PRINCIPAL’S MESSAGE

The Program of Studies for the academic year 2015-2016 is a tool that students can use to plan their course schedule. As you design your Individual Success plan, set goals and create a pathway to achieve your goals and meet the graduation requirements, this guidebook can assist you by describing the current course offerings for students.

In addition to courses available during the school day and during the traditional school year, (fall and spring semester) there are new opportunities for motivated students to accelerate their progress toward meeting their goals and the school graduation requirements. These opportunities are described in the program of studies and include Early College course work, Innovation School pathways and the Summer Semester.

Guidance staff, Department Chairs, Teachers and Innovation School leaders are available to consult with students to assist in the alignment between a student’s goals and their course work. Please seek these staff members out and take the opportunity to design a course of study that is engaging and relevant to you. There has never been a time at Pentucket when students have had the opportunities currently presented to tailor their school program to meet their individual goals. Please seek me out if I can also support you in this exciting planning process.

Sincerely,

Jonathan P. Seymour Principal

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TABLE OF CONTENTS

TOPIC Page #Principal’s Message 1What is an Innovation Academy? 2Graduation Requirements 7Summer Semester 10Rank in Class 10Early College Program 10Virtual High School 10ENGLISH DEPARTMENT 11SOCIAL STUDIES DEPARTMENT 18MATH DEPARTMENT 23SCIENCE DEPARTMENT 28STEM INNOVATION ACADEMY 35FOREIGN LANGUAGE DEPARTMENT 37WELLNESS DEPARTMENT 42MOVEMENT SCIENCE AND ATHLETICS INNOVATION ACADEMY 44SAFETY AND PUBLIC SERVICE INNOVATION ACADEMY 45BUSINESS, FINANCE AND ENTEPRENURSHIP INNOVATION ACADEMY 47FINE AND PERFORMING ARTS DEPARTMENT 48ARTS INNOVATION ACADEMY 48THEATRE ARTS 52MUSIC CONSERVATORY INNOVATION ACADEMY 54GUIDANCE DEPARTMENT 58SPECIAL EDUCATION 59LIBRARY / MEDIA CENTER 61

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Pentucket is Massachusetts’ Innovation School Leader

What is an Innovation Academy?

Innovation Schools or Academies at Pentucket create highly engaging and relevant sequences of courses that allow students to go into greater depth with their studies. They also create real world learning opportunities for students through the application of learning both in the classroom and in the community. Students work with staff to develop connections between their area of interest and their post high school, college and career plans. Students who take at least 25 credits worth of courses that are a part of the academy will receive special recognition at graduation (see courses listed below). Students are not locked into any of the course sequences described below, instead these are opportunities that any student can participate in. Students are able to take courses in multiple areas based on their interests.

Innovative Opportunities for Students

Innovation Academies offer students unique learning opportunities not found in most schools. All students in Public Safety I and Sports Medicine I receive CPR certification as a part of the class. Over the past two years approximately 350 students have taken these classes and received CPR certification.

Students also have opportunities to take Early College courses in Core academic areas as well as in their area of interest. Innovation Academy students may also benefit from accelerated opportunities in our Summer Semester.

Courses offered in Summer Semester allow students to take highly specialized courses in their area of interest, or to take Core classes which create flexibility in their schedule for more Academy specific classes during Fall or Spring Semester. Students have much more choice in the courses they chose and the time of year that they best fit into the individual students’ plan for success.

Another exciting opportunity for students is the ability to engage in job shadow, practicum, internship or apprentice programs which allow them to apply their knowledge and skills in real world settings aligned to their future education and career interests.

How do I get Involved?

The Innovation Academy leaders (listed below), classroom instructors (listed below) and guidance counselors can help plan a schedule to begin exploring areas of interest. There is an introductory course in each area that students can take to learn more. Survey data in the Naviance system can also assist students in learning more about areas of strength and interest.

For additional information visit http://www.prsd.org/WorldClassEducation

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Existing Innovation Academies

Movement Science and Athletics Academy

Dan Thornton, MSA Academy Leader, HS Assistant Principal / HS Athletic Director, Kate Gisonno, Athletic Trainer, HS teacher, Matt Lovett, Athletic Trainer, HS teacher, Caroline Maloney, Athletic Trainer, MS teacher

Arts AcademyMarcia Nadeau, Arts Academy Leader, 7-12 Fine and Performing Arts Chairperson, Sean Bixby, Illustrator, mixed medium artist, HS teacher, Aris Moore, painter, illustrator, MS teacher

Safety and Public Service Academy

Dave Evans, SPS Academy Leader, HS Assistant Principal, Lieutenant West Newbury Fire Department Keith Sherman, HS teacher, Merrimac Firefighter, Blane Goguen, HS Forensics and Chemistry teacher

Innovation Academies in Development for 2015-2016 School Year

Pentucket Music Conservatory

Tony Beatrice, Music Conservatory Leader, PRHS Band and 7-12 Percussion Director, David Schumacher, PRSD Director of Jazz, Tech and Music specialist, Amy Smid, PRSD Band Director, music specialist

STEM Academy (Science, Technology, Engineering, Math)

Shawn MacDonald, STEM Academy Leader, MS STEM teacher, Amy Deacon, 7-12 Science Department Chairperson, Dianne Kelly, HS CAD, Robotics and computer teacher, Clark Jenkins, HS Engineering teacher

Business, Finance and Entrepreneurship Academy

Ken Kelley, BFE Academy Leader, PRMS Principal, Ed Hickey, 7-12 Math Department Chairperson, Mike Stevens, 7-12 Social Studies Chairperson

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Which courses are included in the course sequence?

The courses listed below are approved to be included for Academy credit. Please make note of the pre-requisite or the special circumstances that will allow for inclusion of a course for Academy credit.

Academy Course Comments or Pre-requisitesSafety and

Public ServicePublic Safety I None

Public Safety II – Criminal Justice PS IPublic Safety III – Fire Science & EMS PS I and II

Forensics Biology and ChemistryTopics in Literature English 11

Anatomy and Physiology I Biology & enrolled in ChemistryAnatomy and Physiology II Biology & enrolled in Chemistry

Environmental Science I Biology and ChemistryEnvironmental Science II Biology and Chemistry

Sports Medicine I NoneSports Medicine II SM I

Writing Lab 9 With application for academy creditCreative Writing With application for academy credit

Contemporary Global Issues With application for academy creditPhotography I and II With application for academy credit

Video Production I and II With application for academy creditRobotics With application for academy credit

Investigating Emerging Diseases With application for academy creditPublic Safety Independent Study

CriminologyPS I

Public Safety Independent Study Psychology of Crime

PS I

Public Safety Internship PS I, IIJunior Firefighter Program

Teen CERT ProgramService Learning

Movement Science & Athletics

Sports Medicine I None

Sports Medicine II SM IAnatomy and Physiology I Biology & enrolled in ChemistryAnatomy and Physiology II Biology & enrolled in ChemistryIntro to Organic Chemistry Chemistry

Biomechanics Physics or enrolled in physicsStrength and Conditioning NoneHealthy Athlete Wellness Wellness 9

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Nutrition for the Physically active NoneClinical Practicum I SM I & SM IIClinical Practicum II SM I, SM II, Clinical Practicum ITopics in Literature English 11

Contemporary Global Issues Am History I & II, application for academy credit

Sports Literature English 11Public Speaking With application for academy credit

Psychology With application for academy creditBiology With application for academy credit

Chemistry With application for academy creditPhysics With application for academy credit

Independent Wellness With application for academy creditPersonal Fitness With application for academy creditService Learning

Arts Academy Fundamentals in Art NoneDrawing Fundamentals

Character Sculpture Fundamentals & DrawingDigital Sculpture Character Sculpture

Anatomy and Physiology I Biology & enrolled in ChemistryAnatomy and Physiology II Biology & enrolled in Chemistry

Topics in Literature English 11Contemporary Global Issues Am History I & II, application for

academy creditGraphic Novel

Topics in Literature With application for academy creditWriting lab With application for academy credit

Video Production IVideo Production II

Painting I Fundamentals & DrawingPainting II Fundamentals & Drawing3D Design Fundamentals & Drawing

Photography I Fundamentals & DrawingPhotography II Fundamentals & Drawing

AP Studio Art / Senior Studio Fundamentals & DrawingVirtual High School courses

Dual Enrollment with Mass College of ArtInternship

Creative WritingService Learning

Music Conservatory

Course sequence in developmentConcert Band No pre-requisite

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Concert Chorus No pre-requisitePercussion Ensemble No pre-requisite

Jazz Big Band AuditionMusic Technology No pre-requisitePublic Speaking No pre-requisiteMusicianship I Permission of instructorMusicianship II Permission of instructor

Service Learning No pre-requisiteSTEM

AcademyCourse sequence in development

STEM (grade 8) No pre-requisiteCAD I No pre-requisiteCAD II CAD ICAD III CAD IICAD IV CAD IIIRobotics No pre-requisite

Engineering I No pre-requisiteEngineering II Engineering I

Problem Solving in Technology Engineering I, IIAlgebra – Calculus Previous course

Biology No pre-requisiteChemistry Biology

Physics Biology and ChemistryAP Biology, Chemistry and Physics Entrance criteria

Contemporary Global Affaris No pre-requisiteTopics in Literature No pre-requisite

Service Learning No pre-requisiteBusiness,

Finance and Entrepreneurship

Course sequence in developmentBusiness Seminar No pre-requisite

Introduction to Personal Finance No pre-requisiteAccounting for Business No pre-requisite

Public Speaking No pre-requisiteInvention No pre-requisite

What if it never happened? No pre-requisiteTopics in Literature No pre-requisite

Contemporary Global Affairs No pre-requisiteMusic Technology No pre-requisite

Engineering I No pre-requisiteStatistics Previous math course

Game Design No pre-requisiteService Learning No pre-requisite

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GRADUATION REQUIREMENTS – CLASS OF 2016, 2017, 2018 & 2019

Beginning with 9th grade, progress toward graduation depends upon the accumulation of credits. A minimum of 105 credits are required for graduation. Students’ programs are checked and rechecked to make certain that each student will have adequate credits to progress with his/her class. All students must have passed the State MCAS assessment to be eligible for a high school diploma. It is the joint responsibility of the school, student and parent to help each student to meet these requirements. Students should know their credit total to date and be certain of what courses they have completed in each required category.

Promotion Requirements: In order to move from one grade level to another, the following yearly credit totals are as follows:

For entrance to Grade 10: 25 credits including the successful completion of English, Math and Science from grade 9.For entrance to Grade 11: 50 total credits including the successful completion of English, Math and Science from grade 10.For entrance to Grade 12: 75 total credits including the successful completion of English, Math and Science from grade 11.For graduation: 105 total credits including the successful fulfillment of each category listed below.

OUTLINE OF GRADUATION REQUIREMENTS

ENGLISH 20 credits of English Literature2.5 credits of Writing Lab

SOCIAL STUDIES 10 credits of U.S. History5 credits of World History2.5 credits of Political Science2.5 elective credits

MATH, SCIENCE &ENGINEERING TECHNOLOGY

15 credits of Math5 credits of Biology5 credits of Chemistry5 credits of other science (can include 2.5 credits of engineering technology)5 credits additional credits in math or science 35 total credits in category

WORLD LANGUAGES

10 credits

WELLNESS 10 credits

COMPUTER TECHNOLOGY

2.5 credits in Web Page Design, Digital Tech Literacy, C.A.D., Robotics, Exploring Computer Science, Video Production, Music Production, Photography II, Digital Sculpture, Graphic Design, Invention, VHS or other computer based course

FINE & PERFORMING ARTS

5 credits in visual art, theatre, music

MCAS Competency Determination in ELA, Math, and Biology

MISSION AND EXPECTATIONS FOR STUDENT LEARNING

Proficiency in each expectation standard and demonstration of mastery in grade 11

COMMUNITY SERVICE

40 hours, minimum of 10 hours per year

TOTAL CREDITS FOR GRADUATION

105 CREDITS

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COLLEGE ADMISSION STANDARDS FOR THE MASSACHUSETTSSTATE UNIVERSITY SYSTEM AND THE UNIVERSITY OF MASSACHUSETTS

If you are considering college after completing your program at Pentucket, it is very important that your high school program be planned with that objective in mind.

Students should enroll in a program of studies which is the most challenging for that student. It is most important to maintain high grades throughout high school, including the entire senior year.

Outlined below are the MINIMUM admission requirements from the Massachusetts Board of Higher Education.

We suggest that you consider these requirements when planning your courses each year. More information and guidance on these requirements can be obtained through your guidance counselor or at the website for Mass Dept. of Higher Ed , http://www.mass.edu.

The MINIMUM 16 required college preparatory courses are:

English 4 years Mathematics 4 years (Algebra I and II, Geometry/Trigonometry, or comparable coursework) including

mathematics during the senior year. Science 3 years(drawn from the natural Science and/or Physical Science and/or

Technology/Engineering), including 3 courses with laboratory work. Technology/Engineering courses must be designated as science courses (taken for science credit

Social Sciences 2 years(1 year of U.S. History) Foreign Language 2 years (in a single language) Electives 2 years (choose from subjects listed above or from Arts and Humanities and/or Computer

Sciences)

Each year college admission becomes more competitive. Thus we encourage to you take the MOST challenging course of study without overwhelming yourself.

A detailed list of additional college admissions requirements including minimum Grade Point Average and SAT/ACT scores can be found at http://www.mass.edu.

We encourage you to meet with your guidance counselor frequently during each year to help guide you in selecting the best course of study at PRHS and plan for college.

GRADING SYSTEM

A = High honor grade Outstanding workB = Honor grade Good workC = Average grade Satisfactory workD = Passing grade Not satisfactory workF = Failing grade No credit allowedI = Incomplete Grade No credit allowed until completed

A+ = 97 - 100A = 93 - 96A- = 90 - 92B+ = 87 - 89B = 83 - 86B- = 80 - 82C+ = 77 - 79C = 73 - 76C- = 70 - 72D+ = 67 - 69

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D = 63 - 66D- = 60 - 62F = 59 & belowI = Incomplete

RANK IN CLASS

In keeping with the recommendations of the National Association of Secondary School Principals and numerous colleges, Pentucket has adopted a weighting system for determining rank in class. Rank in class and College Board scores are two important factors used by college admission officers in making their decisions. A weighting system helps do justice to those students who regularly take a schedule of more difficult courses. A student's rank in class is determined by totaling points for all courses from the weighted grading chart. These points are totaled throughout the student's high school career. A students GPA is determined by averaging the points earned in the five major subjects (English, History, Math, Science and Foreign Language). This grading chart is not used in determining honor roll. No more than 35 credits per year can be used toward rank. Incoming students who moved to Pentucket after grade 10 will not be ranked as part of their class but will receive a GPA for their Pentucket grades. Students who have been retained and are not with their original class will not be officially ranked but will receive a GPA.

GRADE POINT AVERAGE

GRADE AP H CPA+ 5.2 4.9 4.3A 4.9 4.6 4.0A- 4.6 4.3 3.7B+ 4.2 3.9 3.3B 3.9 3.6 3.0B- 3.6 3.3 2.7C+ 3.2 2.9 2.3C 2.9 2.6 2.0C- 2.6 2.3 1.7D+ 2.2 1.9 1.3D 1.6 1.3 1.0D- 1.6 1.3 0.7

SUMMER SEMESTER

There are three semesters in a school year. Summer semester has traditionally only been used for credit recovery classes. Over the past two summers the Early College Program has taken advantage of the Summer Semester to accelerate progress toward the completion of requirements. This has created tremendous opportunities for these students. As a result, Pentucket will begin offering various courses during the summer semester to broaden these opportunities for more students to access.

Summer Semester is an opportunity for interested students to both accelerate their program and/or catch up on requirements they have yet to complete. Offerings are varied and encompass electives within the Innovation Academies, as well as core classes that meet requirements. Students should be strategic with their planning to maximize their time to help meet their goals.

EARLY COLLEGE PROGRAM

Results of the Accuplacer assessment are used to determine eligibility for the Early College Program with Northern Essex Community College. A cohort of students begin classes in the summer prior to junior year and have the opportunity to take six or more college classes by the time they graduate. Students in this program are building a college transcript that will follow them to their post secondary destination. Many colleges will accept and transfer the credits earned in this program, although this is not guaranteed outside the Massachusetts College and University system.

VIRTUAL HIGH SCHOOL

Pentucket Regional High School provides students an opportunity to take on-line courses during the day at the high school through the Virtual High School Program. Students need to sign up with the high school coordinator. Courses should be used for enrichment purposes. They will not be calculated into a student’s GPA or rank if they are an additional course beyond the school day schedule. Availability will be on a first come basis, first serve basis. Students should speak with their guidance counselor for additional information concerning this program. Final

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approval is at the discretion of the guidance director/principal.

ENGLISH DEPARTMENT The English program at Pentucket is designed to develop mastery of the many language arts skills. In a rapidly changing world, these skills continue to be the basic foundation for intellectual and personal growth and are necessary for effective study in every discipline.

After successfully completing the program, students should be able:

1. To communicate ideas critically and constructively, using appropriate words, pronunciation, and grammar.2. To generate ideas and to organize, draft, revise, and edit written material.3. To ask and answer questions and to express and defend a point of view with evidence.4. To identify and understand the main ideas (both explicit and implicit) in a written work and then to summarize them in their own words.

The courses which follow represent the offerings of the English Department and are intended to meet the needs of all Pentucket students. Proper class placement is essential in order to effectively serve each student. The courses offered in the English program are grouped according to difficulty: Honors, College Preparatory, and College Preparatory Skills. It should be noted that all levels are structured to challenge students to the maximum of their assessed ability. The differentiation between the courses of study will be, in part, based upon the use of supplemental material, the rate at which students proceed, and the academic intensity in relation to critical and creative thinking and writing. Students wishing to change levels should be able to offer evidence based on past performance and testing results that would support any such change. They should also obtain the signature of the teacher and the English department head to effect the change.

College Preparatory Skills courses combine the study and development of essential literacy skills with the practice of writing. Students will encounter the main ideas, concepts, and content presented in college preparatory level courses, but tests, quizzes, projects, and writing assignments will be modified to allow students who struggle with reading and writing to meet with success on a regular basis.

College Preparatory courses provide students with an enriching, engaging, and meaningful academic experience. In general, students will encounter the main ideas, concepts, and content presented in honors level courses. Students will be provided additional support in regards to difficult abstract concepts, readings, and communication skills. Additional emphasis and focus will be provided in regard to the attainment, development, and refining of academic skills necessary for academic success beyond high school.

Honors courses are intended to challenge students who demonstrate a strong aptitude and interest in the exploration of English language arts. Honors courses provide an intense, fast-paced, and rigorous academic experience that requires a great deal of student initiative, participation, and responsibility. Students are expected to independently engage in the literature, be able to demonstrate a superior ability to think analytically, and convey a deep understanding of complex ideas through both written and oral communication.

*All English courses include mandatory summer reading*

English 9 (197) 5 credits College Preparatory Skills

Students Who Should Consider Taking This Course: Students will be placed in English Grade 9, College Prep Skills based on past performance, available testing, and teacher recommendation in grade 8.

Content: The College Preparatory Skills course combines the study of literature with the practice of writing. The study of literature is divided into major units, each emphasizing a specific genre. These will include the study of short stories, poetry, drama, and at least one novel. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in college preparatory level courses, but tests, quizzes, and writing assignments will be modified to allow students who struggle with reading and writing to meet with success on a regular basis.

Evaluation: Students will be evaluated through homework, quizzes, and major tests. Writing assignments will also be graded and will be used in determining grades. In addition, oral contributions, presentations, and projects will be graded. There will be both mid-year and final examinations.

English 9 (195) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Students will be placed in English Grade 9, College Prep based on past performance, available testing, and teacher recommendation in grade 8.

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Content: The College Preparatory course combines the study of literature with the practice of writing. The study of literature is divided into major units, each emphasizing a specific genre. These will include the study of short stories, essays, poetry, drama, and at least two novels. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level courses, but students will be provided additional support in regards to difficult abstract concepts, the writing process, and study skills. Additional emphasis and focus will be provided in regard to the attainment, development, and refinement of academic skills necessary for academic success beyond high school. While some assignments and assessments will be modified, students will complete major assignments, such as reader response journals, essays of literary analysis, independent reading, and interdisciplinary projects.

Evaluation: Students will be evaluated through homework completion (30 minutes a night on average), periodic quizzes, short and long writing assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.

English 9 (192) 5 credits Honors

Students Who Should Consider Taking This Course: Students will be placed in English Grade 9, Honors based on past performance, available testing and teacher recommendation in grade 8. Students who consider this course should have strong reading and writing skills and should truly enjoy the subject.

