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BELCHERTOWN HIGH SCHOOL PROGRAM OF STUDIES 2011 - 2012

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Page 1: Belchertown High School - WordPress.com fileBelchertown High School Mission Statement The Belchertown High School educational community fosters academic excellence and responsible

BELCHERTOWN HIGH SCHOOL

PROGRAM OF STUDIES2011 - 2012

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TABLE OF CONTENTS

A Letter from the Principal

Belchertown High School Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Promotion and Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2English Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-10Social Studies Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-20Mathematics & Computer Sciences Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21-30Science & Technology Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-38Foreign Language Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39-47Art Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-51Music Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52-56Guidance Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57-59Library Media Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Physical Education/Wellness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61-62

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Dear Student,

The Belchertown High School Program of Studies has been developed in an effort to provide you with the means to attain your full academic potential during your time as a student at Belchertown High School. You are encouraged to read this document thoroughly and discuss it with your parents, teachers, and guidance counselor. We believe that education is the shared responsibility of students, parents, educators, and the community. Take advantage of the course offerings and make yourself fully aware of the graduation requirements.

Belchertown High School stands for excellence in teaching and learning. Belchertown High School is a school for all students. We are here to help you, to motivate you, and to support you in all of your endeavors. May you set high goals for yourself and may you have great success in reaching them.

Sincerely,

Christine M. VigneuxPrincipal

Belchertown High School is an accredited member of the New England Association of Secondary Schools and Colleges, having been admitted to membership in 1944. Belchertown High School has met the evaluation requirements of the Commission on Public Secondary Schools.

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Belchertown High SchoolMission Statement

The Belchertown High School educational community fosters academic excellence and responsible citizenship in a positive, safe, and respectful environment in order to develop productive contributors to society.

ACADEMIC EXPECTATIONS

Belchertown High School students are expected to:

• Read actively and critically.• Write effectively.• Speak effectively.• Use a variety of resources including technology to acquire, process, and utilize

information effectively.• Employ multiple critical and creative thinking strategies in reasoning and problem

solving.• Demonstrate a knowledge and appreciation of subject matter across the curriculum.

SOCIAL EXPECTATIONS

Belchertown High School students are expected to:

• Respect and value themselves, their school environment and the diversity of the Belchertown High School community.

• Contribute to a positive school climate.• Work cooperatively to achieve group goals or resolve conflicts.

CIVIC EXPECTATIONS

Belchertown High School students are expected to:

• Participate in activities that encourage leadership and service. • Understand and exercise their rights and responsibilities as citizens in a democratic

and multicultural society.

Approved by the Belchertown High School Faculty September 6, 2006Approved by the Belchertown School Committee September 26, 2006

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PROMOTION AND GRADUATION

Promotion requirements allow for the normal progression from Grade 9 through Grade 11. To be promoted to Grade 12, a student must be a diploma candidate. A diploma candidate is a student who has a minimum of 70 credits at the end of 11 th grade and has every possibility of graduating in June of the 12th grade. That means that all courses carried in Grade 12 will satisfy subject and credit requirements to receive a diploma. Subject and credit requirements are as follows:

CREDITS

99 CREDITS ARE REQUIRED FOR GRADUATION

English 20 credits – 4 years

Social Studies 15 credits – 3 years 5 credits must be earned in U.S. History I and II

Mathematics 17.5 credits – 3.5 years 10 credits must be earned in Geometry, Algebra/Geometry Applications, Math 9 or Math 10

Science 15 credits – 3 years 5 credits must be earned in Biology

Foreign Language 5/10 credits – 2 years The second year of a foreign language must be successfully completed, i.e. French II, Spanish II, Latin II

Physical Education/Wellness 1 semester per year

MCAS Passing scores in English Language Arts, Mathematics, and Biology must be achieved in order to graduate.

Each student must carry the equivalent of twenty-five (25) credits and physical education. If approved by the guidance chairperson and principal, credits earned from courses taken at area colleges and night schools may be used to fulfill promotion and graduation requirements.

Students must meet the state requirement for time and learning. In order to meet this mandate, each student must fill their schedule with the required academic subjects, physical education, and elective courses. Subject requirements must also be successfully completed. If a student passes all their subjects he/she will have no difficulty in achieving enough credits to graduate. Selection of the correct subjects is critical to achieving the necessary requirements for graduation. It is highly recommended that if a student should fail one or more subjects, that student should attend summer school to make up the course(s) and credits. Failure to do so could endanger graduation within four (4) years.

