real-life / life skills work experiences combined with English and

Mathematics for post-secondary independent living skills. This program helps students with significant

disabilities make successful transitions from school to a productive life in post-secondary decision making,

employment and community participation.

Academic Support 1 credit

This is a Special Education class; therefore it must be part of a student’s IEP to be placed in Academic

Support. This is a small structured class that is broken into two parts. During the first part of the class, students

receive study skills instruction/strategies related to, but not limited to, test taking, note-taking, studying for

assessments, organization, and time management. Throughout the remainder of the class, students have the

opportunity to work on homework, finish classwork, complete assessments, organize materials for classes, and/or

complete projects with the assistance of Special Education Staff during the school day.

STEP (Program of Studies) 1 credit each block

The Structured Therapeutic Educational Program (STEP) creates a safe and supportive environment that provides

the therapeutic interventions for all students to grow socially and emotionally. This is a transitional program

designed to provide structure, stability, accountability and a low student to teacher ratio. It is our goal to provide

a setting that emphasizes academic achievement, therapeutic improvement and accountability. We are committed

to preparing students in becoming career and college ready, nurturing diversity in a safety and healthy

environment. Palmer High School STEP is focused on preparing our students “for living, learning and working in

the 21st century.”

Read 180 1 Credit

Read 180 is an intensive reading intervention program for students who are reading below grade level. Designed

to meet the needs of struggling readers, Read 180 provides individualized instruction through teacher-directed

lessons, adaptive software, age-appropriate nonfiction and fiction texts and data-driven differentiation.

Math 180 1 Credit

Math 180 is a math intervention program for the common core. Designed for struggling students, the program

builds students’ confidence and competence in mathematics, while providing teachers with comprehensive

support to ensure success. Math 180 blends teacher instruction with innovative technology to help students

become stronger and more capable math students.

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English Language Learner

ELL Beginner 1 credit

This class is offered to students who are at the beginner level of English language acquisition. Students will learn

basic English vocabulary, phrases, and grammar. The goal of this course is for students to be able to use English

to communicate in social and academic settings.

ELL Intermediate

.5 Credit This course is designed to improve the English skills of second language learners who are at an intermediate

level. Students will learn critical vocabulary, grammar, and comprehension skills. Students will learn these skills

through content based thematic units.