Content: The Honors level course is a demanding and fast-paced course that requires students to be able to thoroughly examine literature, participate regularly and substantively, and to possess superior writing skills. This course also requires a great deal of student independence and responsibility. During the year, the course will include the study several major units, each emphasizing a specific genre. These will include the study of short stories, essays, poetry, drama, and at least three novels. Some units may be studied concurrently due to time constraints. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will complete major assignments, such as reader response journals, independent reading projects, essays of literary analysis, and interdisciplinary projects.

Evaluation: Students will be evaluated through homework completion (at least 45 minutes per night on average), periodic quizzes, oral presentations, short and long writing assignments, and major unit tests. In addition, regular participation in class discussion is expected and evaluated. At the completion of the 2nd quarter, there will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.

English 10 (127) 5 credits College Preparatory Skills

Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, College Prep Skills based on past performance, available testing and teacher recommendation in grade 9.

Content: The College Preparatory Skills course combines the study of literature with the practice of writing. The study of literature is divided into 5 major units, each emphasizing a specific genre. These will include the study of short stories, non-fictional essays, poetry, drama, and at least one novel. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level courses, but tests, quizzes, and writing assignments will be modified to allow students who struggle with reading and writing to meet with success on a regular basis.

Evaluation: Students will be evaluated through homework completion (20 minutes per night on average), periodic quizzes, short and long writing assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.

English 10 (125) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, College Prep based on past performance, available testing and teacher recommendation in grade 9.

Content: The College Preparatory course combines the study of literature with the practice of writing. The study of literature is divided into 5 major units, each emphasizing a specific genre. These will include the study of short stories, non-fictional essays, poetry, drama, and at least one novel. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as

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they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level courses, but students will be provided additional support in regards to difficult abstract concepts, the writing process, and study skills. Additional emphasis and focus will be provided in regard to the attainment, development, and refinement of academic skills necessary for academic success beyond high school. While some assignments and assessments will be modified, students will complete major assignments, such reader response journals, essays of literary analysis, independent reading, and interdisciplinary projects.

Evaluation: Students will be evaluated through homework completion (40 minutes a night on average), periodic quizzes, short and long writing assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.

English 10 (123) 5 credits Honors

Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, Honors based on past performance, available testing and teacher recommendation in grade 9. Students who consider this course should have strong reading and writing skills and should truly enjoy the subject.

Content: The Honors level course is a demanding and fast-paced course that requires students to be able to thoroughly examine literature, participate regularly and substantively, and to possess superior writing skills. This course also requires a great deal of student independence and responsibility. Students will be required to read a novel over the summer and complete several writing assignments in relation to the novel and in relation to literature in general. During the year, the course will include the study of 5 major units, each emphasizing a specific genre. These will include the study of short stories, non-fictional essays, poetry, drama, and at least three more novels. Some units will be studied concurrently due to time constraints. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically relate to each literary selection. Students will complete major assignments, such as reader response journals, independent reading projects, essays of literary analysis, and interdisciplinary projects.

Evaluation: Students will be evaluated through homework completion (at least one hour per night on average), periodic quizzes, oral presentations, short and long writing assignments, and major unit tests. In addition, regular participation in class discussion is expected and evaluated. At the completion of the 2nd quarter, there will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.

Grade 11 AP Humanities

Traditional AP Language and Composition and AP U.S. History courses are integrated into a core Humanities program. Curriculum will emphasize the interconnectedness of American Literature and U.S. History, providing students opportunities to recognize, understand, and appreciate the development of American society. Students will need to sign up for both courses to be enrolled.

Eleventh Grade English (119) 5 credits

Journeys in American Literature - College Preparatory Skills

Students Who Should Consider Taking This Course: Students will be placed in English Grade 11, College Prep Skills based on past performance, available testing and teacher recommendation in grade 10

Content: This course will deal with a wide variety of prose, poetry, and non-fiction selections designed to acquaint the student with basic ideas about life reflected in traditional and contemporary literature. Such concepts as the way in which the past influences and enables us to prepare for the future, and the effect of modern day technology on our lives will be discussed. Where possible, the literature studied follows chronologically the scope of American literature from the Colonial period through modern 20th century novelists. Emphasis will be placed upon basic reading, writing, and vocabulary skills.

Evaluation: This course will be evaluated on the basis of quizzes, essay tests, and essays written both in and out of class. Class participation and occasional group work will also be evaluated. There will be mid-year and final examinations.

Eleventh Grade English (116) 5 credits

Readings/Themes in American Literature - College Preparatory

Students Who Should Consider Taking This Course: This course is designed to give students an understanding of the development of American literature through a variety of excerpted readings, full length essays, short stories, novels, and poetry, allowing students to further develop their reading and writing skills. Students will be placed in English Grade 11, College Prep based on past performance, available testing and teacher recommendation in grade 10.

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Content: This course will deal with basic ideas in American literature in survey fashion. The first half will deal with writers who reflect our early American literary heritage. Hawthorne, Poe, Thoreau, Whitman, and other writers will be discussed in terms of content and style. Emphasis will be placed upon the reading and understanding of basic and pivotal ideas that shape American literature and that reflect our growth as a nation. The second half of the year will deal with writers from the latter part of the 19th century to the present. These works will be discussed in terms of content, style, and their importance to the development of American literature. Emphasis will be placed upon reading for understanding. Authors studied include Twain, Fitzgerald, Steinbeck, and contemporary writers such as Tim O’Brien and Jon Krakauer. Significant works studied may include The Scarlet Letter, The Crucible, The Adventures of Huckleberry Finn, The Great Gatsby, and Into The Wild. The year will culminate in a theme based project on topics such as the American Dream. Students may read from several independent books over the course of the year to further their understanding of American literature.

Evaluation: This course will be evaluated on the basis of homework, quizzes, essays written both in and out of class, projects, notebook checks, and class participation. There will be mid-year and final examinations.

Eleventh Grade English (113)5 credits

Survey of American Literature – Honors

Students Who Should Consider Taking This Course: This course is designed for the student seeking an in-depth understanding of American literature Students who have displayed an aptitude for analytical reading and writing and who are highly motivated are encouraged to enroll. Enrollment is based on past performance, available testing data, and teacher recommendation. Students must complete a variety of readings during the summer as a prerequisite for entry into the course.

Content: The course will deal with major literary works from the time of the Puritans to the present. Students will be expected to read widely and to carefully evaluate the works of major American writers. The first half of the course will deal with the development of the American literary tradition. Taylor, Edwards, Franklin, Jefferson, Emerson, Thoreau, Hawthorne, and others will be read. Emphasis will be placed upon philosophical and ideological concepts that reflect our growth and literary tradition. American Puritanism, Neo-Classicism, and Transcendentalism will be discussed at length. The second half of the course will deal with major literary works from the latter part of the Nineteenth Century to the present time. Realism, Naturalism, Modernism, and Post-Modernism will be carefully evaluated. In prose, Twain, Hemingway, Fitzgerald, and others will be discussed. Major literary works such as The Scarlet Letter, The Adventures of Huckleberry Finn, The Crucible, A Farewell To Arms, The Great Gatsby, Of Mice And Men, Into The Wild, A Prayer For Owen Meany, and The Things They Carried will be discussed at length along with significant essays and works of poetry. Students will further their understanding of American literature with several independently chosen books throughout the year. Essential questions such as “what is American about American literature?” and “How does American literature reflect the changing values, beliefs, and ideals of Americans?” will be discussed throughout the year. The course will culminate with a student focused, multi-genre paper addressing specific aspects of American literature.

Evaluation: This course will be evaluated on the basis of quizzes, essays written both in and out of class, essay tests, creative assignments, and class participation. There will be mid-year and final examinations.

AP Language and Composition/American Literature (102)5 credits

Advanced Placement  

Students Who Should Consider Taking This Course: The AP Language and Composition course is created for the capable, independent college bound junior who is interested in taking on the challenge of a college level English course. Due to the advanced nature of this course, enrollment will be based on their academic record, teacher recommendations, standardized test scores, and parental approval.

Content: This course is designed as a component of the AP Humanities program. Students will also be enrolled in the AP United States History course. Students will be required to complete both AP exams in the spring. Successful completion of those exams could result in college credit. Where appropriate, students will participate in activities and assessments that make connections from their learning in the two courses in the humanities program. Throughout the course, students will consider the development of American literature, considering ways in which the literature shaped and mirrored America over the past 400 years. Works read include The Scarlet Letter, The Adventures of Huckleberry Finn, Into the Wild, A Farewell to Arms, and The Great Gatsby. Combined with the study of American history, students will gain an in depth understanding of an appreciation for American literature. At the end of the school year, students will participate in a culminating summative assessment that requires students to apply their learning and understanding from both courses.

Evaluation: Students will be graded based on a combination of essays, quizzes, tests, and a variety of other assignments.

Twelfth Grade English (109)5 credits

Selected Readings in World Literature - College Preparatory Skills

Students Who Should Consider Taking This Course: Students will be placed in English Grade 12, College Prep Skills based on past

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performance, available testing and teacher recommendation in grade 11.

Content: This course deals with a selection of short stories, poems, and drama. Vonnegut, Tolstoy, Poe, Capote and other writers as well as a number of poets will be examined. Work will also be done in writing, grammar and vocabulary. Also, several novels and films will be studied.

Evaluation: Quizzes, tests, essays, oral contributions as well as written homework assignments will play a part in the evaluation. There will be a mid-year and final examination.

Students enrolled in grade 12 college preparatory will choose from a variety of semester long elective course. Students must take two elective courses to meet their graduation requirement in English. Students may elect to take two semesters of Topics In Literature with consent of the teacher. These elective course are open to all 12th grade students for English and general elective credit.

Twelfth Grade English (107)2.5 credits

Topics in Literature – College Preparatory

Essential question: How can creating one's own course of study impact one's learning experiences?

This class functions as an alternative to Grade 12 World Literature. Instead of following the traditional course of study with literature chosen for the entire class to read in sync, students will follow his/her own interests in literature with an accompanying action plan that would require extensive reading, writing, and some discussion. With the guidance of the teacher, students will select a different topic, author, or genre to study each quarter of the school year. Possible topics may include nature writing, Charles Dickens, and/or memoir. The possibilities are endless.

Sports Literature (1281) 2.5 creditsCollege Preparatory

Essential question: How do sports mirror society? Why are team sports so important in Western Culture? In what ways can sports be considered art forms?

In this course students will understand literature as a timeless method of exchanging ideas and beliefs and appreciate athletics as a vehicle for delivering themes about the human condition. Texts include The Art of Racing in the Rain by Garth Stein, The Art of Fielding by Chad Harbach Bleachers by John Grisham, Boy 21 by Matthew Quick, and selected short stories, poems, and articles.

Service Learning – (106S)College Preparatory

Essential question: In what ways can English language comprehension, written, and oral skills assist students in service to their community?

This course is designed for students interested in exploring future college or career paths through classroom research combined with community based projects.  Building on previously developed English skills, Service-Learning is curriculum based service to a community that integrates classroom instruction and existing academic skills with service activities.  The difference between service-learning and community service is that service-learning requires intentional preparation, curriculum based connections, and reflective analysis, whereas community service does not.

During the semester long course, students will merge critical thinking and writing skills with problem solving.  Students will analyze and evaluate content and read nonfiction in connection with a service position or activity.  The central focus for the service will be based upon the students’ interest in a possible college or career path.  Each student will complete readings, writing assignments, a proposal, and reflections centered on a topic of their choice.  The course will focus on the application of English language skills such as technical writing, research evaluation and interpretation, summarizing, quote integration, and oral presentations.  The real world application of these skills will allow the students to see the connection between academic skills and their application in a community setting. Due to the nature of the course, students must be able to have a flexible afternoon schedule for field work beginning after the April break.

Morality in Literature (1282) – College Preparatory 2.5 credits

Essential Question: How can novels help us become better, more ethical people?

In novels, characters often struggle with moral and ethical dilemmas. While discussing the novels, students will connect these dilemmas to contemporary issues and personal conflicts. These novels in particular provoke interesting discussion and debate about who we are as people and who we want to be. Possible texts include: Dante’s Inferno, I am the Messenger, Lord of the Flies, A Contract with God

Dystopian Novels (1283) 2.5 creditsCollege Preparatory

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Essential Question: How do dystopias reveal the truth about our current society?

In most cases, dystopias are either commentaries on our current society or warnings about where our society is headed. Students will read a variety of dystopias and discuss them as both literature and political commentary. Possible texts include: Brave New World, 1984, Ender’s Game, Handmaid’s Tale, The Road, Fahrenheit 451

Graphic Novels (1284) 2.5 creditsCollege Preparatory

Essential Question: How does one “read” a graphic novel? How do the words and images interact? What is it about graphic novels that creates such a powerful reading experience?

In this class, students will consider how the words and images in graphic novels interact in order to create meaning. They will read graphic novels that cover a variety of topics from the Holocaust to the Islamic Revolution in Iran to modern society. Possible texts include: Maus, Persepolis, American Born Chinese, A Contract with God, The Immigrant, V for Vendetta

Film as Literature (155) 2.5 creditsCollege Preparatory

Essential Question: How does one “read” a film?

Students will analyze a classic film along with a contemporary film in order to see how society and film has changed over time. They will study twelve different ways of “reading” film, including Marxist, existentialist, and psychoanalytic. They will also be expected to apply these in their writing. Films include: Gold Diggers of 1933, Moulin Rouge, Pillow Talk, You’ve Got Mail, Rebel without a Cause, Donnie Darko, Vertigo, Rear Window, Memento

War Literature (1285) 2.5 creditsCollege Preparatory

Essential Question: How do writers express the horrors of war, and how do we as readers begin to understand these horrors? Is war a part of human nature?

This course studies writers who examine the nature of war. Students will compare a wide variety of ways authors have written about these painful parts of our history. Possible texts include: Lord of the Flies, Slaughterhouse Five, All Quiet on the Western Front, The Things They Carried

Twelfth Grade English (103)5 credits

Survey of British Literature - Honors

Students Who Should Consider Taking This Course: This course is designed for the student seeking an in-depth understanding of British literature. Students who have displayed an aptitude for analytical reading and writing and who are highly motivated are encouraged to enroll. Enrollment is based on past performance, available testing data, and teacher recommendation. Students must complete a variety of readings during the summer as a prerequisite for entry into the course.

Content: This course introduces students to British writers and their work from the Anglo-Saxon Period through modern times. The first semester will examine literature through the 18th Century focusing among others on Chaucer, Shakespeare, Milton, and Swift. Among the writers under examination during the second semester will be “The Romantics,” Wordsworth, Keats, Byron, Shelley and others, and Victorian writers such as Tennyson, Browning, and Hardy. Twentieth Century writers, among them Conrad, Maugham, and Joyce, and poets such as Thomas, Eliot and Owen will be considered. The student will be expected to accomplish a considerable amount of reading and extensive analytical writing for each period.

Evaluation: Quizzes, examinations, papers, oral participation, and presentations will be used for evaluation. A mid-term and a final examination will be given.

AP English Literature (101) 5 credits Advanced Placement

Students Who Should Consider Taking This Course: This course is designed to enable capable, qualified seniors to take part in an English program that is equivalent of a college level course. Past performance, testing data, teacher recommendations, class rank, and interviews by the instructor and the guidance counselors will form the basis recommendations. An average grade of "B" or better in a previous honors English course is a prerequisite.

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Content: The course will concentrate on the intensive reading and interpretation of various works of literature including short stories, novels, poetry, and drama. It will also stress writing improvement. A considerable amount of class time will be devoted to discussion and analysis of student writing.

Evaluation: Students will be evaluated on the basis of papers written in and out of the classroom, by examinations, and by class participation and quizzes. In addition, all students will be expected to take the Advanced Placement English Examination administered in the spring.

General English electives (do not count toward English graduation requirement)

Creative Writing (153) 2.5 credits

College Preparatory

Students Who Should Consider Taking This Course: This course is geared toward students who have a serious interest in, love of, and commitment to writing. All students who elect Creative Writing will have completed the 9th grade and passed Freshman Writing Lab.

Content: Students will be required to keep a daily journal and will participate in weekly, in-class readings and discussions of their works. They must be willing to give and to accept thoughtful, constructive criticism and to consider revision as a given in all finished writing. Appropriate readings from both classroom handouts and books obtainable from the school media center will be assigned. Among the genres covered will be the short-short story (sometimes called “flash fiction”), the short story, the dramatic dialogue, numerous poetic forms, the personal essay, and, possibly, the arts review. Students will also learn the fundamentals of the submission process; they will be encouraged to enter contests and to aim for publication.

Evaluation: While it may seem impossible to place a letter grade on creative work, it is entirely feasible to make determinations about style, clarity, and effectiveness. Class participation, earnestness of effort in the completion of assignments, and the overall expressive quality of works produced will be the basis for grading.

Journalism/Broadcast Journalism I (157) 2.5 credits College Preparatory or Honors (or 5 credits-year)

Students Who Should Consider Taking This course: This course is open to any sophomore, junior or senior interested in writing, taking photos, designing webpages or making videos. Due to the nature of the course, students can retake this course up to three times. They can also choose whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher, students can apply for Honors credit by doing additional assignments and fulfilling additional roles.

Content: This course will be intended to produce a school website that will include articles, photos, and video links. Students can take part in all of these areas or can just focus on writing.

Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.

Journalism/Broadcast Journalism II (158) 2.5 credits College Preparatory or Honors (or 5 credits-year)

Students Who Should Consider Taking This course: This course is open to any student who has successfully completed Journalism I with a B or better. They can also choose whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher, students can apply for Honors credit by doing additional assignments and fulfilling additional roles.

Content: This course will be a continuation of the work done in Journalism I.

Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.

Journalism/Broadcast Journalism III (159) 2.5 credits College Preparatory or Honors (or 5 credits - year)

Students Who Should Consider Taking This course: This course is open to any student who has successfully completed Journalism II with a B or better. They can also choose whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher, students can apply for Honors credit by doing additional assignments and fulfilling additional roles.

Content: This course will be a continuation of the work done in Journalism II.

Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.

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Ninth Grade Writing Lab (199) 2.5 credits

College Preparatory

Students Who Should Take This Course: This course must be taken by every ninth grade student. It is a graduation requirement. Emphasis will also be placed upon the elimination of grammatical and mechanical errors, and the course will include a basic grammar review as well as a study of internal punctuation.

Evaluation: Every assignment in the 9th grade course syllabus will be outlined and discussed. Each paper will be conferenced with the teacher, rewritten and reevaluated in terms of structure, content, grammar, usage, mechanics, overall effectiveness, and on the progress made by students in relation to composition skills.

READING DEPARTMENT

Within a laboratory setting, students receive individualized instruction as often as it is possible to do so. Students may work at the same or at different levels and may deal with a particular skill or with a variety of skills depending on individual need. Emphasis is placed upon increasing comprehension, strengthening study skills, and increasing reading rate. Students may also remediate or sharpen existing skills in such areas as vocabulary development and critical thinking.

High School Reading (141, 143) 2.5 credits

College Preparatory

Students Who Should Consider Taking This Course: Students enter the Reading Lab program by recommendation only.

Content: The Reading Lab 9-12 is designed to hone skills for students who need reading skill development. Individualized and group instruction in the areas of reading comprehension, literal, inferential and critical reading skills, vocabulary development, and instruction and practice in study skills and strategies are emphasized. Programs will be individualized based on each student’s needs. Students are required to read a book each quarter and to complete an assigned project that demonstrates their understanding of the book as well as improvement to their reading skills.

Evaluation: Grading is based on class work, quizzes, tests, and the completion of the quarterly reading project.

SOCIAL STUDIES DEPARTMENTSocial Studies is the discipline that deals with the study of people and the social world—the human experience. The essential elements of social studies are knowledge about the human experience, skills which help students understand more about themselves and society, and attitudes which help students participate more effectively in their social interactions. Social studies students study the past, but they also examine the present and consider the future.

The Pentucket Regional School District offers students a balanced program of social studies education. Underlying the Social Studies curriculum are two major goals:

1. To prepare students to be effective, concerned, “thinking” citizens.2. To provide for the personal development of each student.

Students have changing abilities, interests, needs, concerns, joys and fears. Their personal growth is a primary concern of social studies teachers and the district’s curriculum.

The Social Studies program is based on a conviction that students must be actively and purposely prepared for the future. Social studies knowledge, skills, and attitudes are taught not just as components of the curriculum, but as essential learning and preparation for life. It is towards this end that the Social Studies curriculum has been designed.

Grade 9 U.S. HISTORY I The Long Century 1790 to 1920 (293, 291) 5 creditsCollege Preparatory, Honors

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Essential Question: What were the significant events, causes and consequences of the development of the United States from a colony to a leading nation in the world?