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ENGLISH DEPARTMENT

PHILOSOPHY

The Belchertown High School English Department provides students with a challenging curriculum. Instruction and assessment, aligned with the Massachusetts English Common Core of Learning, are designed to enhance students’ reading and communication skills, and to encourage and facilitate critical and creative thinking. The program of studies is a compendium of diverse literary works that is designed to explore the universality of the human experience. To these ends this philosophy is driven by the Belchertown High School Mission Statement; we foster academic excellence and responsible citizenship in a positive, safe, and respectful environment.

The English Department’s primary responsibility is teaching students to write effectively. Its secondary responsibility is teaching students to read actively and critically.

Summer Reading

Honors students at all grade levels are required to participate in the summer reading program. The English Department strongly suggests that all other students use this opportunity to broaden their reading experience. Titles of readings for each grade level are periodically changed and are given to students at the end of the academic year just before the summer recess. Titles are also available at Clapp Memorial Library.

*Note: Time constraints and student needs in other areas may not allow for the inclusion of all required readings in all classes.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

GRADE 9

HONORS ENGLISH LITERATURE/LITERARY CONCEPTS 9 FULL YEAR REQUIRED CREDITS: 5PREREQUISITE: English 8 (minimum grade of 90% or teacher recommendation)

This course is designed for students with demonstrated writing and analytical skills. Representative works from the Anglo-Saxon through modern periods of literature are analyzed in order to introduce students to the major periods of literary history, as well as to significant writers and to literary concepts in their historical contexts. The writing of clear, effective expository prose is also emphasized throughout the year.

Texts: English Literature: A Chronological Approach (McGraw-Hill)Literature: The British Tradition (Prentice Hall)Warriner’s (Franklin Edition)

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REQUIRED READING:MythologyWorld MythologyBeowulfTheban PlaysSir Gawain and the Green KnightCanterbury Tales – SelectionsRomeo and JulietMedea

IN ADDITION, SUPPLEMENTAL READINGS MAY BE CHOSEN FROM THE FOLLOWING:

A Tale of Two CitiesTristan and Iseult Idylls of the KingLe Morte D’Arthur

A Separate PeaceTo Kill a MockingbirdGreat ExpectationsI Know Why the Caged Bird SingsSpeak

LITERARY FORMS/EXPLORATIONS 9 CREDITS: 5FULL YEAR REQUIRED

The literature in this course consists of readings which include the novel, the short story, the poem, the epic, the myth, and the drama. Students will be encouraged to examine both the form and content of literature as instruction concentrates upon the interpretive level of reading. Ninth grade grammar study begins with a review of the rudiments introduced in the middle school and progresses to more advanced functions of parts of speech, sentence structure, usage, and mechanics. In writing, emphasis is placed upon methods of inventing, selecting, organizing, and developing ideas, along with techniques of revising and editing. Vocabulary enrichment is also an essential part of the curriculum.

Text: Glencoe Literature: The Reader’s Choice – Course 4

REQUIRED READING:Lord of the FliesOf Mice and MenTo Kill a MockingbirdRomeo and JulietSpeak

SUPPLEMENTAL READING:Death of a SalesmanI Know Why the Caged Bird Sings

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LITERATURE SURVEY/COMMUNICATIONS 9 CREDITS: 5FULL YEAR REQUIRED

This course is designed for those students who may be uncertain about future education plans, but recognize the importance of a solid foundation in literature, writing, and grammar skills. Fundamentals of grammar and usage, paragraph and essay development, and the responsible use of outside sources for research assignments are further refined. Study of literature will include the novel, drama, short story, poetry, the epic, and biography. Skills in interpreting literature will be enhanced as students analyze the way words are used for specific purposes in the presentation of ideas, opinions, and positions on varied topics.