Course Description: A survey style course in which students study The Long Century 1790 to 1920 in American history. The course will be taught chronologically. The first half of the course will explore the establishment of the country through the crises of the Civil War. Special emphasis will be given to the competing forces of unification and division. The second half of the course will examine the transformation of America into a leading economic power. Special emphasis will be given to the effect rapid industrialization had on the social, political, cultural and economic landscape of the United States. The course is built on a foundation of essential questions that are used to connect important themes throughout the year, as well as establishing connections to their future social studies courses.

Grade 10 U.S. HISTORY II Modern America 1900 to 2010 (207, 205) 5 creditsCollege Preparatory, Honors

Essential Question: What were the significant events, causes and consequences of the emergence of modern day America?

Course Description: A survey style course in which students study the development of Modern America 1900 to 2010. The course will be taught chronologically. Special emphasis will be given to the struggle for citizenship rights, the role of technological change, the effect of popular culture on American society, and the transition of the United States into a global superpower. Students will extend their knowledge and understanding of critical concepts and themes introduced in US History I. In addition, students will examine the forces that shaped the world they live in today. The course is built on a foundation of essential questions that are used to connect important themes throughout the year, as well as establishing connections to their future social studies courses.

Social Studies Junior/Senior Sequence (10 Credits)

“I am a human being. I consider nothing that is human alien to me.”

The Junior/Senior History program is designed with the intention of allowing a student to “Know Thyself.” Regardless of career path, students must have an understanding of themselves and the world which they inhabit. The Junior/Senior sequence is designed to elevate students’ literacy skills through the analysis of challenging text and analytical writing assignments. Students will also be encouraged to explore experiential learning opportunities through guest speaker programs, community outreach, and class outings. The program presents historical and contemporary case studies, connected thematically, allowing students to explore the way in which events reverberate over time. Each of the courses, except for AP courses, will be offered at both the college preparatory and honors levels. History is not predictive but the tools students will develop in these courses will allow them to better understand future events. The program is designed to allow each student to acquire a foundation in the social studies. To that end every student must successfully complete:

Two Courses in World History One course in Politics and Philosophy One general elective course

Students may take additional courses as electives if space allows. Members of the class of 2016 enrolled in AP US History must take at least one course selection from the world history section and at least one course selection from Politics & Philosophy.

World History Politics & Philosophy ElectivesWar & Peace Contemporary Global Issues AP U.S. History (full year course, juniors only)

Revolution, Politics, and Protest

Senior Seminar in Philosophy & Film

AP Psychology (full year course)

Genocide & Humanitarianism

AP Government (full year course)

Novel as History INovel as History II

Hero or Villain Society and Justice In America Introduction to Psychology

Pop Culture Around the World

Womb to Tomb

What if it NeverHappened?

Introduction to Economics

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Human Interaction History vs. Hollywood

History Internship

Each of these Courses is focused on a theme which will allow students to explore historical and contemporary events. All of these courses will require students to:

Read for meaning, analyze, and evaluate challenging text- primary and secondary sources (nonfiction and fiction)

Analyze, evaluate, and reflect on documentary and narrative films Research, write, and defend a thesis paper Synthesize and evaluate material for essays, discussions, and debates Communicate/Present ideas in individual and group settings

Course Descriptions

WORLD HISTORY ELECTIVES

War & Peace (206, 208) 2.5 creditsCollege Preparatory, Honors

Essential Question: What is humanity’s natural state – war or peace?

Chris Hedges has written, “The failure to dissect the cause of war leaves us open for the next installment.” Understanding the nature of conflict and what leads to war is essential for the survival of our species. This course will examine historical and contemporary conflicts with a goal of understanding the causes and costs both political and personal. Potential topics include: World War I, The Treaty of Versailles, The War on Terror, and The United Nations.

Genocide & Humanitarianism (214, 216) 2.5 creditsCollege Preparatory, Honors

Essential Question: Are individuals responsible for the actions of their leaders?

This course examines two extreme sides of the human experience – the desire to destroy life and the desire to save it. Through a careful examination of genocides and humanitarian campaigns, students will understand the causes of these horrible crimes and the ways in which people have organized to prevent them. Potential topics include: Congolese Genocide, Armenian Genocide, The Holocaust, The Cambodian Genocide, The Rwandan Genocide, Famine Relief, Disaster Relief, world health programs, and vaccination programs.

Revolution, Politics and Protest (2091, 210) 2.5 creditsCollege Preparatory, Honors

“I hold it that a little rebellion now and then is a good thing, and as necessary in the political world as storms in the physical.” –Thomas JeffersonEssential Question: Is a little rebellion a good thing?

Revolution, Politics, and Protest examines movements which develop to challenge the status quo. The course is organized around a series of essential questions through which students will study the political foundations of revolution and protest movements as well as the conditions which inspire movements for change. Additional Questions for Consideration: What is revolution? Why do revolutions happen? What are the characteristics of a revolutionary leader? What is the proper response to oppression? Can ideas be revolutionary? Can revolutions be directed from above? Can revolutions be directed from below? Can art inspire revolutionary movements?

Hero or Villain (2171, 2181) 2.5 creditsCollege Preparatory, Honors

Essential Question: Can a person be both a hero and a villain?

Biographical history is enormously important and popular. Hero or Villain examines the lives of a series of controversial figures with a special focus on the importance of perspective and the desire to understand these people as complex human beings. Potential subjects include: Qin Shi Huang, Julius Caesar, Napoleon Bonaparte, Otto von Bismarck, Che Guevara, and Yasser Arafat.

Global Pop Culture (2300, 2301) 2.5 credits

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College Preparatory, Honors

Essential Question: Can pop culture give us insight into the people who create and consume it?

Pop Culture is not simply disposable. Music, film, sport, and literature is created and consumed across the globe. Understanding and analyzing a nation’s popular culture can lead us to a better understanding of people and place. This course will examine human and cultural geography through the lens of pop culture. Additional questions to consider: How does geography shape popular culture? Why does some popular culture cross national boundaries? Can understanding a nation’s popular culture allow us to empathize more fully with other people? Can popular culture unite us as human beings?

What If It Never Happened? (2281, 2282) 2.5 creditsCollege Preparatory, Honors

Essential Question: Does human progress have a price?

Jaron Lanier has written, “The most important thing about a technology is how it changes people.” This course will look at the intended and unintended consequences of technology and its impact on the way in which humans experience the world. The course will examine critical leaps in technology and the resulting changes to human society. The course will provide opportunities to consider current and future technologies and the potential consequences of these changes. Potential topics include: The Printing Press, The Industrial Revolution, The Internet, and Artificial Intelligence.

Human Interaction: Race, Ethnicity, Class and Gender in the world (2343, 2344) 2.5 creditsCollege Preparatory, Honors

Essential question: Does who you are determine what you are?

We are all members of a variety of groups, sometimes of our own choice and other times these groups are pre-established. This course will use a sociological approach to examine how groups are defined; how groups drive human interaction; how these groups are connected in human society; and how membership in these various groups help to shape the individual.

POLITICS AND PHILOSOPHY ELECTIVES

Contemporary Global Issues (219, 220) 2.5 creditsCollege Preparatory, Honors

Essential Question: What does it mean to be a global citizen?

This course explores contemporary issues and affairs with a special focus on what it means to be a global citizen in the 21st Century. This course also examines the American political system and students will be required to be aware of, and analyze important current events. Students will explore and debate controversial issues that have both personal and political dimensions. Potential topics include: Civil Liberties, Education, Disaster Response, Media Literacy, American Foreign Policy and International Relations.

Senior Seminar in Philosophy and Film (2041) 2.5 creditsHonors

Essential Question: How do we know what we believe is true?

Philosophy and Film introduces students to philosophic texts while pairing readings with contemporary, thematically- linked films. Students will debate and defend conventional thinking and beliefs while engaging with some of the deepest thinkers of the past and present. Additional Questions for Consideration: What is philosophy? What is real? What does it mean to be alive? Do our lives have meaning?

Society and Justice in the U.S. (2261, 2271) 2.5 creditsCollege Preparatory, Honors

Essential Question: How is justice applied in the United States?

Society and Justice introduces students to the criminal justice system. Students will explore historical and contemporary issues of policing and jurisprudence. This course also examines the American political system and students will be required to be aware of, and analyze important current events. Potential topics include: Racial Profiling, Stop and Frisk, Prison Reform, and Capital Punishment.

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PSYCHOLOGY ELECTIVES

Introductory Psychology (235, 225) 2.5 creditsCollege Preparatory, Honors

Essential Question:  What makes each individual unique?

This introductory course offers a theoretical approach towards the study of behavior and mental processes.  Relationships between historical psychological theories and contemporary psychological ideas of human behavior will be studied.  Concepts such as learning, motivation and emotion, personality development, abnormality and treatment, and group behavior will be covered. Course will include the integration of personal experiences, knowledge of psychology, and observations of human development

Womb to Tomb (2321, 2322) 2.5 creditsCollege Preparatory, Honors

Essential Question: How does experience and environment shape human development?

This course provides an introduction to the milestones of human growth and development from conception to death. Through the examination of the life cycle: prenatal, infancy, childhood, adolescence, adulthood, advanced aging, and death, students will explore the physical, cognitive, and social growth of individuals. This course will include the integration of personal experiences, knowledge of psychology, and observations of human development.

ADVANCED PLACEMENT ELECTIVES

AP Psychology (224) 5 creditsAdvanced Placement

Essential Question: Why do we behave the way we do?

This course will introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice.

Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental approval, and approval from the department chair. Class time will be devoted to reinforcing concepts, discussions, testing, writing and designing of experiments. Hand-outs and video will be employed to help facilitate greater understanding of difficult topics. It is imperative that students possess good note-taking skills. Students, who are self-motivated, responsible, possess strong reading/reading-comprehension and writing skills and have an interest in psychology are encouraged to enroll. All students participating in this program will be expected to take the AP Psychology exam in May.

A.P. United States Government & Politics (223)          5 creditsAdvanced Placement

Essential Question:  What do we want for society and how should we best work to achieve that? What is the purpose of government?

This year long course is designed to enable capable and interested students the opportunity to take a college level American Government and Politics course. Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental approval, and approval from the department chair. Students who might best benefit from the course are those considering a future in law, government, public policy or history. This course covers material equivalent to an introductory college course. Students will continually prepare for the A.P. exam in May. This course will be a survey of United States Government with an emphasis placed on the study of American political ideology and the evolution of its democratic institutions.  Students will examine the rapidly changing political culture in the United States and the way in which these changes affect voting patterns, trends and the way that government operates. Topics will include the Constitution, Political Beliefs and Behaviors, Elections, Interest groups, the Media, Congress and Civil Rights. Student progress is monitored through class discussions and debates, essays, oral presentations, research papers, A.P. practice tests, Free Response Questions, midterms and finals. All students participating in this program will be expected to take the Advanced Placement United States Government exam in May.

AP course in PsychologyA.P. United States History – Juniors only (201) 5 creditsAdvanced Placement

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Essential Question: What is the American experience? How have the developments in American history and American literature affected the way we think today and helped to shape the world we live in today?

This course is designed as a component of the AP Humanities program; students will also be enrolled in the Advanced Placement Language and Composition/American Literature course. Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental approval, and approval from the department chair. This set of courses allows students to have the opportunity and the challenge of completing two college levels courses as high school students. Students will be required to complete both AP exams in the spring. Successful completion of those exams could result in college credit. Where appropriate, students will participate in activities and assessments that make connections from their learning in the two courses in the humanities program. Throughout the course, students will investigate and consider the social, political, international, cultural, environmental and technological developments in the history of the United States. Students will analyze the consequences of these developments on our country and on the world today. At the end of the year, students will participate in a culminating summative assessment that requires students to apply their learning and understanding from both courses.

OTHER ELECTIVES

The Novel as History I or II (237, 238) on-line only 2.5 creditsCollege Preparatory, Honors

Essential Question: How can fiction illuminate historical truth?

A novel can often capture the mood and essence of an historic event or time period in a more palatable way than textbooks and reference books. This on-line, semester long course will examine American history through reading novels of historical fiction. Semester I will cover topics up to 1900. Semester II will cover topics from 1900 to the present. These courses may be taken independent of one another. This is a reading based course. Students will read a novel every two to three weeks, as well as supplemental companion nonfiction text. A research paper will be the culminating assessment. All discussions, assessments, and projects will be executed in online forums. (Maximum enrollment 10 students)

Hollywood vs. History (2341, 2342) 2.5 creditsCollege Preparatory, Honors

Essential Question: Given that many people gain an understanding of history through film, do filmmakers have an obligation to present events accurately?

Some of the most popular films are based on or inspired by actual events. In Hollywood vs. History, students will examine a number of films that purport to recreate history and analyze them versus the historical record. Potential topics include: Lawrence of Arabia, Gladiator, Gone With the Wind, and Malcolm X.

Introduction to Economics (222, 221) 2.5 creditsCollege Preparatory, Honors

Essential Question: If money makes the world go round, then how is wealth attained, retained and distributed in today’s world?

The focus of this course will be to give students a real-world understanding of how the American economy works today and the challenges facing it as America competes in the global economy. This course will provide an introduction to basic economic concepts, examine the function and role of the stock market, and investigate critical issues in economics today. Emphasis will be placed on economic awareness and understanding that students will need to interact with the financial system in their daily lives.

MATHEMATICS DEPARTMENT The Mathematics Department offers a four-year sequence of college-preparatory courses for all students. Our courses attempt to accommodate the diverse backgrounds, learning styles, and aptitudes of our students so as to enable every student to reach his or her potential in a supportive, academically focused environment. We want our students to realize that the power of mathematics derives from more than accurate computational skills. Mathematics encompasses the science of finding patterns, in quantities or shapes, to model behavior in the real world. These patterns allow us to understand current behavior and to predict future trends. To achieve these goals, our courses help students reason inductively (by collecting data, observing patterns, making conjectures, and generalizing conclusions), as well as deductively (by applying rules logically to specific problems). We encourage our students to apply the mathematical concepts they are learning to analyze and solve problems. We want our students to represent their solutions through a variety of means, including analytically (e.g. formulas), geometrically (e.g. graphs), numerically (e.g. tables), and verbally. Our mathematics instruction includes accessibility strategies for all learners. We strive to guide our students toward higher-level critical thinking and problem solving skills. We hope that they will be able to apply the mathematical concepts they

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learn at Pentucket to both familiar and unfamiliar circumstances that they will encounter in their lives.

The Mathematics Department offers several courses of mathematics instruction for all four years of high school. All courses are designed to prepare the student for college and are aligned with the Common Core Standards. The differences between college preparatory and honors level lie primarily in the degrees of abstract versus concrete thinking skills, repetition of instruction, expected mastery of previously learned material, independent versus directly supported learning, and application of concepts to familiar versus unfamiliar circumstances. Honor level courses require more independence in terms of thinking and work outside of the classroom. Our program offers opportunities for students to move between college preparatory and honors level courses as their mathematical performance progresses.

Calculator PolicyConsistent with the progress in the business and home environments, we continue to integrate technology into our mathematics curricula. Consequently, we strongly recommend that all students enrolled in Algebra II or higher purchase a graphing calculator, which will be utilized in class work, on homework, and on assessments. We suggest that students invest in a graphing calculator beginning in the ninth grade so that they can familiarize themselves with its capabilities in class prior to Algebra II. The Mathematics Department currently uses the TI-83 and/or TI-84 Plus graphing calculator in classroom demonstrations. Students enrolled in courses before Algebra II are strongly recommended to have at least a scientific calculator if they choose not to purchase a graphing calculator

Geometry (330) 5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for all students that have completed Algebra I and any other high school student who has not yet successfully completed a course in Geometry.

Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Algebraic skills are required and basic trigonometry is also introduced.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Geometry (3330) 5 credits Honors

Students Who Should Consider Taking This Course: This course is designed for all students that have successfully completed Algebra I honors and have demonstrated academic achievement through a combination of ability and motivation.

Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Algebraic skills are required and basic trigonometry is also introduced.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Accelerated Geometry (333) 5 creditsHonors

Students Who Should Consider Taking This Course: This course is designed for students that have demonstrated exceptional academic achievement in Algebra I and are planning to take Calculus in high school. This course contains considerable enrichment and acceleration. Teachers will assume that students are able to grasp concepts on initial presentation, and will, therefore, emphasize analysis, synthesis and problem solving.

Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Strong algebraic skills are required and trigonometry is also introduced. Honors Geometry is more demanding, intensive, and extensive than Geometry Honors. Each topic will be treated in greater depth and complexity.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, projects and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra I (342) 5 credits College Preparatory

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Students Who Should Consider Taking This Course: This course is designed for students who would benefit from additional work in Algebra I before moving to Algebra II.

Content: This course includes the topics of operations on real numbers, polynomial operations, analyzing, graphing and solving linear equations and inequalities. Students will also solve systems of linear equations, factor algebraic expressions and analyze quadratic and exponential functions. Students will learn to use graphing calculators as a tool for analyzing mathematical relationships. Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra I (343) 5 creditsHonors

Students Who Should Consider Taking This Course: This course is designed to provide students with an in-depth level of instruction, an accelerated pace and a cooperative learning environment. The course guides students in the development of critical thinking skills and algebraic problem solving skills which provide the foundation for real world problem-solving. It is targeted to highly motivated students.

Content: This course includes the topics of operations on real numbers, polynomial operations, analyzing, graphing and solving linear equations and inequalities. Students will also solve systems of linear equations, factor algebraic expressions and analyze quadratic and exponential functions. Graphic calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.

Evaluation: Student progress will be assessed through homework, quizzes, tests, projects and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra II (319) 5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for those students who would like to satisfy high school competency in high school mathematics and want to proceed to additional math courses in high school and college. Geometry (CP), teacher recommendation and approval of Math Department is required.

Content: Students will analyze scatter plots and functions. Students will solve and graph linear relationships and study composite functions, vertical and horizontal translations, and direct and indirect variation. The course will also include solving one and two variable equations and inequalities, matrices and inverse matrices, solving systems of linear equations graphically and algebraically. Quadratic equations and polynomial expressions will also be studied. Graphic calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Algebra II (321) 5 credits Honors

Students Who Should Consider Taking This Course: This course is designed for students planning to take Pre-Calculus and/or Calculus in high school and who have received a grade of B/C or better in Geometry (H) or a teacher recommendation from Geometry (CP) and have exhibited enough strength in their understanding of algebraic concepts to imply readiness for an accelerated pace in Algebra II.

Content: This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and inequalities, linear programming, quadratic equations and functions. This course will also include polynomial functions, logarithmic, trigonometric and conical functions and matrices if time permits. Students will develop models to solve problems involving these functions as well as systems of equations and inequalities. They will also explore series and sequences. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Accelerated Algebra II (3210 ) 5 credits Honors

Students Who Should Consider Taking This Course: This course is designed for students planning to take Calculus in high school and who have received a grade of B- or better in Geometry (Accelerated) and have exhibited a strong foundation in their understanding of algebraic concepts to

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imply readiness for an accelerated pace and complexity in Algebra II. An accelerated student has shown strong aptitude in mathematics that go beyond grade level expectations. Teachers will assume that students are able to grasp concepts on initial presentation, and will, therefore, emphasize analysis, synthesis and problem solving.

Content: This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and inequalities, linear programming, quadratic equations and functions. This course will also include polynomial functions, logarithmic, trigonometric and conical functions and matrices if time permits. Students will develop models to solve problems involving these functions as well as systems of equations and inequalities. They will also explore series and sequences. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations using the HOL rubric as an evaluation tool. Other types of evaluations may be used at the teacher’s discretion.

Applications in Algebra (315) 5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for those students who want to proceed to additional math courses in high school and college and have successfully completed Algebra II (CP).

Content: Students will study linear transformations, matrices, systems of linear equations, bases, projections, rotations, and determinants. Applications may include differential equations, difference equations, least squares approximations, and models in economics and in biological and physical sciences. This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and inequalities, linear programming, quadratic equations and functions possibly including exponential growth and decay. Graphing calculators are used in this course.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Pre-Calculus (307) 5 credits Honors

Students Who Should Consider Taking This Course: The course is designed for students who have successfully completed Algebra II (H) with a C or better and who wish to continue and increase their knowledge of math. It provides a foundation for those students who are planning to take Calculus and/or wish to enter college with a strong math background, possibly to pursue a math-oriented career.

Content: The course includes a review of Algebra II concepts, graphing, data analysis, trigonometric functions and identities, vectors, induction, conic sections, limits and an introduction to calculus. Parametric and polar equations, the 3-d coordinate system, and matrices will also be studied time permitting. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Function, Statistics, Trigonometry (312) 5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who have completed Algebra II (H) or Algebra II (CP) with an A and may not be ready to advance to Pre-Calculus.

Content: This course is intended as a follow-up to Algebra II or an equivalent course. The course is designed to complete the study of the elementary functions (linear, quadratic, exponential, logarithmic, and trigonometric) and will include an introduction to probability and statistics. Computers with Fathom software are used in class and at home to analysis to real world data. Throughout the entire course modeling of real phenomena is emphasized. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Calculus (303) 5 credits Honors

Students Who Should Consider Taking This Course: This course is designed for those students who have successfully completed Pre-Calculus and wish to increase their knowledge of mathematics. It provides a foundation in differential and integral calculus for those students who plan to continue their studies in mathematics or science.

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Content: The topics studied include methods of differential and integral calculus, and applications of the derivative and integral. Use of technology is integrated throughout.This course briefly reviews analytic geometry and trigonometry and then proceeds to the calculus topics of limits, the derivative, and methods of differentiation, applications of the derivative, the definite and indefinite integral, techniques of integration, and applications of the integral.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

AP Calculus (301) 5 credits Advanced Placement

Students Who Should Consider Taking This Course: Students will be recommended by their teacher based on past performance and demonstrate high academic performance in Pre-Calculus with Limits.

Content: AP Calculus AB. This is a college-level course in differential and integral calculus, equivalent to one semester of calculus at most universities. Topics include a review of functions, an introduction to limits and continuity, derivatives and their applications, integrals and their applications, anti-derivatives and the Fundamental Theorem of Calculus, and an introduction to differential equations using slope fields. There is an emphasis on conceptual understanding and working with functions represented graphically, numerically, analytically, and verbally. The TI-83 graphing calculator is used extensively. The Advanced Placement Calculus AB exam is expected of all students in this course.

Evaluation: Student progress will be assessed through homework, class work, quizzes and tests. Other types of evaluations may be used at the teacher’s discretion. Timely completion of all homework assignments and maintenance of a passing grade is required for continuation in this course. All students will take the Advanced Placement Exam in May.

Statistics with Probability (310) 5 creditsHonors

Students Who Should Consider Taking This Course: This course is designed for those college bound students who have successfully completed Algebra II and wish to increase their knowledge of mathematics. It provides a foundation in statistical and inferential statistics. Most college students majoring in business, the sciences, education and the social sciences are required to take a statistics course.

Content: Students will learn the fundamentals of modern statistical methods. Topics include descriptive statistics, introduction to probability, random variables and sampling distribution, linear regression and correlation, testing of hypothesis concerning one and two population samples, confidence interval estimation of parameters and introduction to one way ANOVA (analysis of variance). Students will develop statistical thinking involving the understanding the need for data, the importance of data production, the omnipresence of variability, and decision making under uncertainty. This course provides students with an introductory hands-on approach to statistics, and uses the TI-83 or TI-84graphing calculator extensively.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

AP Statistics (311) 5 creditsAdvanced Placement

Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed Algebra 2 with a B+ or better and are considering a future in fields such as psychology, business/finance, the social sciences or careers that require extensive research. AP Stats is an excellent alternative to calculus or an additional course for calculus students who are interested in experiencing another type of mathematics. Juniors must enroll in Pre-Calculus honors and may take this course as an elective.

Content: The purpose of the advanced placement course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1) exploring data: observing patterns and departures from patterns 2) planning a study: deciding what and how to measure 3) anticipating patterns: producing models using probability and simulation 4) statistical inference: confirming models. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.

Evaluation: Student progress will be assessed through homework, quizzes and tests, projects and presentations. All students will take the Advanced Placement Exam in May.

Advanced Mathematical Decision Making (340) 5 credits College Preparatory

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Students Who Should Consider Taking This Course: This course is designed for students who have completed Algebra II and may not be ready to advance to Pre-Calculus or Calculus in high school but are interested in exploring applications of mathematical ideas while continuing to support their understanding of algebraic concepts and beyond. This course curriculum focuses on answering the question, “Just what is math used for?” This course will look at mathematical topics such as linear and exponential growth, percentages, finance, demographics, economics, medicine, and the environment. These issues and related problems will be investigated in a way that conveys the power of modern mathematics.

Content: Students will use and understand mathematics using a quantitative reasoning approach. This course will include the integration and application of mathematical concepts algebra through pre-calculus. Students will consider how mathematics plays an integral role in all real world problems such as finance, engineering, election theory and many others and learn how the skills and concepts developed in earlier course can be integrated and applied in various ways. Technology will be used as an instructional tool.

Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may be used at the teacher’s discretion.

Web Page Design (375) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is an introductory course in computer programming designed for students who have never created a web page.

Content: This semester course will explore how to create Web pages. Students will use XHTML and CSS coding to work with text, graphics, links, buttons, tables, frames, forms and image mapping.

Evaluation: Student progress will be assessed through homework, class projects, quizzes, tests and a final exam.

Web Page II (376) 2.5 creditsCollege Preparatory

Students who should consider taking this course: This course is a continuation of Web Page Design I. This course is for students who would like to explore more advanced and complex web design.

Content: During this course, the student will acquire more advanced web page skills such as table format, frames, interactive, video, audio, Java and explore basic practices that contribute to a Web site’s good design and accessibility to people with disabilities.

Evaluation: Students will be assessed through homework, study guides, quizzes, tests, hands-on labs and projects.

Pre-requisite: Intro to Web Page I and prior permission of the instructor

SCIENCE AND ENGINEERING TECHNOLOGY DEPARTMENTSCIENCE COURSESThe Pentucket High School offers a well-balanced science program to all students. Our primary goal is two-fold:

1. To establish scientific literacy so that our students, upon entering the work force, can make intelligent decisions regarding science-based issues.

2. To provide a strong foundation in science for those students who plan to attend college.

Each course is structured to emphasize the process of science as a way of thinking and solving problems. The laboratory experience is a way in which special skills are developed to achieve this goal. With emphasis placed on the laboratory, the student develops both an understanding of and an appreciation for inquiry and scientific methodology.

The Honors classes lead to the Advanced Placement courses in the Science department. The honors courses are enriched; they offer the same material as the college preparatory classes, in greater depth and with a faster pace. Honors courses emphasize critical and independent thinking to produce creative applications of ideas. Students in honors classes are expected to be self- motivated and committed to their academics.

The College Preparatory (CP) classes provide a functional approach to the scientific concepts, which encourage scientific literacy. Various classroom practices at a moderate pace allow appropriate time for students to comprehend the new scientific concepts presented to them. The CP classes cover the same content material as the honors classes.

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Topics in Biology (437) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Students will be placed in Topics in Biology based on past performance, available testing, and teacher recommendation.

Content: This course and laboratory component is designed to provide a survey of biological principles. Students will explore the concepts of the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology.

Evaluation: The teaching team uses different instructional techniques to accomplish course objectives, with a focus on hands-on activities such as labs and projects.   Evaluation is based on laboratory work, projects, and portfolio compilations, all of which can be part of class work as well as homework.  Tests and quizzes are also used as assessments. Students will take the Biology MCAS exam at the end of the course.

Biology (435) 5 credits College Preparatory

Students Who Should Consider Taking This Course: All freshmen must take Biology as a graduation requirement.

Content: This course and laboratory component is designed to provide a survey of biological principles. Students will explore the concepts of the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology.

Evaluation: The evaluation of each student will be based on periodic examinations, quizzes, laboratory assignments and homework. Students are required to retain and organize all written work so that they are aware of their own progress. Students will take the Biology MCAS exam at the end of the course.

Biology (431) 5 credits Honors

Students Who Should Consider Taking This Course: Freshmen are recommended for this course on the basis of past performance, ability, teacher recommendations, and parent approval. This course is designed for the capable and motivated student who desires more depth to his / her secondary school science experience. Students are expected to have reading skills above grade level, the ability to work with abstract concepts and the ability to work collaboratively and independently.

Content: This course and laboratory component is designed to provide an in-depth introduction of biological principles to students who are interested in the subject and have demonstrated high motivation. Students will explore the concepts of the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology.

Evaluation: Student evaluation will be based on periodic examinations, including midterm and finals, quizzes, laboratory assignments, and homework. Students are required to retain and organize all written work so that they are aware of their own progress. Students will take the Biology MCAS exam at the end of the course.

AP Biology (401) 7.5 credits Advanced Placement

Students Who Should Consider Taking This Course: The science department will recommend students for AP Biology on the basis of past achievement, science teacher recommendations, performance on standardized tests (PSAT), parental approval and personal interest. This program is designed for students who wish to complete freshman college biology in high school. Students should have completed Algebra II, Honors Biology and Honors Chemistry. They should have received a B+ or better in all of these subjects and / or have the approval of the Science Department Chair.

Content: This course is designed to cover a year in Biology at the college level. The program is divided into three broad categories based on the suggestions made by The College Board Educational Testing Service: molecules and cells, genetics and evolution, and organisms and populations. College textbooks are used and laboratory assignments are an integral part of the program.

Evaluation: In addition to examinations, homework, laboratory assignments, and multimedia projects / presentations, all AP Biology students are expected to take the National AP Biology Examination in May. Participating colleges may grant credit and / or appropriate placement to those students who qualify.

Topics in Chemistry (419) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Students will be placed in Topics in Chemistry based on past performance and teacher recommendation.

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Content: This course and laboratory component is designed to provide a survey of chemistry and its principles. Students will be introduced to the fundamental terms of chemistry, the metric system, and the basic classification system of matter. Students will be able to balance chemical equations and solve problems concerning mass. Students will gain an understanding of the periodic table, elements, compounds, metals, solutions, acids, bases, and salts.

Evaluation: The teaching team uses different instructional techniques to accomplish course objectives, with a focus on hands-on activities such as laboratory activities and projects.   Evaluation is based on laboratory work, projects, and portfolio compilations, all of which can be part of class work as well as homework.  Tests and quizzes are also used as assessments.

Chemistry (423) 5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who wish to gain a greater understanding of the world around them from the point of view of chemistry. The fundamental concepts and principles of chemistry will be addressed in the study of practical applications. Students will learn to solve unit conversion problems. They need to be able to handle numbers in calculations involving scientific notation. Students must be enrolled in Algebra II or a higher level math.

Content: The study of matter and energy and their interrelationships will be explored. The areas of concentration will include atomic structure, nuclear chemistry, periodicity, ionic and covalent bonding, reactions and stoichiometry. Kinetic theory, acid/base, electro- and/or organic chemistry will also be addressed. Underlying themes are the preservation of our environment and consumer oriented chemistry. An emphasis is placed on the improvement of laboratory skills and problem-solving techniques.

Evaluation: The student will be evaluated by standardized as well as teacher-constructed tests and quizzes, laboratory work, and homework assignments. Mid-term and final examinations are administered to all students.

Chemistry (421) 5 credits Honors

Students Who Should Consider Taking This Course: Emphasis will be placed on laboratory experiences that are designed to improve critical thinking skills. Students enrolling in this course should demonstrate sincere interest and high achievement in science and math. They should use this course, with its emphasis on problem solving and laboratory inquiry, as a springboard to advanced study in scientific disciplines. Students will be expected to work effectively both in teams and independently towards using chemical principles to solve problems in a logical and efficient manner. Chemistry places a strong emphasis on the use of algebra in problem solving. Skills include the use of scientific notation, manipulating base ten exponents, and solving rate and ratio problems using dimensional analysis. Students must have completed Honors Geometry with a B+ average or better and have completed honors Biology with a B average or better.

Content: The study of matter and energy and their interrelationships will be explored. The areas of concentration will include atomic structure, nuclear chemistry, periodicity, ionic and covalent bonding, reactions and stoichiometry, and kinetic theory. Acid / base, electro-, and/or organic chemistry may also be addressed. An emphasis is placed on the improvement of laboratory skills and problem solving techniques.

Evaluation: The student will be evaluated by standardized as well as teacher-constructed tests and quizzes, laboratory work, and homework assignments. mid-term and final examinations are administered to all students.

AP Chemistry (424) 7.5 credits Advanced Placement

Students who should take the course: The science department will recommend students for AP Chemistry on the basis of past achievement, science and math teacher recommendations, performance on standardized tests (PSAT), counselor and teacher interviews, parental approval and personal interest. This program is designed for students who wish to complete freshman college chemistry in high school. Students should have completed Algebra II, Honors Biology and Honors Chemistry. They should have received a B+ or better in all of these subjects and / or have the approval of the Science Department Chair.

Content: The course is designed to cover the content of freshman college chemistry. The course assumes a mastery of basic concepts covered in Honors Chemistry I and will not include extensive review but will require understanding of these concepts as a foundation. The course topics include thermodynamics, kinetics, equilibrium and electrochemistry. Laboratory activities will include a combination of lab problems where students will design their own experiments and more extensive College Board approved laboratory investigations.

Evaluation: In addition to exams, homework, laboratory assignments and projects, all AP Chemistry students are expected to take the National Advanced Placement Chemistry in May. Participating colleges may grant credit and / or appropriate placement to students who qualify.

Physics (415) 5 credits College Preparatory

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Students Who Should Consider Taking This Course: This course is designed for those students who wish to increase their knowledge of the physical universe. Students who do not plan to major in the physical sciences, but who wish to take a course that meets the standards and requirements for college entrance may select this course. Students must have successfully completed Geometry, Algebra II, Biology and Chemistry.

Content: The topics in this course include 1- and 2-dimensional motion, forces and motion, circular motion and gravitation, and energy.

Evaluation: The evaluation of students’ performance will be based upon lab reports, homework assignments, tests, quizzes, mid-year and final examinations.

Physics (413) 5 credits Honors

Students Who Should Consider Taking This Course: This course will provide a strong foundation in the fundamental laws of Physics as well as critical thinking and problem solving techniques. This course is recommended for any student planning to continue the study of science or engineering. Students must have completed Honors Algebra II with a B or better, and Biology and Chemistry, or by approval of the Science Department Chair.

Content: The topics in this course include 1- and 2-dimensional motion, forces and motion, circular motion and gravitation, and energy.

Evaluation: The evaluation of students’ performance will be based upon lab reports, homework assignments, tests, quizzes, mid-year and final examinations.

AP Physics C: Mechanics (411) 7.5 credits Advanced Placement

Students Who Should Consider Taking This Course: The science department will recommend students for AP Physics on the basis of past achievement, science and math teacher recommendations, performance on standardized tests (PSAT), parental approval and personal interest. Students considering a future in engineering, physics, or chemistry should consider this course. Students must take AP or Honors Calculus concurrently in order to take this course.

Content: This course offers a conceptual and rigorous mathematical approach to physics. An advanced understanding of high school math is assumed. Differential and integral calculus are applied to many topics. The topics included are those outlined by College Board for the AP Physics C: Mechanics exam. They are 1- and 2-dimensional motion, forces, work, energy, power, momentum, circular motion, gravitation, rotational motion, and simple harmonic motion.

Evaluation: The evaluation of students’ performance will be based upon lab reports, homework assignments, tests, quizzes, mid-year and final examinations. In addition, all AP Physics students are expected to take the National AP Physics C: Mechanics examination in May. Participating colleges may grant credit and / or appropriate placement to those students who qualify.

Energy and our Planet (408) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: Pre-requisite: Honors or College-prep Physics.

Content: What will happen to our planet if we keep using energy the way we do? What can we do about it? This course will study what kinds of energy humans use, where it comes from, how energy is transformed from one type to another, the effects of different energy production methods on the environment, the future of our planet if current methods continue, and alternative and renewable sources of energy for the present and future.

Evaluation: The evaluation of students’ performance will be based upon reports, homework assignments, tests, presentations, and a final examination.

Oceanography (405) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is open to juniors and seniors who are interested in an interdisciplinary approach to the study of oceans. Students should have successfully completed Biology and Physical Science or Chemistry.

Content: This course will cover physical, chemical, and geological aspects of the oceans. Topics in the course include the study of hurricanes,

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ocean and atmospheric circulation, sea-floor spreading, plate tectonics, bathymetry, chemistry of sea water, waves, tides, and coastlines.

Evaluation: The student will be evaluated on project-based lessons, laboratory investigations, the construction of an e-portfolio, homework, the ability to express concepts effectively and accurately, and by periodic tests and quizzes.

Marine Biology (406) 2.5 credits College Preparatory

Students who should take this course: This course is open to juniors and seniors who are interested in studying marine organisms. Students should have successfully completed Biology and Physical Science or Chemistry.

Content: This course will cover the living aspects of the ocean including marine ecosystems and a survey of marine organisms. All students will be required to create a portfolio of marine organisms including plankton, algae or plants, invertebrates, fish, birds and reptiles as well as marine mammals.

Evaluation: The student will be evaluated on project-based lessons, laboratory investigations, the construction of an e-portfolio, homework, the ability to express concepts effectively and accurately, and by periodic tests and quizzes.

Investigating Emerging Diseases (407, 4071)) 2.5 credits College Preparatory, Honors

Students Who Should Consider Taking This Course: This course is designed for juniors and seniors who are interested in learning more about the microscopic world around us, as well as gaining valuable classroom and laboratory experience for college. Students must have successfully completed Biology and Physical Science or Chemistry. Students that wish to earn Honors credit will be required to complete additional assignments.

Content: Microbiology, one of the fastest growing areas of science, is the study of organisms so small that they must be viewed with a microscope. These organisms include bacteria, yeasts, molds, protoza and viruses. Many of the most important scientific discoveries of recent years have been made by microbiologists: since 1910, one-third of the Nobel Prizes in medicine and physiology have been awarded to microbiologists. The course will focus on fundamental microbiological laboratory methods, including aseptic technique, growth / culture methods, microscopy, metabolic and physiological tests, bacterial isolation and identification, and environmental microbiology. Course is designed to be primarily hands-on, allowing students to develop techniques needed for working in a laboratory environment.

Evaluation: The student’s understanding will be assessed mainly through laboratory work, with some tests, quizzes, and multimedia projects / presentations.

Anatomy & Physiology I (403) 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is intended for sophomores, juniors and seniors who plan to major in the medical / paramedical fields as well as physical and health education. It is also open to those juniors and seniors who express a special interest and ability in this area of biological science. Juniors and Seniors must have successfully completed Honors Biology and Honors Chemistry with a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair. Sophomores that are concurrently taking Honors Chemistry may also choose to enroll in the course.

Content: Anatomy and Physiology I is a half year course examines the structure and function of the following organ systems: integumentary, skeletal, muscular and nervous. Emphasis will be placed on the interrelationships among the systems. Related topics such as diseases of the systems will be integrated where applicable. Students will learn basic anatomy, and will apply that knowledge to study the workings and failures of anatomical structure and systems. Students will examine tissues and simulate medical procedures by dissecting various animal organs. Students who do not want to dissect animal tissues should not take this course. This course will present complicated ideas and complex relationships that represent the essence of Anatomy and Physiology, illustrating the relationship between structure, function and homeostasis of the human body. Material will be presented through lectures, readings, demonstrations, discussions, and laboratory experiences.

Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, and homework assignments. Each student is required to keep a notebook of all coursework. The progress he/she makes in developing the necessary laboratory skills including a major dissection will be monitored throughout the semester.

Anatomy & Physiology II (402) 2.5 credits Honors

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Students Who Should Consider Taking This Course: This course is intended for sophomores, juniors and seniors who plan to major in the medical / paramedical fields as well as physical and health education. It is also open to those juniors and seniors who express a special interest and ability in this area of biological science. Juniors and Seniors must have successfully completed honors Biology and honors Chemistry with a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair. Sophomores that are concurrently taking honors Chemistry may also choose to enroll in the course.

Content: Anatomy and Physiology II is a half year course examines the structure and function of the following organ systems: circulatory, endocrine, reproductive, urinary, digestive and respiratory. Emphasis will be placed on the interrelationships among the systems. Related topics such as diseases of the systems will be integrated where applicable. Students will learn basic anatomy, and will apply that knowledge to study the workings and failures of anatomical structure and systems. Students will examine tissues and simulate medical procedures by dissecting various animal organs. Students who do not want to dissect animal tissues should not take this course. This course will present complicated ideas and complex relationships that represent the essence of Anatomy and Physiology, illustrating the relationship between structure, function and homeostasis of the human body. Material will be presented through lectures, readings, demonstrations, discussions, and laboratory experiences.

Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, and homework assignments. Each student is required to keep a notebook of all coursework. The progress he/she makes in developing the necessary laboratory skills including a major dissection will be monitored throughout the semester.

Forensics (404) 2.5 credits Honors

Students Who Should Consider Taking This Course: This program is open for juniors and seniors who express a special interest and ability in this area of biological science. Students should have successfully completed Honors Biology and Honors Chemistry with a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair.

Content: Forensic science is the application of basic biological, chemical and physical science principles and technological practices to the purposes of justice in the study of criminal and civil issues. Major themes of study in this course are crime scene investigation, pathology, odontology, toxicology, trace evidence, serology, DNA, fingerprints, impression evidence, and questioned documents. The overall goal of the course is to develop the students’ problem-solving skills, using the tools and techniques of the modern forensic scientist.

Evaluation: The evaluation of students’ performance will be based primarily on laboratory work and other periodic assessments, including a final examination, labs, test, presentations, and homework.