Text: Glencoe Literature: The Reader’s Choice- Coarse 4

REQUIRED READINGS:After the Death of Anna GonzalesLord of the FliesOf Mice and MenRomeo and Juliet

SUPPLEMENTAL READING:Death of a SalesmanSpeakTo Kill a Mockingbird

GRADE 10

HONORS LITERARY CONCEPTS 10 CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 9 (minimum grade of 90% or teacher recommendation)

This course provides an in-depth and accelerated study of literature, encompassing much of the reading required for the Literary Forms/Discovery 10 and the American Literature Survey 11 courses in one year of study. Students will expand their understanding and appreciation for the basic literary forms, genres, and movements as they become more sophisticated in analytical approaches to their reading and writing. A student’s decision to enroll in this course should be guided by the level of accomplishment the student has attained in his or her verbal, analytical, and writing skills, as well as the extent of the student’s subject matter interest.

REQUIRED READINGS:Frankenstein Grapes of WrathThe Scarlet Letter A Raisin in the SunGlass Menagerie The AwakeningMy Antonia Native SonJulius CaesarShort Story and Poetry – Supplemental - Various

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LITERARY FORMS/DISCOVERY 10 CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 9

The composition program at this level concentrates on literary analysis, expository prose, and the essay. Vocabulary study is a required part of the curriculum, and instruction in grammar concentrates upon usage and focuses on increasing the student’s ability to write and speak clearly and with precision. The approach to literature, which represents a broad historical and cultural spectrum, concentrates upon theme as well as style and historical contexts.

Text: Glencoe Literature: The Reader’s Choice – Course 5

REQUIRED READING:The Catcher in the Rye The Moon is DownJulius Caesar The House on Mango StreetFrankenstein AntigoneGlass Menagerie

OPTIONAL READING:Animal Farm Our TownDifferent Seasons MAUS I & II

LITERARY FORMS/COMMUNICATIONS 10 CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 9

This course continues to strengthen the student’s understanding and use of language, both in written and verbal communication. The readings in this course are diverse, covering a broad range of subjects. They include the novel, drama, poetry and short story from both classical and contemporary literature. This course includes a progressive study of grammar designed to provide students with the skills necessary to effectively organize ideas for written and verbal expression. Vocabulary study is a required component of English study.

Text: Glencoe Literature: The Reader’s Choice – Course 5

REQUIRED READING:The Catcher in the Rye Animal FarmThe Moon is Down The House on Mango StreetAntigone

OPTIONAL READING:Frankenstein Julius CaesarGlass Menagerie MAUS I

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GRADE 11

HONORS AMERICAN AND WORLD LITERATURE 11 CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 10 (minimum grade of 90% or teacher recommendation)

This level of English study is designed for the student who is a sophisticated writer, has an extended vocabulary, is a thoughtful reader, and is ready for close textual study. Although the focus of the course is on American writers, it also includes in-depth analyses into units of genre; all selections are designed to expand students’ understanding of the foundations of literature and the connections between art and its historical and cultural context. A thematic approach is used in the study of women’s and multi-cultural literature. Major emphasis will be upon improving analytical and interpretive skills.

Text: Concise Anthology of American Literature (Prentice-Hall)

REQUIRED READING:The MetamorphosisThe Color PurpleThe Great GatsbyEndgameThe Stranger

IN ADDITION, SUPPLEMENTAL READINGS MAY BE CHOSEN FROM THE FOLLOWING:No Exit The Invisible ManBlack Voices As I Lay DyingWomen in Fiction Waiting for GodotA Book of Poetry I, II Song of Solomon

AMERICAN LITERATURE SURVEY 11 CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 10

The American Literature course introduces the American literary movements in their historical contexts, from the seventeenth century through today, with emphasis on the development of American cultural thought. The course will address such questions and issues as what it means to be “American,” our history of persecution as well as tolerance, our notions of free will versus determinism, the struggle between the desires of the individual and the needs of the group, and a critical evaluation of the “American Dream.” Active reading of literary and other media forms will engage students in meaningful discussion and strengthen reading, writing, speaking, and analytical skills. Grammar will focus on usage, and context-base vocabulary will accompany each major unit.

Text: Glencoe: American Literature

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REQUIRED READING:Short Stories by Hawthorne A Raisin in the SunThe Crucible Kite RunnerThe Great GatsbyThe Grapes of Wrath

SUPPLEMENTAL READINGInto the Wild RagtimeNative Son Sula

AMERICAN LITERATURE/COMMUNICATIONS 11 CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 10

The literature component of this course is a survey of major literary figures from colonial, modern and contemporary times. Using a chronological approach, students complete a review of American authors combining this study within an historical and cultural context. Grammar study will continue with a systematic drill in usage, word study, and punctuation. Sentence structure, paragraph development, and the planning and writing of longer essays, book reviews, papers, and college essay will be emphasized in the writing component of this course. Students preparing for community or junior college study, paraprofessional fields, or the military will find this course particularly appropriate for their preparatory needs.

Text: Glencoe Literature: The Reader’s Choice

REQUIRED READING:Fifty Great American Short Stories Kite RunnerThe Great Gatsby Into the Wild

SUPPLEMENTAL READING:Black VoicesSalinger – Nine Stories

GRADE 12

ADVANCED PLACEMENT – ENGLISH LITERATURE & COMMUNICATION CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 11 (minimum grade of 90% or teacher recommendation)

“An AP English course of Literature and Composition should engage students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students should consider a work’s structure, style, and themes, as well as such smaller scale elements as the

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use of figurative language, imagery, symbolism, and tone. The course should include intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit…The works chosen should invite and gratify rereading. The AP English Committee agrees with Henry David Thoreau that it is wisest to read the best books first; the committee also believes that such reading should be accompanied by thoughtful discussion and writing about those books in the company of one’s fellow students.” (from The College Board/AP Program Course Description: English Literature and Composition, 41)

Text: The Riverside Anthology of LiteratureMcGraw-Hill “5 Steps to a 5”

REQUIRED READING (Will be drawn from the following representative titles though reading list may vary from year-to-year.)

Macbeth Heart of DarknessHamlet Brave New WorldRosencrantz & Guildenstern are Dead CeremonyA Portrait of the Artist as a Young Man The Things They CarriedCrime and Punishment 1984

IN ADDITION, SUPPLEMENTAL READINGS MAY BE CHOSEN FROM THE FOLLOWING:Merchant of Venice Woman WarriorAnna Karenina Sons and LoversOthello Bleak HouseThe Joy Luck Club

BRITISH LITERATURE SURVEY CREDITS: 5FULL YEARPREREQUISITE: English 11

British Literature Survey is designed to introduce students to the foundations of the western literary tradition, spanning several centuries: from Greek tragedy, to the Anglo-Saxon, to the Middle Ages, to the English Renaissance, to the British satirists and Romantics, to the present, including the legacy of past British imperialism and colonialism in global literature today. Students’ reading of various literary selections will be enhanced by an understanding of the political and social influences that helped to shape each work.

Text: Glencoe: British Literature

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REQUIRED READING:Mythology: HamiltonThe Theban PlaysBeowulfSir Gawain and the Green KnightThe Canterbury Tales – SelectionsHamletBrave New World

SUPPLEMENTAL READING:1984Angela’s AshesGrendelAs You Like ItMacbeth

ENGLISH LITERATURE/COMMUNICATIONS 12 CREDITS: 5FULL YEAR REQUIREDPREREQUISITE: English 11

This course continues the preparation of students for community college, junior college, paraprofessional fields, and the military services. This course presents a survey of British literature in chronological order and concentrates on the major works of representative English writers. In addition, students will do a number of readings from classical literature as a means of better understanding the foundations of Western literary works. Major elements of grammar and usage will be reviewed through student writing. Students will refine their writing as they execute book reviews, film reviews, and personal and literary essays.

Text: Literature: The British Tradition (Prentice-Hall)

REQUIRED READING:MythologyOedipus the KingThe Canterbury Tales – SelectionsSir Gawain & The Green KnightMacbeth

SUPPLEMENTAL READING:Elephant ManThe Curious Incident of the Dog in the NighttimeAngela’s Ashes

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SOCIAL STUDIES DEPARTMENT

The Social Studies offerings cover the social, economical, political, and intellectual aspects of history, as well as those of contemporary society. Each course interrelates the past with the present, integrates yesterday’s events with the problems of today, and demonstrates the value and importance of human behavior in a student’s life as a member of society. Student performance in Social Studies is evaluated through exams, quizzes, projects, homework, essays, class participation and workshops.