Environmental Science I (409) 2.5 creditsHonors

Students who should consider taking this course: Students must have successfully completed of Honors Chemistry with a B average or better, or CP Chemistry with a B+ or better average. Any junior or senior who has departmental recommendation and has demonstrated achievement and interest in previous accelerated courses may elect this course. Students should have a curiosity about the natural world and express a special interest in application of scientific concepts and principals to the understanding and remediation of environmental problems and issues.

Content: The goal of Environmental Science I is to provide students with an understanding of the interrelationships of the natural world. This course surveys key topic areas including the application of scientific process to environmental analysis, energy, environmental hazards and human health, economics, and public policy. Topics also include the management of natural resources and analysis of private and governmental decisions involving the environment.

Evaluation: The evaluation of the student will be based on reports, examinations, quizzes, laboratory work, multimedia presentations, and homework assignments. Each student is required to keep a notebook of all coursework and a portfolio, which will also be factored into the students’ evaluation.

Environmental Science II (410) 2.5 creditsHonors

Students who should consider taking this course: Students must have successfully completed of Honors Chemistry with a B average or better, or CP Chemistry with a B+ or better average. Any junior or senior who has departmental recommendation and has demonstrated achievement and interest in previous accelerated courses may elect this course. Students should have a curiosity about the natural world and express a special interest in application of scientific concepts and principals to the understanding and remediation of environmental problems and issues.

Content: The goal of Honors Environmental Science is to provide students with an understanding of the interrelationships of the natural world.

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This course surveys key topic areas including the application of scientific process to environmental analysis; ecology; energy flow; ecological structures; and earth systems. Topics also include the management of natural resources and analysis of private and governmental decisions involving the environment.

Evaluation: The evaluation of the student will be based on reports, examinations, quizzes, laboratory work, multimedia presentations, and homework assignments. Each student is required to keep a notebook of all coursework and a portfolio, which will also be factored into the students’ evaluation.

Biomechanics (4100) spring 2.5 creditsHonors

Students Who Should Consider Taking This Course: This course is intended for juniors and seniors who are either currently enrolled or have previously taken Physics.

Content: Biomechanics is a half-year course designed to study human movement, including its patterns, forces, and control mechanisms. A focus will be placed on anatomical considerations, including various types of tissue, as we move throughout the joints in the body. A particular piece will be spent on gait analysis, as it incorporates the entire body. There will be both a verbal and hands-on approach to learning in the classroom.

Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, homework assignments, and laboratory activities.

Intro. Organic Chemistry for Health Care and Science Students (4101) 2.5 creditsHonors

Students Who Should Consider Taking This Course: This course is intended for seniors who plan to major in the health care or sciences. Seniors must have successfully completed Honors Chemistry with a B average or better, or CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair.

Content: Organic Chemistry is the study of carbon based compounds. Seniors interested in pursuing a Science, Engineering or Nursing Degree generally have to take this course sophomore year of college. The course will prepare students by covering topics, problems, and laboratory exercises encountered in a standard college organic chemistry class.

Evaluation: The evaluation of the student will be based on examinations, quizzes, homework assignments, and laboratory activities.

Zoology – A Survey of the Animal Kingdom (4102, 4103) 2.5 creditsCollege Preparatory, Honors

Students Who Should Consider Taking This Course: This course is open to students that have successfully completed Biology and Chemistry. Students that wish to earn Honors credit will be required to complete additional assignments.

Content: This semester course provides a survey of animals –invertebrates and vertebrates, as well as taxonomy. Topics include basic concepts of general zoology including the origin of animal life, animal reproduction and development, classification of major phyla of animals and the major classes of vertebrates, structure and function of animals, and basic concepts of animal behavior.

Evaluation: The evaluation of the student will be based on examinations, quizzes, homework assignments, and laboratory activities.

Science Department Technical Assistant (400) 2.5 credits Honors (or 5 credits – year)

Students Who Should Consider Taking This Course: This course is for seniors who have a strong interest in a science or engineering career. These students may wish to develop laboratory skills and knowledge beyond what they learned in regular science classes. Students must have successfully completed AP Chemistry or AP Biology and have their AP Science teacher’s recommendation. Science department chair will have the final approval.

Content: The Technical Assistant will perform a variety of tasks for the Science department including, but not limited to updating the chemical inventory the PRHS chemical database, preparing solutions and laboratory materials for all science department teachers and assist teachers in developing new labs to be used in the classroom. The assistant may also act as an assistant to help students learn chemistry/biology and may deliver classroom lessons. Finally, the assistant may complete a project relevant to an area he or she will study in college.

Evaluation: The evaluation of students’ performance will be based on their quality and accuracy of completed assignments.

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STEM INNOVATION ACADEMYEngineering is the “the discipline dealing with the art or science of applying scientific knowledge to practical problems”. The primary purposes are to familiarize students with tools, products, processes, and occupations of industry as well as social and economic phenomena of the technological world in which we live and work. The objectives of the Engineering program at Pentucket are as follows:

1. To encourage self-discovery and provide an opportunity for self-expression.2. To develop an understanding of industry and the methods of production, including an appreciation of good design and good workmanship.3. To develop safety habits and fundamental safety consciousness.4. To safe and effectively use tools and machinery.

CAD I (825) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who seek an understanding of Computer Aided Design (C.A.D.) for architectural and mechanical engineering. This course is open to all students.

Content: This course will introduce the student to the use of 2D and 3D Computer Aided Design (C.A.D.) using SolidWorks and exploring areas or architectural, mechanical, and manufacturing design.

Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All projects are graded according to accuracy, neatness, technique, timelines and basic use of the CAD program.

CAD II (823) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD I. Students should have successfully completed CAD I with a B or better average or by teacher approval.

Content: Students in this course will progress to more advanced commands and techniques of design in 2D and 3D with SolidWorks.

Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All projects are graded according to accuracy, neatness, technique, timeliness and basic use of the CAD program.

CAD III (821) 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD II. Students should have successfully completed CAD II with a B or better average or by teacher approval.

Content: Students in this course will apply learned CAD skills to create designs while learning basic architectural, mechanical, alternative energy, and manufacturing / product design issues.

Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. Students will choose their projects and work in their discipline of choice. All projects are graded according to accuracy, neatness, technique, timeliness and basic use of the CAD program.

CAD IV (829) 2.5 credits

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Honors

Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD III. Students should have successfully completed CAD III with a B or better average or by teacher approval.

Content: Students in this course will apply learned CAD skills to create designs while learning basic architectural, mechanical, alternative energy, and manufacturing / product design issues.

Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. Students will choose their projects and work in their discipline of choice. All projects are graded according to accuracy, neatness, technique, timeliness and basic use of the CAD program.

Engineering I (820) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is open to any freshman or sophomore student who has an interest in working with tools, machines, and materials to problem solve and build.

Content: Students will use drawing techniques and learn the engineering design process. The safe and proper use of hand tools and equipment will be taught. A variety of construction methods will be introduced so students can build individual and group projects. Many types of materials such as wood, metals, and plastic will be used in class. A unit in power and energy systems will also be included in the curriculum.

Evaluation: Students will be graded on the quality of their class work, tests, homework, and class participation.

Engineering II (827) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is open to any junior or senior who has an interest in working with tools, machines, and materials to problem solve and build. Previous experience in Engineering I is NOT a requirement.

Content: Students will review drawing techniques and review the engineering design process. Sheet metal fabrication, structures, electricity / electronics, robotics, hydraulic systems, and rocketry are some of the topics covered in this class.

Evaluation: Students will be graded on the quality of their class work, tests, homework, and class participation.

Problem Solving in Engineering (824) 2.5 creditsCollege Prep

Students Who Should Consider Taking This Course: This course is open to any senior who has successfully completed Engineering II and would like to further explore areas of engineering.

Content: Students will work on projects aligned with the four technology system: communications, transportation, construction, and manufacturing. Individual and small group activities will become more challenging throughout the semester.

Evaluation: Students will be graded on the quality of their class work, tests, homework, and class participation.

Robotics I (840) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who seek a basic understanding of robotics and engineering and is open to all students.

Content: In this project-based course, students use Mindstorm / LEGO equipment to learn fundamentals of robotics and engineering. Students design, program and construct robots to accomplish specified challenges as they build problem solving skills. Following the curriculum created by Carnegie Mellon University, topics include basic sense & response programming, use of decision structures in programming, rotary-linear motion assemblies.  This is an introductory class designed to be a fun and interactive experience for all students.

Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All projects are graded for understanding objective, exploration and building & modifying of prototypes, understanding and execution of basic simple programming, and if robot is able to demonstrate completion of assigned task or objective.

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Robotics II (8400) 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is designed for students who seek to further their basic understanding of robotics and engineering exploring Submersibles and Drones. Course is open to students in grades 10, 11 and 12.

Content: In this project-based course, students will build Submersibles and Drones to learn fundamentals of Buoyancy and Flight using cutting edge technology from Sea Perch and 3D Robotics. Students will construct and program robots to accomplish specified challenges as they build problem solving skills. Students will be partnering with students from other classes to use completed robots in scientific applications such as gathering soil samples in the pond, testing salinity levels in the Merrimac, as well as exploring applications for disaster relief, surveillance, and photography. Students will also use CAD skills to design modifications for their robots using 3D printing technology.

Evaluation: Course is designed as project based with 80% of grade from projects, 20% from class participation and attendance. All projects are graded for understanding objective, exploration and building & modifying of prototypes, understanding and execution of basic simple programming, and if robot is able to demonstrate completion of assigned task or objective.

Prerequisites: Robotics 1 (840) and CAD 1 (825)

Game Design (8261) 2.5 credits

College Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who seek an understanding of computer programming for the mobile and desktop platforms as well as an overall understanding of computers/computing devices.

Content: Students will create video games using a variety of tools such as Scratch, App Inventor, Python, and Java.  Students will examine cutting edge hardware components of computers and mobile devices as well Operating Systems, and Cloud based systems.

Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance (no homework and no tests – bi-quarterly exam is a project). All projects are graded according to accuracy, neatness, technique, timelines and basic use of applicable technology tools.

Digital Technology Literacy (828) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking this Course: This course is designed for the capable and motivated student who is college bound and desires more depth in digital technology skills and knowledge to advance their post-secondary goals.

Content: Students will explore concepts of Personal Productivity and security, computer proficiency, emerging technologies and careers. This course is project and lab based, with a functional approach as well as independent and collaborative aspects.

Evaluation: The evaluation of student performance will be based on class participation, labs, written and hands-on assessments, creation and maintenance of an e-portfolio, multi-media projects and a final presentation.

Introduction to Personal Finance (801) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: This semester course is an introductory course in personal finance offered in an online format. This course is for any student who is interested in learning how to acquire and manage their income for a lifetime of financial security.

Content: This semester course will explore the topics set forth in the National Standards in Personal Finance and Education. The following is a guideline to the topics that will be explored. Financial Responsibility and Decision Making, Income and Careers, Planning and Money Management, Credit and Debt and Saving and Investing. Due to the online nature of this course, independence and reading is an important component of the course.

Evaluation: Students will be evaluated on weekly discussions, written assignments, assessments, online interactive programs and a final project submitted at the end.

FOREIGN LANGUAGE DEPARTMENT

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Pentucket Regional High School offers a five-year foreign language sequence in German, Latin and Spanish, introduced in an exploratory program in the seventh grade. The eighth grade begins the foreign language concentration that continues at the high school. Advance Placement courses are offered in German, Latin and Spanish. All classes are designed to follow the Massachusetts State Foreign Language Curriculum Frameworks and the ACTFL Proficiency Guidelines. All modern foreign language classes are designed for students to develop the four core language skills – listening, speaking, reading and writing – emphasized in areas of communication, culture, connections, comparisons and community. As a classical language, the study of Latin encompasses reading comprehension, translation, and grammar. All languages expand students’ cultural knowledge and appreciation of those diverse cultures as the study of a foreign language is indispensable in preparing students to become global citizens. Technology in the classroom also enhances worldwide information and computer skills.

Students are encouraged to complete three full years of one foreign language and to add a second foreign language in their sophomore or junior years. Changing language choices interferes with the mastery sequencing of grammatical and morphological information. Placement exams at the end of the school year accommodate students’ abilities into appropriate courses. Students also register for the National Language Exams (conducted in all four languages) that offer additional assessment data.

The CP (college preparatory) classes incorporate basic vocabulary and linguistic categories outlined in the MA Foreign Language Curriculum Frameworks on a novice level of the ACTFL Proficiency Guidelines. Various practice opportunities at a moderate pace allow appropriate time for students to comprehend, to review and to be comfortable with new materials. A functional approach provides clearly defined steps that mix chunks of vocabulary and grammar into communicative patterns. It mirrors natural language acquisition through created classroom situations. Student responsibility involves a commitment to being prepared and to coming to class with a desire to learn. Reading and writing samples incorporate the classroom materials in newer presentations for more comprehension.

The Honors classes incorporate more abstract thinking skills to transfer vocabulary and grammar units into their own natural conversational patterns. The active pace of new materials requires accurate retention and mastery of previous linguistic blocks so the language acquisition is solid enough that students can combine different groups of information with newer ones. Student responsibilities include consistent, efficient preparation and effective time management skills. A desire to understand and use the foreign language in the classroom is essential as only that language will be spoken/read in explanations and class lessons. Reading and writing samples are authentic; they demand proficiency in expression and present cultural information.

FOREIGN EXCHANGE PROGRAMS:

Pentucket provides the foreign language student with the opportunity of a foreign exchange through the German American Partnership Program (GAPP). German students from the Landrat-Lucas-Gymnasium in Leverkusen, Germany come to Pentucket and spend three weeks attending school here. These students are hosted by Pentucket students. During the summer, Pentucket students and their teachers visit the partner school for a three-week period. This exchange program, in its 21st year, provides the students with the opportunity to immerse themselves in the German language and to experience German life and customs first hand by living with a German family, attending school and visiting cultural and historical sites in Germany and neighboring European countries. The cost of the program and other details are available from the Foreign Language Department Head and the teachers of German.

Pentucket also encourages individual exchanges with many foreign countries. Pentucket students wishing to exchange with a foreign student, or simply wishing to study abroad, may receive five credits for a minimum of three months official enrollment and attendance at the foreign high school, with further credits given for longer stays, not to exceed ten credits. In addition, particularly for longer exchanges, arrangements can be made for the transferal of grades and credits from the foreign school to Pentucket with prior consultation with the program director and the approval of the proper school officials. Students who stay less than three months may be assessed at the discretion of the program director and the approval of the proper school officials. Some students may also wish simply to host a foreign student at their home here in the U.S., and this is greatly encouraged. This requires much detailed planning, the student’s desire to work at becoming fluent, co-operation among parents, teachers and administrators. All programs need approval from both sites before they can be implemented.

During February and/or April vacation weeks other foreign language immersion opportunities are available. Check with the foreign language teachers and Department Head for updated information.

German I, Spanish I (518, 528) 5 credits College Preparatory

Students Who Should Consider Taking This Course : Freshmen who have taken a foreign language in the middle school and need a stronger foundation before advancing. Sophomores or juniors who have not taken a foreign language previously or want to add a second foreign language.

Content: Students start at the beginning level of a foreign language. The clearly defined materials help students develop proficiency in the four basic language skills: listening, speaking, reading, and writing. The student’s knowledge and appreciation of the diverse cultures of the countries that speak the target language are enhanced through hands-on projects. A functional approach develops oral and written communication skills with practical vocabulary and grammar units in a variety of review activities. Question-answer roles are played in creative dialog situations. Descriptions are expressed in appropriate modes along with the simple present tense to explain a scene. Stories and letters contain new materials in reading or writing selections. Consistent re-entry of previous information is interwoven with new materials to expand the linguistic level.

Evaluation: Written quizzes and tests in a variety of formats (matching, translation, question/answer, etc.) and directed-writing assignments

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accommodate different learning styles. Speaking activities include oral participation in class, dialog role-playing, answering questions, paired conservations, etc. These are a sample of assessment tools used to test comprehension, communication and language functions. Active class participation in the foreign language by the student is expected. Homework and other student preparations play an important role in the evaluation process.

German II, Spanish II (517, 527) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level I CP, available testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and motivation.

Content: This course continues the study of the foreign language, which was begun in a Level I CP class. Students will advance through the material at a more rapid pace and move on to the next linguistic sequence of proficiency. All four language skills (listening, speaking, reading, writing) are practiced in the target language. More detailed descriptions of places, people and events are expressed as well as natural communication dialogs. Comparative forms are used in both present and past verb modalities. Students can supply informational accuracy such as ordering in a restaurant, asking for directions, explaining what happened in a scene. Grammatical expressions progress on the proficiency guidelines.

Evaluation: Homework assignments with thorough preparation for class are essential. Short written and oral quizzes are given on a regular basis testing comprehension and communication skills. Longer exams are given at the end of each unit. Projects enhance the cultural interests in the countries where the target language is spoken.

German II, Spanish II (516, 524) 5 credits Honors

Students Who Should Consider Taking This Course: Students will be recommended based on past performance, available testing and teacher recommendation in grade 8.

Content: This course follows a higher level of proficiency language skills, proceeds at a rapid pace, and makes connections of natural language acquisition. Multiple verb tenses express different time actions, dialog activities are complex and require comprehension for appropriate responses. Grammatical explanations build multi-layers of interpretations and descriptors convey more than one meaning. Vocabulary categories vary but increase in detail as the course progresses. Conversations are conducted in the target language where the student is expected to understand and communicate well.

Evaluation: Written and oral evaluations consist of quizzes and larger unit tests. A variety of formats match the skills being demonstrated – questions and answer, essay, presentation in front of the class, verb completion, grammatical agreement, etc. Assessments require self-motivation and time management strategies and transfer of knowledge to newer areas. Projects, readings and writing samples focus on cultural interests.

German III, Spanish III (515, 525) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II CP, available testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and motivation.

Content: This course uses the target language frequently to communicate. Various first source materials are introduced, such as magazines, newspapers, readers, foreign films, and videos. Verb tenses expand to clearly mark time sequencing, and vocabulary units develop in detail to accurately describe events, actions or people. Historical timelines and customs offer thematic experiences to broaden awareness. Oral and written expressions are fuller with more than one way to communicate.

Evaluation: Testing entails longer spoken and written responses. A variety of assessment tools accommodate different student styles of learning, emphasizing increased student responsibilities. Homework and oral work in class remain very important aspects of the evaluation process.

German III, Spanish III (512, 522) 5 credits Honors

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II, available testing and teacher recommendation. Students need to show a highly visible degree of self-motivation, interest in speaking the target language well, and use effective time-management skills.

Content: This course expands with the use of authentic materials and intermediate levels of language acquisition. The pace sets a natural communicative dialog in the target language. The students’ use of the target language is reinforced with active student participation and the use of

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complex grammatical structures. Reading and writing gradually expand in length and difficulty throughout the school year. Audio and visual materials are used to develop a fine-tuned listening comprehension. Current cultural topics and historical events of countries that use the target language promote class discussions. The course is conducted in the target language.

Evaluation: Evaluations demand that the student “think” in the target language to express learned materials and concepts in an abstract mode. Written essays reveal authentic command of the language on the intermediate proficiency levels. Individual oral examinations vary in presentation, depending on the mastery expectations. Many discussion projects support investigative research preparation to add more perspective and depth. The National Foreign Language Exams are administered in all languages.

German IV, Spanish IV (511, 521) 5 credits Honors

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level III, available testing and teacher recommendation. Students need to have demonstrated advanced ability in all four language skills. This class leads to the Advanced Placement course and starts college-level preparation expectations from the student.

Content : In this course, students’ language proficiency level develops from intermediate to advanced. A systematic review of grammar and vocabulary conducted throughout the year is an essential part of this honors course. Students exclusively work with authentic materials, such as articles, films, short stories, and novels and discuss and analyze them in the target language. Advancing students’ speaking to near-native ability is emphasized in the curriculum at this level. Preparation aims toward college courses, achievement tests, and placement tests, but the course is valuable to all students who wish a solid footing in the foreign language of their choice and who wish to use the language for their own enjoyment in the future.

Evaluation: Longer exams and essay tests are administered. Speaking and listening skills are also evaluated with the ACTFL and College Board guidelines of mastery. Class participation is essential and student preparation demands more commitment and depth. National, standardized tests are given as benchmarks for comprehension of advanced language expression.

German V, Spanish V (561, 562) 5 creditsHonors

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level IV, available testing and teacher recommendation. Students need to have demonstrated advanced ability in all four language skills. This class is an alternative to the Advanced Placement course for the senior student.

Content : This course is designed for students to achieve a mastery proficiency level of usage and grammar understanding to create abstract connections in language patterns that mirror native ability. Increased emphasis is put on the culture and history of the various target language countries and the roles that they play in today’s world. Discussions and conversations are presented in the target language and authentic readings are selected from classical works. In addition, there are readings of a lighter nature for enjoyment and also those dealing with current topics. This course prepares students to enter 200-300 level foreign language college courses, but it is valuable to all students who wish a solid footing in the foreign language of their choice and who wish to use the language for their own enjoyment in the future.