All of our coursework will be grounded in the philosophy set forth in the Belchertown High School Mission Statement: academic excellence and responsible citizenship will be fostered and pursued in a positive, safe, and respectful environment. In order to create a safe, positive, respectful environment, students will be expected to follow and will be assessed on our school’s Social and Civil Expectations, which are as follows:

• Demonstrate respect for themselves and their school environment• Contribute to a positive school climate• Work cooperatively to achieve group goals or resolve conflicts• Respect and appreciate the diversity of the entire BHS community• Participate in activities that encourage leadership and service to school/community• Understand and exercise their rights and responsibilities as citizens in a democratic

and multicultural society

The Social Studies Department’s primary responsibility is teaching students to read actively and critically. It’s secondary responsibility is teaching students to speak effectively.

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HONORS – MODERN WORLD HISTORY CREDITS: 5FULL YEAROPEN TO: Grade 9PREREQUISITE: Social Studies 8 (minimum grade of 90% or teacher recommendation)

Honors Modern World History is an intensive study of the Age of Absolute Monarchs through the present day. Topics include, but are not limited to: 18 th century philosophies, the development of modern Europe, the age of imperialism, the impact of revolution, Imperialism, and industrialization on the world, and all major wars and revolutions from the 18th through the 21st centuries. Designed for students who take initiative and welcome challenges, Honors Modern World History requires a considerable amount of effort. Assignments include, but are not limited to, document, image, and website analyses, primary and secondary source readings, class presentations, and several major essay projects. The course materials include several textbooks, including a collection of primary sources. Finally, students are expected to complete a summer work assignment prior to the beginning of the school year.

Texts: World History: Connections to Today, The Modern Era, Prentice Hall, 2005 and 2007World History: The Human Odyssey, West Educational Publishing, 1998Sources in World History: Volume II: Readings for World Civilization, Thomson-Wadsworth, 2007

MODERN WORLD HISTORY CREDITS: 5FULL YEAROPEN TO: Grade 9

This course will cover the history of cultures around the world from the Age of Absolute Monarchs until the present day. Topics include: the Enlightenment, growth of nation states and social and political change in Europe, the Industrial and Scientific Revolutions, selected topics in Asian, African, and Latin American history in the 19 th and 20th

centuries, a global view of the great wars of the 20th century, the Cold War Era, and selected topics in the contemporary world.

By utilizing a global perspective, students better understand diverse cultures, shared humanity, and significance of the past to their own lives. The study of our Global Society not only reveals the events of the past, but enables understanding of responsible citizenship in our present day world. Students will be encouraged to read and write actively and critically. Students will employ a variety of resources (including technology) to acquire, process, and utilize historical information.

Text: Modern World History: Patterns of Interaction, McDougal Little

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FOUNDATIONS IN MODERN WORLD HISTORY CREDITS: 5FULL YEAROPEN TO: Grade 9

This course will cover the history of cultures around the world from the Age of Absolute Monarchs until the present day. Topics include: the Enlightenment, growth of nation states and social and political change in Europe, the Industrial and Scientific Revolutions, selected topics in Asian, African, and Latin American history in the 19 th and 20th

centuries, a global view of the great wars of the 20th century, the Cold War Era, and selected topics in the contemporary world.

By utilizing a global perspective, students better understand diverse cultures, shared humanity, and significance of the past to their own lives. The study of our Global Society not only reveals the events of the past, but enables understanding of responsible citizenship in our present day world. With an increased emphasis on classwork, students will be encouraged to read and write actively and critically. Students will employ a variety of resources (including technology) to acquire, process, and study the foundations of world history.

Text: Modern World History: Patterns of Interaction, McDougal Little

HONORS – U.S. HISTORY I CREDITS: 5FULL YEAROPEN TO: Grade 10PREREQUISITE: World History (minimum grade of 90% or teacher recommendation)

Honors U.S. History I is an advanced study of the first half of our nation’s history. The course covers the social, political, and economic developments of the United States from early English colonization through the Civil War and Reconstruction period.Major topics include, but are not limited to, the following: English settlement at Jamestown, Plymouth, Massachusetts Bay, and subsequent growth of the thirteen colonies, origins and development of American democracy, the American Revolution, Confederation and Constitution, growth of the young Republic, development of political parties, Jeffersonian democracy, the War of 1812 and postwar nationalism, Jacksonian democracy, westward expansion, sectionalism and slavery, Civil War and Reconstruction. The course is taught in a college-style lecture format with outside reading, both primary and secondary source, to support the lectures. Written assignments include extensive unit identification sheets, corresponding unit essays, and practice data-based questions. In addition, students are expected to complete a summer reading assignment prior to the beginning of the school year.