Evaluation: Longer exams and essay tests are administered as well as performance tasks suitable for this advanced level. Speaking and listening skills are also evaluated with the ACTFL and College Board guidelines of mastery. Class participation is essential and student preparation demands more commitment and depth. Mid-year and final exams test the students’ ability to apply their skills cumulatively. National standardized tests are given as benchmarks for comprehension of advanced language expression.

AP German Language, AP Spanish Language (551, 552) 5 credits Advanced Placement

Students Who Should Consider Taking This Course: This course is designed to enable capable, qualified seniors to take part in a foreign language program that is equivalent of a college level course. Students need to demonstrate exceptional skills in previous language study. Past performance, testing data, teacher recommendations, a written application, and an interview with members of the Foreign Language faculty will form the basis recommendations. An average grade of "B+" or higher in Level IV Honors class is a prerequisite.

Content : This is a demanding yearlong college level course that prepares students to take the Advanced Placement German or Spanish Language Exam in May. Required summer reading projects accelerate the curriculum. It is only for the very serious student, who is able to work independently, with intensity and integrity. The rigorous curriculum follows guidelines put forth by the College Board and emphasizes all four modern language skills: listening, speaking, reading and writing. Discussions and conversations are done exclusively in the target language, and students read challenging authentic works such as plays, short stories, scripts, and novels in the target language. Lengthier writing assignments, frequent visits to the language lab, and oral assessments are integral to the course. Students are expected to stay abreast of current events by accessing online news broadcasts and articles. After the exam in May, individual, independent research projects are chosen by each student as

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exhibition graduation final assessments.

Evaluation: All students enrolled in the AP course are required to take the College Board Advanced Placement German or Spanish Language exam in May. Successful completion of the Language Exam can confer college credit. Exhibition research project completions and presentations are scheduled for the remainder of the school year.

Latin I (530) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Freshmen who have taken a foreign language in the middle school and need a stronger foundation before advancing. Sophomores or juniors who have not taken a foreign language previously or want to add a second foreign language.

Content: Students are expected to develop the ability to read Latin at an appropriate level while also increasing their knowledge of vocabulary and grammatical structures. Various aspects of life and history in the first century Pompeii, Roman Britain, and Egypt are discussed. Students also become familiar with Roman and Greek mythology. There is extensive work on English vocabulary derived from Latin and on Latin abbreviations and expressions used in English. Evaluation: Written quizzes and tests in a variety of formats cover vocabulary, translation, reading comprehension, and aspects of Roman history and culture. Class work, participation and homework responsibilities are essential to complete comprehension. Projects are assigned with cultural units to enhance understanding of the historical era.

Latin II (531) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level I CP, available testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and motivation.

Content: In this course, students will continue to develop the ability to read Latin. The texts will involve more complicated grammatical structures including the passive voice and subjunctive mood. Students will also learn about life in Rome, Egypt and Britain. Evaluation: Written quizzes and tests in a variety of formats cover vocabulary, translation, reading comprehension, and aspects of Roman history and culture. Class work, participation and homework responsibilities are essential to complete comprehension. Projects are assigned with cultural units to enhance understanding of the historical era.

Latin II (532) 5 credits Honors

Students Who Should Consider Taking This Course: Students will be placed in this course based on past performance, available testing and teacher recommendation in grade 8. This course is designed for the most academic students, who are highly motivated and committed to being responsible for their learning.

Content: This course covers many of the same topics as Latin II CP, but at a quicker pace with more demanding standards. In addition to reading proficiency, students will be assessed on their Latin composition abilities. Students are expected to complete their study of basic Latin grammar in preparation for reading authentic classical texts in Level III Latin.

Evaluation: Written quizzes and tests in a variety of formats evaluate vocabulary, translation, reading comprehension, and aspects of Roman history and culture. At this level, assessments will also include Latin compositions. Class work, participation and homework responsibilities are essential to complete comprehension. Projects are assigned with cultural units to enhance understanding of the historical era. The National Latin Exam is administered.

Latin III (535) 5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: Students will be placed in this course based on past performance in first year Latin and teacher recommendation.

Content: Students will continue to develop critical reading skills and bridge from contrived text to excerpts of authentic text from Ancient Roman literature. Students will begin to study more complex grammatical structures and add to their vocabulary while continuously making connections to English through word derivations. They will also continue to develop written and oral fluency in Latin. From a cultural perspective, students will study the historical and cultural background of Rome as a republic.

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Evaluation: Written quizzes ad tests in a variety of formats evaluate vocabulary, translation, reading comprehension and grammatical structures. Classwork, participation and homework are essential and are an integral part of the evaluation process. Projects focusing on ancient Roman culture are assigned in order to promote the understanding of the historical era.

Latin III (534) 5 creditsHonors

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II, available testing and teacher recommendation. Students need to show a highly visible degree of self-motivation, and execute effective time-management skills.

Content: In this course, students will read only authentic classical texts. They will ne exposed to a survey of the greatest prose and poetry from the Roman world. Authors and texts will be chosen to fit the abilities and interests of the students. Additionally, works of literature may be read in translation to complement the materials covered in the original language.Evaluation: At this level, assessments will include translation of authentic classical texts (prepared and at sight), literary analysis, and metrical analysis of poetry. Latin composition abilities will also be tested. The National Latin Exam is administered.

Latin IV (536) 5 creditsHonors

Students Who Should Consider Taking This Course: Students will be placed in Latin IV based on past performance, available testing and teacher recommendation in Latin III. This course is designed for the most academically motivated and highly committed students who enjoy Latin, Roman history and culture.

Content: At this advanced level, Latin IV students are expected to translate, read, analyze and discuss both synthetic and original Latin text. Both poetry and prose from the Augustan period will be explored. In the first half of the course, the poet Virgil is presented with selections from The Aeneid. Students will draw from their knowledge of Homer’s Odyssey in order to compare and contrast epic styles of Graeco-Roman literature. Although readings are done primarily in Latin, at second semester students will read excerpts from Caesar’s Gallic Wars culminating in a comparative study of military both then and now.

Evaluation: Assessment will include translation of authentic classical texts (both prepared and sight), Latin vocabulary enrichment activities, derivative analysis, literary analysis, independent exploration, student teaching and research paper. The National Latin exam is administered.

Latin V (537) 5 creditsHonors

Students Who Should Consider Taking This Course: Students will be placed in Latin V based on past performance, available testing and teacher recommendation in Latin IV. This course is designed for the most avademically motivated and highly committed students who enjoy Latin, Roman history and culture.

Content: At this advance level, Latin V students are expected to translate, read, analyze and discuss original Latin text. Authors from various genres from the Augustan period will be explored, compared and contrasted. In the first half of the course, the poet Ovid is presented with selections from Metamorphosis, Amores and Ars Armatoria. Although readings are done primarily in Latin, at times literal English translations are explored to compliment the readings. In the second semester, authors are selected based on student interest.

Evaluation: Assessment will include translation of authentic classical texts (both prepared and sight), Latin vocabulary enrichment activities, derivative analysis, literary analysis, independent exploration, student teaching and a research paper. The National Etymology Exam for Advanced Latin students is administered.

German Exchange Seminar: (563) 2.5 credits - summer

Students who should consider taking this course: Students who are participating in the German American Partnership Program (GAPP) exchange in 2013-2014.

Content: This course begins with several preparatory sessions and individual student research. During the home stay experience of 3-4 weeks, students write in a journal, present lessons in schools, design a presentation on-site and investigate a topic resulting in a multi-media demonstration of their experiences upon their return.

Evaluation: Near fluent level of proficiency will be evaluated in the four language skills as they demonstrate advanced communication in German. Evaluations from the GAPP program teachers add more assessment tools.

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WELLNESS DEPARTMENTThe Comprehensive Health Education Department includes the interrelated disciplines of Health Education, Physical Education and Family and Consumer Sciences. Course content in all three disciplines centers around the standards outlined in the state frameworks: Growth and Development, Physical Activity & Fitness, Nutrition, Reproduction/Sexuality, Mental Health, Family Life, Interpersonal Relationships, Disease Prevention and Control, Safety & Injury Prevention, Substance Use and Abuse, Violence Prevention, Consumer Health and Resource Management, Ecological Health, and Community & Public Health. Objectives include the acquisition of knowledge/information, the development of healthy self-management skills, the opportunity to access community health resources, and to advocate for healthy changes in family, school and community settings.

A. WELLNESS 2.5 creditsGrade 9

Content: This freshmen course will integrate comprehensive health topics of Family and Consumer Science, Health, Physical Education as well as guidance topics in an interdisciplinary format. Topics covered include managing the stress and expectations of transition to high school, healthy relationships, communications skills, responsibility, the effects of alcohol, marijuana and drugs on the developing adolescent brain, nutrition and first aid basics. Physical education content could include project adventure, team soccer, volleyball, speedball/handball, basketball, pickleball, touch football and fitness training.

Evaluation : Student progress will be measured through unit testing and quizzes, homework, individual and group projects, knowledge and demonstration of sport skills, strategies and rules, fitness concepts and practices and appropriate personal and social skills. Students receive a letter grade and a conduct and effort rating.

B. WELLNESS 2.5 creditsGrade 10

Content: This course will integrate comprehensive health topics of Family and Consumer Science, Health, Physical Education as well as guidance related topics in an interdisciplinary format. The curriculum is designed to build upon current knowledge and help students develop skills that will allow them to make informed, responsible decisions about their personal wellness. Some of the topics covered include mental health and disorders, substance abuse education, sexuality, nutrition, and career exploration. Physical education topics may include tennis, fitness training, softball, CPR training, and stress reduction strategies.

Evaluation: Student progress will be measured through unit testing and quizzes, homework, individual and group projects, knowledge and demonstration of sport skills, strategies and rules, fitness concepts and practices and appropriate personal and social skills. Students receive a letter grade and a conduct and effort rating.

Healthy Athlete Wellness (9704) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: This course is designed for students in grade 10. Students will have learned tools and resources to use in the real world to help them be a successful, healthy athlete.

Content:   The healthy athlete curriculum is designed to build upon current knowledge and help students develop skills that will allow them to make a positive and informative decision about their physical fitness, nutrition, injury prevention, stress management, time management, and how to handle pressure from coaches, parents, teammates, and self. This course will integrate comprehensive health topics of Family and Consumer Science, Health, Physical Education as well as guidance related topics in an interdisciplinary format.

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Evaluation: Student progress will be measured through unit discussions, testing and quizzes, homework, individual and group projects, knowledge and demonstration of sport skills, strategies and rules, fitness concepts and practices and appropriate personal and social skills. Students receive a letter grade and a conduct and effort rating.

C. WELLNESS 11 & 12 2.5 credits College Preparatory

Coaching 101-(970)This course will teach students how to coach youth sports. Each student will be required to partner with a youth sports team for application of what is learned in class.

Collaboration and Team Games – (972)This class will focus on teaching and practicing group dynamics as applied to traditional team sports.

Independent Wellness – (987, 988)A junior or senior may fulfill one semester requirement through completing an Independent Wellness course (you cannot complete Independent Wellness twice). Approval must be received from your guidance counselor and a wellness teacher.

Individual Sports and Life Long Activities – (975)This class will focus on teaching how to live an active lifestyle through learning about individual games and sports.

Personal Fitness – (976)This class will focus on teaching students how to develop a plan for improving personal fitness though aerobic, anaerobic activities as well as learning the role of nutrition.

MOVEMENT SCIENCE AND ATHLETICS INNOVATION ACADEMY

Strength & Conditioning (9702) 2.5 creditsCollege Preparatory

Content: Strength & Conditioning includes a wide variety of exercises, lifts, agilities, and techniques designed to maximize one’s overall total fitness, strength, and agility. Throughout this course, we will cover weightlifting, fitness, and agility topics that will enhance our students understanding of the human body. The student will gain a better understanding of the human musculature and how to target specific areas that will enable them to reach personal goals. Finally, this course will enable athletes to benefit from sport-specific movements allowing each student more functional strength. Students will have the opportunity to try different techniques and develop workout plans for sport specific scenarios. There will be classroom days and weight room days with this course.

Evaluation: Students will be evaluated using practical application, quizzes & tests, projects, and other activities. Students will learn how strength and conditioning alters the human body, how to perform exercises properly, how to properly instruct and demonstrate exercises to clients and athletes, and how to put together different workouts to make clients/athletes better athletes.

Nutrition for the Physically Active (9703) 2.5 creditsCollege Preparatory

Content: This class allows students to study the relationship between physical activity, proper nutrition, sports performance and general wellness. Students will learn what foods are needed for healthy lifestyles and peak performance. This course strengthens health promotion and disease prevention through increased knowledge of nutrition and physical activity. Students will study macronutrient and micronutrient recommendations during training, competition/performance, and recovery. Each student will learn how to create nutrition plans.

Evaluation: Students will be evaluated using practical application, quizzes & tests, projects and other class activities.

Sports Medicine I (960) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: This Introduction to Sports Medicine is designed for students interested in pursuing careers in fields such as athletic training, physical therapy, orthopedics, medicine, fitness, physiology of exercise, kinesiology, and strength and conditioning as well as other related fields.

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Content: The course includes theory and practical applications in the following areas: prevention, treatment, and rehabilitation of sports injuries, increased athletic performance, taping and wrapping of injuries, first aid, CPR, emergency procedures, nutritional guidelines, sports psychology, anatomy and physiology, fitness/conditioning/strength programs, protective equipment and sports medicine careers. After this course students will possess skills that are fundamentals for pursuing post-secondary education. All students will have the opportunity to become certified through the American Heart Association in CPR/AED for professional rescuer and first aid.

Evaluation: Student evaluation will be in the form of tests, quizzes, projects, presentations, and classroom activities.

Sports Medicine II: Injury Prevention, Evaluation, and Rehabilitation (964) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: Injury Prevention, Evaluation, and Rehabilitation is designed for students who have successfully completed the Introduction to Sports Medicine course and are interested in pursuing careers in Health Care or Athletic related field such as athletic training, physical therapy, orthopedics, general medicine, fitness, coaching, physiology of exercise, kinesiology, and strength and conditioning as well as other related fields.

Content: This course will include theory and practical application allowing students to learn different techniques in prevention, recognition, and immediate care of athletic injuries; physical conditioning; equipment fitting; rehabilitation of athletic injuries; basic nutrition; taping and wrapping techniques and other related medical conditions. Classroom learning is enhanced through clinical education experiences. After this course students will possess skills that are fundamentals for pursuing post- secondary education as well as prepare them for careers. All students will have the opportunity to further their interest while performing job shadowing in fields that specifically interest them.

Evaluation: Student evaluation will be in the form of tests, quizzes, projects, presentations, and classroom activities.

Clinical Practicum I- Sports Medicine Internship (9640) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: This practicum is for the serious sports medicine student, particularly a student considering post-graduate study in a sports medicine related position. Students should have successfully completed Introduction to Sports Medicine and Sports Medicine II. This practicum will provide students advanced professional preparation to continue development of their sports medicine portfolio.

Content: Supervised clinical experience in sports medicine with emphasis on developing techniques of clinical skills required by sports medicine professionals. Students will practice skills evaluating, treating, rehabilitating, documenting, and preventing sport related injuries and illnesses. Students will be exposed to many different situations and will apply skills needed to solve problems.

Evaluation: Student progress will be assessed through competency check offs, real world application of skills, and other various assessments. Students will demonstrate skills such as self- motivation, communication, independence and collaboration and self- assessment is expected. Students may be required to be in attendance during periods when regular classes are not in session.

Clinical Practicum II- Sports Medicine Internship (9641) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: This practicum is for the serious sports medicine student, particularly a student considering post-graduate study in a sports medicine related position. Students should have successfully completed Introduction to Sports Medicine, Sports Medicine II, and Sports Medicine Clinical Practicum I. This practicum will provide students advanced professional preparation to continue development of their sports medicine portfolio.

Content: Supervised clinical experience in sports medicine with emphasis on continued development of clinical skills required by sports medicine professionals. Students will practice skills evaluating, treating, rehabilitating, documenting, and preventing sport related injuries and illnesses. Students will be exposed to many different situations and will apply skills needed to solve problems.

Evaluation: Student progress will be assessed through competency check offs, real world application of skills, and other various assessments. Students will demonstrate skills such as self- motivation, communication, independence and collaboration and self- assessment is expected. Students may be required to be in attendance during periods when regular classes are not in session.

SAFETY AND PUBLIC SERVICE INNOVATION ACADEMY

Public Safety I (961) 2.5 creditsCollege Preparatory

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This introduction to Public Safety course is designed for students interested in pursuing careers in fields such as Fire Science, Fire Fighting, Emergency Medical Services, Criminal Justice, Emergency Management, Community Emergency Response Teams, Homeland Security and other related fields. The course includes theory and practical applications in the following areas: first aid, CPR, emergency procedures, disaster response skills, fire suppression, protective equipment and proper gear, leadership training, search and rescue, SCBA, forced entry, auto extrication, search & seizure, basic law enforcement, CSI techniques, the justice system, as well as community and institutional corrections. After this course students will possess skills that are fundamentals for pursing post-secondary education. All students will have the opportunity to become certified through the American Heart Association in CPR/AED for professional rescuer and first aid.

Public Safety II: Criminal Justice (962) 2.5 creditsCollege Preparatory

Criminal Justice is designed for students who have successfully completed the Public Safety I course and are interested in pursuing careers in Law Enforcement, the Court System and Corrections. The course includes theory and practical applications in the following areas: search and seizure, basic law enforcement, CSI techniques, the courts, as well as community and institutional corrections. After this course students will possess skills that are fundamentals for pursuing post-secondary education. All students will have the opportunity to further their interest while performing job shadowing and an internship during the 2nd semester of their senior year.

Public Safety III: Fire Science & Emergency Medical Education (9630) 2.5 creditsCollege Preparatory

This course is designed for students, who have completed PS I & PS II, and are interested in pursuing careers in Fire Science, Fire Fighting, Incident Command, Emergency Medical Services, Community Emergency Response Teams, and other related fields. The course includes theory and practical applications in the following areas: first aid, CPR, emergency procedures, disaster response skills, fire suppression, protective equipment and proper gear, leadership training, search and rescue, SCBA, forced entry, auto extrication, search & seizure, and pumps and hydraulics. After this course students will possess skills that are fundamental for pursuing post-secondary education. All students will have the opportunity to become certified through the American Heart Association in CPR/AED and first aid. The student will also have an opportunity to be trained and certified as a TEEN Citizen Emergency Response Team (TEEN CERT) Member.

Public Safety – Independent Study-Criminology (9631) 2.5 creditsCollege Preparatory

This course first will examine why laws were created and how they evolve over time in response to society’s needs. Then, the focus will move to the theoretical perspectives of criminal behavior, including biological, psychological and sociological theories. Students will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals while examining notable and notorious criminals. Finally, the class will explore the treatment of criminals by the correctional system. Students will be asked to design a policy statement for crime prevention and treatment programs for criminals.

Public Safety – Independent Study-Psychology of Crime (9632) 2.5 creditsCollege Preparatory

Students will learn how psychology applies to questions and issues relating to law and the legal system. The course will include all aspects of the legal system including police, the trial and corrections. Topics will include: recovered memories, children as victims and offenders, violence and murder, strategies for interviewing witnesses, expert testimony, and factors influencing the credibility of witnesses, victims and offenders and insanity. Students will also examine the relationship of psychology and law in the educational and work settings.

Safety and Public Service InternshipsCollege Preparatory

Prerequisites: Students must have completed Public Safety I and II to be considered.

Students can earn credits in the fields of Public Safety through internships. The number of credits earned generally depends on the number of hours that the student accrued under the internship experience (2.5 – 5.0 possible credits).

All internship positions must be directly relevant to Safety and Public Service, and must involve tasks that are appropriate within the specific field(s). Students wishing to undertake internships are advised to contact Mr. Evans or Mr. Sherman to assist either with the selection of an area of concentration or placement for fieldwork. In every case, the permission of Mr. Evans or Mr. Sherman is required before any site or agency can be authorized for undertaking an internship.

Public Safety Summer Workshops/Courses:

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** The NIMS, First Responder/CPR training, TEEN CERT and JR FF Program are offered to students and teachers throughout the district. Recent graduates are also encouraged to sign up for the courses.

NIMS (National Incident Management System): 10 Hours 1.0 creditInstructor: Steve Cutter – Dep. Fire Chief: Sanford, ME & Lieutenant: West Newbury Fire Dept.

The Pentucket Safety & Public Service Academy will be working with curricula that meet the requirements specified in the National Incident Management System (NIMS). Students will have the chance to complete the online certifications for each (IS-100, IS-200, IS-700 & IS-800) when finished with the course work.

TEEN CERT Program: 20 Hours (2 weeks) 1.5 credits

Instructor: Ben Jennell - Deputy Director, WN Emergency Management & Lieutenant, West Newbury Fire Dept.

The Community Emergency Response Team (CERT) Program educates people about disaster preparedness for hazards that may impact their area and trains them in basic disaster response skills, such as fire safety, light search and rescue, team organization, and disaster medical operations. Using the training learned in the classroom and during exercises, CERT members can assist others in their neighborhood or workplace following an event when professional responders are not immediately available to help. CERT members also are encouraged to support emergency response agencies by taking a more active role in emergency preparedness projects in their community.

First Responder/CPR Training: 20 Hours 1.5 credits

Instructors: Ben Jennell – Captain/EMT – West Newbury Fire Department Keith Sherman – FF/EMT – Merrimac Fire Department Kyle Cutcliffe FF/EMT – West Newbury Fire Department

Would you know what to do in a cardiac, breathing or first aid emergency? The right answer could help you save a life. With an emphasis on hands-on learning, this course will give you the skills to save a life. Students will have the option to take a practical and written test for certification through the American Heart Association upon successful course completion.

Junior Firefighter Summer Program: 10 Nights (Wed’s) 2 Hours (6-8pm) 1.5 credits

Instructors: Dave Evans – Lieutenant - West Newbury Fire Department Jason Goldweber – FF/EMT – West Newbury Fire Department

Using requisite and relevant statutes, standards and curricula, the Pentucket Regional Junior Firefighter Summer Program combines current fire service skill and knowledge applications with dynamic features and interactive technology to better support and help prepare young firefighters for the challenges being faced in the fire service today.  While focusing on firefighter training and knowledge, this new program will clearly provide an opportunity to grow physically, emotionally and socially while learning to protect others, the common basis for the entire course. 

BUSINESS, FINANCE AND ENTEPRENEURSHIP INNOVATION ACADEMY

Accounting for Business (8100) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: Any student interested in a career in business, finance or entrepreneurship.

Content: An introductory course which emphasizes the principles and practices of beginning accounting. Accounting simulation practice problems will be utilized throughout the course of instruction both manually and on the computer. All materials reflect real-world business procedures that focus on the fundamentals of accounting practices.

Evaluation; Grading will be based on homework, quizzes, tests, manual and/or computerized simulations and final exams.

Additional courses related to this area of study:

Business, Finance and

Entrepreneurship

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Course sequence in developmentBusiness Seminar No pre-requisite

Introduction to Personal Finance No pre-requisiteAccounting for Business No pre-requisite

Public Speaking No pre-requisiteInvention No pre-requisite

What if it never happened? No pre-requisiteTopics in Literature No pre-requisite

Contemporary Global Affairs No pre-requisiteMusic Technology No pre-requisite

Engineering I No pre-requisiteStatistics Previous math course

Game Design No pre-requisiteService Learning No pre-requisite

FINE AND PERFORMING ARTS DEPARTMENTAn education in the Arts cultivates the whole child incorporating the Five Essential Elements of Powerful Learning, encouraging children to think, problem solve, create and reflect. The Fine and Performing Arts Department at Pentucket High School is organized around three core concepts: learning in the arts is grounded in production and performance, learning in and through the arts develops imagination as well as critical and reflective thinking and learning in and through the arts requires an understanding of cultural and historical contexts. A comprehensive arts program adds depth and breadth to learning. Our offerings in Theatre Arts, Visual Arts and Music provide opportunities for students to enhance skills explore new modes of communication and increase understanding of the ways in which the arts shape, reflect and transform cultures and society. The discipline, self-confidence and independence developed through experiences in the Fine and Performing Arts will enhance your child’s experience as a student at Pentucket High School. All courses in the Fine and Performing Arts Department embrace the Habits of Learning; communication, independence, creative exploration, collaboration and thinking.

College Preparation (CP) classes provide students with the basic foundation, skills and vocabulary to explore the disciplines of Visual Art, Film, Music and Theatre. These courses are designed for both the students with the interest in learning a new skill or avocation and the student who wishes to seriously pursue an art discipline in preparation for advanced study. Students are expected to actively participate in learning activities and respond to their own work and that of others using the vocabulary specific to the discipline both orally and as written reflection. All courses in the Fine and Performing Arts Department require students to demonstrate their skill development by participating in level appropriate performance or exhibition.

Honors Courses are designed for students who enjoy participating in Theatre, Video, Art or Music and/ or who desire more advanced study in preparation for college and university study. Students are expected to display knowledge of basic skills and proficiency in their discipline and be motivated to challenge themselves artistically. Students are required to exhibit and perform as part of their assessment. In the Visual Art program Senior Studio is offered as either Honors level or Advanced Placement Studio Art.

ARTS INNOVATION ACADEMY

The Art Department provides courses open to students of all grade levels (9-12). The overall goals of the Art program at Pentucket are to teach the fundamentals of design, drawing, painting, video production and sculpture, to introduce students to the art of other cultures, to increase visual awareness, and to develop a sense of appreciation for the arts. Through a wide variety of experiences, students develop basic skills and explore their creative potential.

A student interested in pursuing a Visual Art program should request Fundamentals of Art in the fall semester and Drawing in the spring of their Freshman year. Fundamentals of Art and Drawing are foundation courses for all art forms. Students might benefit most from the Art program by following the sequential program suggested by the department:

1st year Art Student Fundamentals of Art/ Drawing

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2nd year Art Student (Fall) Drawing and (Spring)Painting/Graphic Design/3D Courses/Video/Photography/Character Design

3rd year Art Student Painting, Video, Photography, Graphic Design, Sculpture, Character Design, Digital Sculpture4th year Art Student AP Studio, Senior Studio, Apprenticeship, any other elective of their choice.

Photography requires the recommendation of the instructor and the Department Head. Pentucket TV requires the recommendation of the Department Chair and Video Productions teacher.

Fundamentals of Art-semester (922) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: Any student who enjoys art and is interested in developing his/her artistic abilities. This course is a prerequisite for all other art courses

Content: This course is an introduction to drawing, painting, sculpture and graphic design. Students will explore the elements and principals of art through a variety of media. Equal emphasis is given to the making of art, criticism and analysis of art and art history. A sketchbook is required and regular assignments will be given.

Evaluation: Student progress will be assessed through studio work, projects, outside assignments and technical competency.

Drawing -semester (911) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: Any student, who has successfully completed Basic Design or Fundamentals of Art and has a serious interest in his/her art. This course is a prerequisite for all other fine art courses. A sketchbook is required and regular assignments will be given.

Content: Drawing with a variety of approaches and media: emphasis on visual man-made objects, as well as, figure and portrait drawing.

Evaluation: Student progress will be assessed through studio work, projects, outside assignments, and technical competency.

Painting I-semester (905) 2.5 credits Honors

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and Drawing and who has a serious interest in learning the mediums, tools and techniques of oil painting.

Content: Students will explore color theory through color rendering, color theory exercises, and the use of tempera paint and oil paint. The principles of art will be addressed as well as art history and critique. A sketchbook/journal is required.

Evaluation: Student progress will be assessed through engagement in studio work, outside assignments and technical competency.

Painting II -semester (906) 2.5 credits Honors

Students Who Should Consider Taking This Course: Any student who has successfully completed Painting I and has an interest in building on his/her painting skills, experiences and artistic techniques.

Content: Students will explore the mediums of acrylic and watercolor and the concepts of abstraction and realism. A sketchbook journal is required.

Evaluation: Students will be assessed through their engagement in studio work, outside assignments and technical competency.

Sculpture and 3D Design-semester (924) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and Drawing and is interested in exploring the tools, mediums, and techniques involved in creating the 3D art form.

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Content: This course is an introduction to 3D Sculpture and Design. Students will learn the basic concepts and principles of three dimensional art and design. A foundation course that will investigate the elements and principles and how they relate to the 3 dimensional art form. Through a series of hands on projects using a variety of materials, students will develop the necessary skills needed for designing and constructing the three dimensional form. A sketchbook will be provided and regular assignments will be given.

Evaluation: Student progress will assessed through studio work, sketchbook quality and content, outside assignments and technical competency.

Character Design-semester (925) 2.5 creditsCollege Prep

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and Drawing and who has a serious interest in learning the mediums, tools and techniques of sculpting the human form.

Content: Students learn the basic principles of anatomy, gesture, form and design as they spend the term creating an 12-inch clay Marquette. While many of the characters and creatures in films and games today are created digitally, a solid foundation in physical sculpture provides the best basis for developing skills in digital modeling.

Evaluation: Students will be assessed through their engagement in studio work, outside assignments and technical competency.

Digital Sculpture-semester (926) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and Drawing and who has a serious interest in learning the tools and techniques of sculpting the human form on the computer.

Content: Students learn the basic principles of anatomy, gesture, form and character design as they spend the term creating digital sculptures. Students will learn how to sculpt digitally using the program Z-Brush, which is used by professionals in the animation, gaming and special effects industry. Students will work with drawing tablets on iMac computers and develop skills with the selected software.

Evaluation: Students will be assessed through their engagement in studio work, outside assignments and technical competency.

Graphic Design I-semester (923) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This course is for any student who has successfully completed Basic Design or Fundamentals of Art and Drawing and is interested in learning the basic principles and techniques of visual communication and graphic design.

Content: This course focuses on introducing students to basic graphic design principles and techniques for the digital age. Students will learn to be proficient with Photoshop. Students will also have the opportunity to use their own or the school’s smart devices on class projects. The concepts of this course will be explored through demonstrations, group projects and individual projects.

Evaluation: Student’s progress will be assessed on their participation and engagement through studio work, projects, outside assignments and technical competency.

Photography I-semester (903) 2.5 credits Honors

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and Drawing and who has a serious interest in the introduction to the technical aspect of black and white film photography.

Content: Student will learn the technical skills needed to produce B&W photographs from film. Content includes the operation of a 35mm SLR manual camera and the processes of B&W film photography in the Darkroom. Students are responsible for group and individual projects and should be self-motivated in that regard. Recommendation of Department Chair and Photography teacher required.

Evaluation: Student progress will be assessed on their engagement in studio and darkroom work, outside assignments, tests, and technical competency.

Photography II-semester (904) 2.5 credits Honors

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Students Who Should Consider Taking This Course: Any student who has successfully completed Photography I and has a serious interest in exploring black and white film photography and Digital Photography.

Content: Students will continue their study of B&W film photography, as well as, Digital Photography in this advanced course. Aesthetics and composition is the focus. Students will have options to explore composition through a variety of techniques, styles and special effects. An in–depth study of Portraiture will be covered; however, student interest will drive the inspiration for your work. Students are responsible for working independently and should be self-motivated in that regard. Recommendation of Department Chair and Photography teacher required.

Evaluation: Student progress will be assessed on their engagement in studio and darkroom work, outside assignments, technical competency.

Senior Studio-year (901, 902) 5 credits Honors or Advanced Placement

Students Who Should Consider Taking This Course: This course is for the serious art student, particularly a student considering post-graduate study at an art school, as an art major or minor at a college or university, and who has successfully completed Basic Design or Fundamentals of Art and Drawing. Successful completion of Painting I recommended for this course. Students will participate in a portfolio review.

Content: Semester one concerns itself with portfolio preparation pursuant to post-graduate art school study or an art major or minor at a college or university. Students will experience a variety of design challenges that provide creative exploration and create strong portfolio pieces. Semester two contains both design challenges and the opportunity for independent studio assignments for highly motivated students, often on a contractual basis. A sketchbook/journal is required.

Evaluation: Student progress will be assessed through engagement in studio work, outside assignments, written assignments and technical, as well as aesthetic, competency. Demonstration of 21st Century skills; self- motivation, communication, independence and collaboration and self- assessment is expected. Students are required to mount an exhibit a body of work in May.

Video Production I -semester (915) 2.5 credits College Preparatory

Students Who Should Consider Taking this Course: Any student with an interest in the technical or creative aspect of creating videos or movies. This course is a prerequisite for Video Production II and/or Pentucket TV.

Content: This course is designed as an introduction to professional video production. From script writing and storyboarding to working in the field, students will work in groups for the entire class learning the basic roles of video production. Students will also create their own soundtrack to each video. All work is done on Macintosh computers using cutting edge programs to create new and uniquely original videos.

Evaluation: Students progress will be assessed though group, independent projects, class participation, quizzes, technical knowledge and outside projects.

Video Production II-semester ( 916) 2.5 credits College Preparatory

Students Who Should Consider Taking this Course: Any student who has successfully passed Video Production I and wants to enhance their skills in the field further.

Content: An extension of Video Production I; students delve deeper into the subtle art of video production. More emphasis is put on screenwriting and being able to tell a story visually.

Evaluation: Students progress will be assessed though group, independent projects, class participation, quizzes, technical knowledge and outside projects.

Pentucket TV-semester (941) 2.5 credits College Preparatory

Students Who Should Consider Taking this Course: Recommendation of the Department Chair and Video Production teacher is required. Any student who has successfully completed Video Production II and has a serious interest in the field of broadcasting. Students that have successfully completed Video Production I may be considered to take this course with teacher and Department Chair approval.

Content: The Pentucket TV class will create a monthly television show, aired on the Internet and all local public access stations, showing what is going on throughout the entire school district. Students who take this class will learn the process of television programming and broadcasting to the Web and TV. Additionally, students will have the opportunity to create their own original programming.

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Evaluation: Students progress will be assessed though group, independent projects, class participation, quizzes, technical knowledge and outside projects.

Apprenticeship in Video Production-semester (9151) 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering post-graduate study in the video field. This student has successfully completed the PRHS Video course offerings. Recommendation of Department Chair and Video faculty required.

Content: Students will build on prior knowledge and expand their understanding of the medium through participation in real-world experiences. The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to include a culminating activity/event which measures their level of mastery. Proposals will be reviewed by the Department Chair and teacher for approval prior to enrollment.

Evaluation: Students will be evaluated through , independent work, class and outside participation, technical knowledge and communication with the teacher.  The final exam for this course is the culminating activity / event outlined in the approval process.

Apprenticeship in Visual Arts-semester (9152) 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering post-graduate study in visual arts. This student has successfully completed the foundational courses which support their apprenticeship. Recommendation of Department Chair and Art faculty required.

Content: Students will build on prior knowledge and expand their understanding of the medium through participation in real-world experiences. The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to include a culminating activity/event which will measure their level of mastery. Proposals will be reviewed by the Department Chair and teacher for approval prior to enrollment.

Evaluation: Students will be evaluated through independent work, class and outside participation, technical knowledge and communication with the teacher.  The final exam for this course is the culminating activity / event outlined in the approval process.

THEATRE ARTSThe Theatre Department provides courses to students of all grade levels (9-12). The goal of the theatre program is to teach fundamental skills of voice, movement, characterization, theatre history, period acting styles, comedy, directing, production, communication, self- expression, and empathy. The theatre courses at Pentucket are designed to foster a sense of self-esteem and to expose students to the art and craft of theatre. Through a range of activities, students will develop basic skills and explore their potential in this art form.

Students would benefit by following the sequential program suggested by the department.

1st year Theatre Skills I2nd year Theatre Skills II and Musical Theatre3rd year Musical Theatre and/or Advanced Acting4th year Musical Theatre II and/or Advanced-Acting, Apprenticeship

Theatre Skills I-semester ( (935) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: This is an introductory course designed for all students who are curious about learning more about performing. Open to Grades 9-12. This is the course upon which all other theatre classes are built. This course is good for student who wants to become more comfortable in front of people, pursue an interest in performance or acting, improve public speaking, and/or explore their creativity and challenge their imagination.

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Content: Students are introduced to beginning acting techniques by examining the fundamental skills of improvisation, pantomime, physical comedy, voice, movement, storytelling, and scene study. Class projects will include individual and group performance work.

Evaluation: Students will be evaluated on performances, participation, progress, written and class work.

Theatre Skills II-semester (933) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: Any student who is interested in taking their acting abilities a step further should take this course. Become more comfortable in front of people, pursue an interest in performance or acting, improve public speaking, and/or explore their creativity and challenge their imagination. Successful completion of Theatre Skills I is required.

Content: Students explore further techniques of acting and are introduced to basic principles of monologue study, audition technique, long form improvisation, intermediate scene study, and original ensemble work. Class projects will include individual and group performance work.

Evaluation: Students will be evaluated on performances, participation, progress, written and class work.

Advanced Acting-year (932) 5 credits Honors Students Who Should Consider Taking This Course: This course is designed for those students with a strong desire and commitment to further their study of the principles of acting and directing. Successful completion of Theatre Skills I and Theatre Skills II is required. Open to students in grades 11-12, or by permission of instructor.

Content: Content will include advanced voice and movement work, Shakespearean acting, Greek theatre, directing, contemporary scene study, long-form improvisation, and original ensemble work. Class projects will include individual and group performance work.

Evaluation: Students will be evaluated on performances, participation, progress, written and class work.

Apprenticeship in Performing Arts (9153) 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering post-graduate study in one of the performance arts. This student has successfully completed the foundational courses which support their apprenticeship. Recommendation of Department Chair and Theatre faculty required.

Content: Students will build on prior knowledge and expand their understanding of the medium through participation in real-world experiences. The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to include a culminating activity/event which will measure their level of mastery. Proposals will be reviewed by the Department Chair and teacher for approval prior to enrollment.

Evaluation: Students will be evaluated through independent work, class and outside participation, technical knowledge and communication with the teacher.  The final exam for this course is the culminating activity / event outlined in the approval process.

Public Speaking-semester (940) 2.5 credits College Preparatory

Students Who Should Consider Taking This Course: Open to Grades 9-12. For students who have a desire to gain confidence in communication and improve their public speaking ability.

Content: Students will learn beginning techniques of public speaking by examining the skills of articulation, diction, projection, self-confidence, impromptu speaking, oral reading, persuasion, and debate. Through class work students will learn techniques to combat presentation anxiety and project confidence in communication and presentation.

Evaluation: Students will be evaluated on oral presentations, participation, progress, written and class work.

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PENTUCKET MUSIC CONSERVATORY INNOVATION ACADEMYThe arts should be an integral part of the general education of all students. It is the broad goal of the Music Department to develop in each student an aesthetic sensitivity to all musical experiences and to create for each student a meaningful and permanent relationship with music through participation and performance. Music classes are available for the musically experienced or for the student new to music study. Our performing groups provide a service not only to our general student population but also to the three communities that make up the Pentucket District.

Enrollment in one of our in-school performance groups is a requirement for students who wish to participate in our award winning after-school jazz ensembles with exception to guitar and percussion.

Chorus (957) 2.5 creditsCollege Preparatory-semesterFall/Spring Students Who Should Consider Taking This Course: Any student interested in participating in a choral ensemble. No prior musical or singing experience is required.

Content: Students will rehearse and perform a program of easy to moderate level choral and vocal music. The program may include music of various time periods, languages, and genres. Basic choral and vocal techniques will be covered throughout the semester, and the participation in two to four concerts each semester is mandatory.

Evaluation: Students will be evaluated based on participation and preparation in rehearsals, use of technical aspects as demonstrated through successful singing with the group, and participation in all in- and out-of-school concerts. Students will be graded upon basic sight singing assignments, music theory quizzes, and tests based on lessons and material.

Concert Chorus- year (956) 5 creditsHonors Students Who Should Consider Taking This Course: Open to juniors and seniors with acceptance based on the successful completion of the Choral/Vocal Chorus or by individual audition.

Content: Students will rehearse and perform a program of moderate to moderately difficult choral and vocal music. The program may include music of various time periods, languages, and genres. Basic choral and vocal techniques will be covered throughout the semester, and the participation in two to four concerts each semester is mandatory, solo and audition for districts is an expectation of the student who takes this Honors course.

Evaluation: Honors Concert Chorus requirements include all criteria for the Choral/Vocal Chorus, along with emphasis on individual vocal performance and contribution, and participation in all in- and out-of-school concerts. A final year-long project that relates to the “National

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Music Standards”. Students must be able to perform in four-part harmony/small ensemble, and audition for the Northeast Senior District Vocal Auditions.

Concert Band- year (953) 5 credits College Preparatory

Students Who Should Consider Taking This Course: Open to any student who plays an instrument. This course is a continuation of the instrumental program offered throughout the district. Concert Band/Marching Band is a full year course. In addition, through enrollment in Concert Band, students will have the opportunity to participate in either jazz band or other ensemble study after the school day.

Content: We are a performing ambassador organization that is a source of pride to the school and community by providing valuable performance experiences for our musicians. The main focus of this course will be the study and performance of concert band, marching band, chamber ensemble and solo literature. Students will perform quality marching band literature at all home football games as well as community celebrations and local parades. Students must move at least one tier on the band evaluation system within the school year.

Evaluation: Students will be assessed on class participation, community performances and assignments in the tiered musicianship curriculum (solos, scales, listening assignments, ear training, rhythm and composing).

Concert Band- year (951) 5 credits Honors

Students Who Should Consider Taking This Course: Open to any student who plays an instrument. This course is a continuation of the instrumental program offered throughout the district. Concert Band/Marching Band is a full year course. In addition, through enrollment in Concert Band, students will have the opportunity to participate in either jazz band or other ensemble study after the school day.

Content: We are a performing ambassador organization that is a source of pride to the school and community by providing valuable performance experiences for our musicians. The main focus of this course will be the study and performance of concert band, marching band, chamber ensemble and solo literature. Students will perform quality marching band literature at all home football games as well as community celebrations and local parades. Students must move at least two tiers on the band musicianship evaluation system within the school year. It is highly recommended that Honors Concert Band students audition for the Northeastern Junior and Senior District Festivals.

Evaluation: Students will be assessed on class participation, community performances and assignments in the tiered musicianship curriculum (solos, scales, listening, ear training, rhythm and composing).

Percussion Performance (9154)5 credits

College Preparatory

Students Who Should Consider Taking This Course: Open to any student wishing to gain a better understanding and appreciation for percussion literature through lessons and performance.

Content: Students will gain ownership of percussion fundamentals including concert, marching, and hand drum instruments. Students will perform in the concert band, marching band, and percussion ensemble performances for the entire school year. It is strongly suggested students purchase a stick bag, 4 marimba mallets, Vic Firth SD-1 drumsticks, concert tambourine with head, and a triangle.

Evaluation: Students will be evaluated through playing tests, performance attendance, and class participation.

Orchestra - year (943)5 credits

College Preparatory

Students Who Should Consider Taking This Course: Open to any student who plays a string instrument. This course is a continuation of the instrumental strings program offered throughout the district.

Content: The main focus of this course will be the study and performance of orchestral literature. Students will also study the history of the different orchestral time periods.

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Evaluation: Students will be assessed on their performance in rehearsals along with playing assignments on Google Voice. All students will learn and be evaluated on the 12 major scales. Listening tasks will be assigned on School Loop.

Musicianship I-semester (9155) 2.5 credits

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering post-graduate study in music and is enrolled in a performance ensemble at Pentucket Regional High School or a pianist. Recommendation of Department Chair and Music faculty required.

Content: Students will rehearse solo literature and will work the Eastman School of Music Theory Fundamentals course.  The curriculum focuses on pitch, scales, the minor mode, intervals, rhythm/meter, melodic characteristics, and introduction to two-point counterpoint, triads, inversions, figured bass, seventh chords, cadences and connecting chords.

Evaluation: Students will be evaluated through online assessments and in-person performances.  The final for this course is a jury performance in front of the music faculty and performance at a solo/ensemble festival.

Musicianship II-semester (9156) 2.5 credits Honors

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering post-graduate study in music and is enrolled in a performance ensemble at Pentucket Regional High School or a pianist. Recommendation of Department Chair and Music faculty required as well as successful completion of Musicianship I.

Content: Students will rehearse solo literature and will work on the following details: Define the elements of music (rhythm, melody, harmony, texture, medium, form, expression), demonstrate pitch and rhythm writing in treble and bass clefs, demonstrate standard notation practices, recognize fifteen major key signatures, with relative minors, notate rhythms in duple and triple meters, sing scales using solfège syllables in major, minor, and chromatic, recognize perfect, major, minor, diminished and augmented intervals by sight and sound, sight singing melodies that move by step and melodies that outline tonic and dominant chords, perform rhythm examples in duple and triple meters, recognize major/minor/augmented and diminished triads aurally and sing them.

Evaluation: Students will be evaluated through online assessments and in-person performances.  The final for this course is a jury performance in front of the music faculty and performance at a solo/ensemble festival.

Music Technology I-semester (952) 2.5 credits College Preparatory Fall semester only

Students Who Should Consider Taking This Course: Open to any student with a desire to use state of the art technology to record and produce original forms of media.  We provide valuable practical knowledge to the self-taught musician as well as the student who plays an instrument or sings well but needs a better understanding of the language of music. 

Content: Students will create meaningful media in a collaborative environment and are challenged to go beyond their current musical experiences in order to create and reflect.  Students will learn how to create and manipulate music and video tracks, arrange loops, compose music, build web pages, and evaluate the latest media technologies.  A guest speaker series will help connect the music industry to the content being created in the classroom.  The capstone project of the class will be interdisciplinary in nature with emphasis of another core subject area. Previous projects can be viewed at www.pentucketmusic.com.

Evaluation: Students will be able to work from their own level of musical ability when they enter the class. Students will be evaluated on class participation, on-line questions of the week, homework assignments, participation, and reflection essays. 

Invention: Make It!-semester (942) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course: This course is designed for students who seek a platform to explore and create. Thinking outside of the box and studying the art of inventing will play a major role in the curriculum.

Content: Over the course of the semester, students will follow a sequential curriculum in creating board games, gestural installations using Scratch and MakeyMakey, websites, iPod applications, and a final project focused on creating and advertising a new invention. Additionally,

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students will gain understanding of both copyright and patent laws as they relate to coursework.

Evaluation: Students will be evaluated using rubrics for each project, an electronic Weebly portfolio, and a final presentation/business plan for the final invention project.

AFTER SCHOOL PROGRAMS

Competitive Percussion Ensemble - year (92A) 3 creditsCollege Preparatory

Students Who Should Consider Taking This Course: This ensemble is geared towards students who would like to prepare and perform advanced percussion ensemble literature at competitions through the New England Scholastic Band Association circuit.  The ensemble rehearses two hours a week along with mandatory participation in five NESBA competitions scheduled on weekends throughout the winter time.  

Content : The Competitive Percussion Ensemble will perform advanced literature featuring all the mallet instruments, timpani, auxiliary percussion, and battery percussion.  Students will be required to review the performances of other high school percussion ensembles performing at the NESBA competitions.  

Evaluation : Students will be evaluated on rehearsal/performance attendance, listening assignments on School Loop, and playing assignments via Google Voice.  Students will also be required to listen and reflect on the adjudication tapes from the competitions.  

Orchestra - year (93A) 1 creditCollege Preparatory

Students Who Should Consider Taking This Course : Open to any student who plays a string instrument. This course is a continuation of the instrumental strings program offered throughout the district.

Content: The main focus of this course will be the study and performance of musical works written for string orchestra. Students will also study the history and performance practices of the different orchestral time periods. 

Evaluation: Students will be assessed on their performance in rehearsals and concerts along with playing assignments on Google Voice.  All students will learn and be evaluated on all major and minor scales with up to four sharps or flats. Listening tasks will be assigned on School Loop. Students will also be expected to participate in all performances both during and outside of the school day.

Beginning Jazz Improvisation (98A) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course : Students should be able to read music and must be able to play, write, and verbally spell a major scale, though some exceptions may be made.  Students must have proficiency on the instrument they intend to play in class.  This class meets for 90 minutes once a week after school for optional credit.  

Content: Beginning Jazz Improvisation is the starting point for students interested in learning to improvise musically.  ALL instruments are welcome.  In this class you will be exposed to jazz through listening, playing, writing and performing. Other course activities will include composition, music theory, and transcription. There are two concerts called “Cafe Jazz” over the course of the year, and the Beginning Jazz Improvisation class performs at them both. This class is limited to 15 students at registration time.  Additional students may be added, at the instructor’s direction, as instrumentation permits.

Evaluation: Students will be evaluated on rehearsal/performance attendance, completion of weekly assignments, and general effort.

Big Band – year (95A) 5 creditsCollege Preparatory, Honors

Students Who Should Consider Taking This Course: Students must be able to read music well and must be able to play, write, and verbally spell a major scale.  Students must have proficiency on the instrument they intend to play in class.  Rehearsals are scheduled in two-hour blocks twice a week in the evening.  That time is split between sectional and full ensemble rehearsal.  Beginning Improvisation is a prerequisite for this class unless waived by the instructor.  

Content: An instrument-appropriate group of approximately 20 players is assembled each fall. The group will study level-appropriate ensemble

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literature in the jazz idiom. Additional course work will include listening, ear training, improvisation, and music theory.  Members are expected to participate in all concerts, festivals and events as determined by the director.

Evaluation: Students will be evaluated on rehearsal/performance attendance, completion of weekly assignments, and general effort.

*additional responsibilities required

Jazz Combo– year (96A) 5 creditsHonors

Students Who Should Consider Taking This Course : This group is by audition only each June in preparation for the upcoming school year. Students must demonstrate a high level of proficiency on their instrument, and advanced knowledge of music theory.  Rehearsals are held after school for two hours twice a week. Beginning Improvisation is a prerequisite unless waived by the instructor.   

Content: Students will continue the study of jazz improvisation at a higher level.  Class work includes intensive listening, ear training, composition, transcription, and chord/scale analysis.  This is a performance based class with many concert, festival, and competitive performances required of all members throughout the year.  

Evaluation: Students will be evaluated on rehearsal/performance attendance, completion of weekly assignments, and general effort.

A Cappella Ensemble- year (97A) 2.5 creditsCollege Preparatory

Students Who Should Consider Taking This Course : Any level student interested in participating in an A Cappella chorus. Current enrollment in a Pentucket music ensemble (or other musical elective with special permission) and audition required. Auditions will take place in the spring.

Content : Students will rehearse after or before school for two hours, twice a week. They will perform a variety of moderate to moderately difficult unaccompanied vocal music. Ensembles will consist of 12-16 singers each. Out of school performances throughout the year are mandatory.

Evaluation : Students will be evaluated on rehearsal and performance attendance, participation, and individual effort. Students will also be responsible for positions within the groups including recording part assignments, promotional events, scheduling extra sectional rehearsals, and arranging sheet music.

GUIDANCE DEPARTMENTThe High School Guidance Program supports student learning by providing academic, social and emotional skills to students in order to maximize their potential for success. The developmentally based program provides all students with the knowledge and skills necessary to make well-informed post-secondary decisions based on their interests and abilities. College and career preparation are an integral part of the high school guidance program. These services are provided through the classroom setting, small and large group settings, individual meetings with counselors and various other related activities.

The guidance curriculum focuses broadly on the following topics over throughout grade 9-12. Some of the activities students will explore with guidance are listed with each grade level.

A. GRADE 9

Transition from middle school begins for freshmen by helping them to becoming an active participant in his/her education by taking a challenging academic curriculum, becoming involved in co-curricular activities and accessing educational supports such as tutoring, extra help, etc. when needed. School counselors meet with every freshman through a series of guidance lessons. Assisting with the transition to high school and increased demands, topics center around the following: study skills, organizational skills, time management tools, goal setting, personal responsibility and self advocacy. Additionally, counselors meet with students to discuss any issues the student may be experiencing in and out of the classroom setting affecting their learning. During course selection time, students meet individually with their counselors to review their class recommendations for the upcoming year and discuss their four year academic plan.

B. GRADE 10

Career Exploration is an important component of the guidance curriculum for sophomore students. Students meet with counselors to begin

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exploring their career interests and abilities through the Naviance college and career program. This program offers students 3 career interest inventories to help them explore their interests. The program provides information about formal education and training required for various professions. Convenient for both parents and students, Naviance is a web based program that is accessible from home. Based on the sophomore students’results, the careers of most interest will be represented by professionals for a series career speaker sessions. During these sessions students will have the opportunity to ask questions and make connections in order to more fully explore various career options in depth. We would also encourage students to explore intern opportunities in a particular career they may be interested in during this year. Sophomore students have the opportunity to take the Preliminary Scholastic Aptitude Test (PSAT) in October at the high school. The PSAT is primarily designed for junior students as a preparation for the SAT in the spring.

C. GRADE 11

College and Career Planning becomes the major focus for junior students within the guidance department. In the fall, it is recommended that juniors take the Preliminary Scholastic Aptitude Test, (PSAT) in preparation for the SAT in the spring. College representatives are invited to come to the high school during this time to impress upon students the importance of maintaining high academic standards for themselves during this year. Guidance counselors meet with their students in small group settings to discuss the post-secondary planning process in detail. Through the online Naviance program, students are able to build upon their portfolio in Naviance from grades 9 and 10. Naviance provides students with many resources to begin researching colleges with the goal of visiting colleges later in the spring and summer. Parents also have access to this program as well as guidance counselors to work cooperatively to support students’ post secondary plans. The guidance staff sponsors an “Evening for Junior Parents “ to share this information with parents as well. Counselors follow up in the spring with individual student appointments to create a plan specific to their goals. Junior students are invited to participate in a “Job Shadowing Day” as another opportunity to explore career options. Increased communication among student, parent and counselor is encouraged during the junior year to help ensure that the college exploration process is as productive and enjoyable as possible. Juniors are also invited to participate in a Technology Career and Education Fair where they can learn about career opportunities available in technical fields, as well as institutions that offer post-secondary training options.

D. GRADE 12

College Admissions and Career Planning begins in early fall when students return to school. Students meet with their counselors individually and in small groups. Completing college applications and essays, obtaining teacher and counselor recommendations, and meeting deadlines while maintaining high academic standards become the focus for these meetings. The guidance staff works closely with seniors throughout the year to coordinate the college application process. Many college representatives visit the high school and students have the opportunity to meet with them during the “college mini-fairs” offered in the cafeteria. Parents are invited to a workshop in early fall to meet with a college representative and the guidance staff to review the college application process. Guidance staff work with the Massachusetts Educational Financing Agency to sponsor a “Financial Aid Workshop” for parents in early December to discuss college funding from a state and national perspective. The guidance staff provides information about and oversees the application process for scholarships that are made possible by local individuals and organizations. Information on these scholarships is mailed home to families in late winter. Students are also invited to participate in field trip to the local community college to explore first hand this convenient post-secondary option.

Instructional Aide

Students Who Should Consider Taking This Course: Any students in grades 10 – 12 who enjoys working with and helping others.

Content: Students are placed in a variety of educational settings based on their grade, area of interest, and skill level. These may include, but are not limited to, regular and special needs classrooms at the Middle School and High School.

Evaluation: Students will be evaluated based on attendance and performance. Credit is earned according to the number of periods assigned.

Home-Bound Instruction

If, because of illness or some physical or emotional disability, a student should be absent from school for at least a four- week period of time, it is possible to receive instruction from a tutor who will visit the home. Contact the individual guidance counselor for details and instructions on how to obtain this service.

Voter Registration

Any student at least eighteen years of age may register to vote. Registration may be completed on line as well at web site, http://www.sss.gov/

SPECIAL EDUCATION DEPARTMENT59

The Special Education Program at Pentucket Regional High School has been set up in compliance with federal and state regulations. Students who qualify for Special Education Services are placed on an Individualized Educational Program [IEP]. This program is designed to identify the student’s disability, describe his/her learning style, and state support modifications necessary for the student to make effective progress in regular education classes and individual programs. Services may include:

Academic SupportAssistive TechnologyConsultation with parents, students, school personnelDiagnostic TestingInclusive Classes (general educators & special educators team teaching)Occupational TherapyPhysical TherapyPre-Vocational TrainingSpeech and Language TherapySupportive EmploymentTransitional Planning (in conjunction with the Guidance Department)

*Please note that each individual program will determine credit.

Academic Support (9-12)

Students Who Should Consider Taking This Course : Students in grades 9-12 who qualify for Special Education services and their I.E.P. requires this service.

Content: This course is designed to assist students in developing skills and strategies to compensate for specific disabilities in order for them to be able to access the curriculum and work toward making effective progress.

Evaluation: Students will be evaluated on their attendance effort and application of skills and strategies reviewed in Academic Support.

Discovery Program (9-12)

Students Who Should Consider Taking This Course: Students in grades 9-12 who qualify for Special Education services and their I.E.P. requires Academic Support services and individual or small group counseling.

Content: This course is designed to assist students in developing skills and strategies to compensate for learning and/or emotional disabilities in order for them to be able to access the curriculum and work toward making effective progress.

Evaluation: Students will be evaluated on their attendance, effort, and application of skills and strategies reviewed in Academic Support.

Social Pragmatics Program (9-12)

Students Who Should Consider Taking This Course: Students who qualify for Special Education services and their I.E.P. requires this substantially separate program. These students may benefit from additional instruction and support in areas including: speech & language services, reading program, social & group pragmatics, abstract/inferential reasoning, and/or individual or small group counseling.

Content: This program is designed to assist students in developing skills and strategies to compensate for a significant communication based disability in order for them to be able to access the curriculum and work toward making effective progress. Small group classes are offered based on individual student needs as well as a lunch group.

Evaluation: Students will be evaluated on their classwork, participation and application of skills and strategies.

Language Based Program

Students Who Should Consider Taking This Course: Students with a language based learning disability who may require the services of a program.

Content: This program is designed to include a combination of small group and inclusion classes. Students may require a small group reading or writing program as well as other related services as determined by the team process.

Evaluation: Students will be evaluated on their classwork, participation and application of skills and strategies.

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Connections II – A Life Skills based program 9-12 (53)

Students Who Should Consider Taking This Course: This program is for students who may benefit from intensive instruction in functional reading, writing, and math skills. In order to take this course, the student must have an IEP that requires this service.

Content: This program is designed to include individualized functional reading, writing, and math skills curriculum as well as basic daily living skills.

Evaluation: Students will be evaluated based on application of skills pertaining to real-life settings, portfolio assessment, teacher observation, and completion of class and homework assignments.

Community Living Skills (54)

Students Who Should Consider Taking This Course : Students who are preparing for the transition from school to work and may benefit from intensive community skills instruction. In order to take this course, the student must have an IEP that requires this service.

Content: This career, community exploration, and community living curriculum will focus on developing the skills necessary for the transition from school to work. This may include employability skills, social skills, and pragmatic language skills.

Evaluation: Students will be evaluated based on application of skills pertaining to real-life settings, portfolio assessments, teacher observations and completion of class and homework assignments.

Visions Program (18 -22 year olds)

Students Who Should Consider Participating In This Program: Students between the ages of 18 and 22 who qualify for Special Education services and their IEP requires this program.

Content: This program is specifically designed to serve as a transitional program for students leaving high school and preparing to enter the work force through adult programming. All students will work from their individual education plans. Students will participate in hands-on learning assignments which promote vocational skills, independent living skills, teamwork and cooperation. Students will have opportunities for community awareness activities which may include internships, community service, and field trips.

Evaluation: Students will be evaluated based on application of skills pertaining to real-life settings, teacher observations and completion of class work

Individualized Transitional Support (55)

Students Who Should Consider Taking This Course: Students who are preparing for the transition from school to work or post- secondary level may benefit from job identification, development of an individualized success plan and support at school or at a community-based work site. In order to take this course, the student must be on an IEP that requires this service.

Content: This program is designed to include individualized transitional planning.

Evaluation: Students may be graded on job performance, including ability to relate to staff and students. Credit is earned based on the number of periods assigned.

LIBRARY/MEDIA CENTERThe library media center strives to be at the heart of the educational program at Pentucket for every student.   A full range of information resources – print, audiovisual, and electronic – are offered to students as resources to support the research and reading required by the curriculum. The Library Media Center offers:              A book collection of approximately 11,000 titles including                        standard reference works, searchable 24/7 at                              http://pths.schoolloop.com/catalog                 A video collection of approximately 600 VHS/DVDs.  Access to Online databases, which provide students with the most relevant, timely, and authoritative sources.

Visit http://pths.schoolloop.com/Librarydatabases on the high school website to view the entire list of databases.

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 A computer lab with internet connections to link learners to resources throughout the country and the world as well as web2.0 applications to support the curriculum.

Work space for individuals or groups before and after school as well as during study halls and lunches. 

The library page with its resources pages on the school website (http://pths.schoolloop.com) is another platform for student access to information for learning. The Massachusetts Board of Library Commissioners provide a wealth of free materials via the Web.  A link to these resources is provided on the library page of the school’s web page (http://pths.schoolloop.com/library). User names and Passwords are available from the librarian. The library media staff welcomes any opportunity to individually assist learners in honing their information literacy skills.   All freshmen receive an orientation to the services and sources offered as well as a multi-day research skills lesson. Pentucket has a research guide online to aid students (http://pths.schoolloop.com/researchguide) in their research, and presentation of that research. It is located on the library page of the school website. The library staff collaborates with the subject area departments, i.e. Social Studies, English, and Fine Arts to integrate information literacy into the curriculum in a holistic approach. Additionally, the library staff offers after school workshops to assist students in honing basic study skills i.e. note taking, test taking, and study skills.  The Librarian’s goal is to develop information literate students. Information literate students will be able:

To determine the need and extent of information for a given assignment

To locate information from a variety of sources effectively and efficiently

To analyze and evaluate the relevancy of information and its source to specified assignments

To integrate information properly i.e. use quotes, paraphrases and cite sources properly

To understand that there are a variety of formats and materials available toaccommodate ability levels and learning styles.

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