Text: Give Me Liberty: An American History (Vol. I), Foner

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U.S. HISTORY I: The Colonial Era Through Reconstruction CREDITS: 5FULL YEAROPEN TO: Grade 10

U.S. History I is a year-long examination of the intellectual, social, political, and economic origins of the United States (Colonial Era – 1877). We will study the causes and consequences of the American Revolution. Students will analyze the basic framework and key concepts of the U.S. Constitution and the American form of democracy. We will study slavery, abolition, and concepts such as popular sovereignty, federalism, separation of powers and individual rights.

We will explore westward expansion, the development of political parties, and economic and social change from 1850 to 1861. Students will learn about “sectional conflict” and how it led to the Civil War and other tensions in American society. We will conclude with an in-depth treatment of the Civil War, including Reconstruction.

As an in-depth study in American history, this class will explore the rights, duties, and responsibilities of American citizens. Students will discuss the meaning of academic excellence and how they can become productive contributors to society.

Text: The Americans, Danzer, et al, McDougal-Littell

FOUNDATIONS IN U.S. HISTORY I CREDITS: 5FULL YEAROPEN TO: Grade 10PREREQUISITE: Teacher recommendation

Foundations in U.S. History I is a year-long course which will provide the opportunity for students to develop a concrete understanding of the foundations of early U.S. history (Colonial Era – 1877). We will study the causes and consequences of the American Revolution. Students will analyze the basic framework and key concepts of the U.S. Constitution and the American form of democracy. We will study slavery, abolition, and concepts such as popular sovereignty, federalism, separation of powers and individual rights.

We will explore westward expansion, the development of political parties, and economic and social change from 1850 to 1861. Students will learn about “sectional conflict” and how it led to the Civil War and other tensions in American society. We will conclude with an in-depth treatment of the Civil War, including Reconstruction.

As an in-depth study in American history, this class will explore the rights, duties, and responsibilities of American citizens. Students will discuss the meaning of academic excellence and how they can become productive contributors to society.

Text: The Americans, Danzer, et al, McDougal-Littell

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U.S. HISTORY II CREDITS: 5FULL YEARREQUIRED FOR GRADE 11(As of 2005-2006, U.S. History will be a required two-year sequence of courses offered to Grade 10 & 11)

U.S. History II is a continuation of the tenth grade U.S. History I curriculum. The course covers the social, political, and economic development of the United States from the Civil War through the 1980’s. Major topics include, but are not limited to, the following: Reconstruction, the industrial development of the United States, American expansion westward and overseas, the Populist and Progressive movements, the impact of immigration, World War I, the Great Depression, the New Deal, World War II, the Cold War, the Korean War, the Civil Rights movement, and the Vietnam War. Assignments include, but are not limited to, primary and secondary readings, including guided readings, document analysis, and essay writing. Homework is also given regularly.

Text: The Americans: Reconstruction Through The 20TH Century, McDougal Littell, 1999

ADVANCED PLACEMENT – U.S. HISTORY CREDITS: 5FULL YEAROPEN TO: Grades 11 & 12PREREQUISITE: U.S. History I (minimum grade of 90% or teacher recommendation)

In order to be eligible to take AP U.S. History, students must attend an after school information session during the course registration period. During this mandatory meeting the instructor will share the course expectations, syllabi, assigned readings, sample exams and writing assignments, so that students will be able to make an informed decision when considering registration for this course.

Advanced Placement United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with problems and materials in U.S. history. The ultimate objective of the course is to prepare students for intermediate and advanced college history courses by making demands upon them equivalent to those made by full-year introductory college courses. Students will learn to assess historical materials – their relevance to a given interpretive problem, their reliability, and their significance – and to evaluate the evidence and interpretations presented in historical scholarship. Also, students will develop the skills necessary to arrive at conclusions based on informed judgments and to present evidence clearly and persuasively in essay format.

The content of this course will cover the grand sweep of United States History, from 15th century pre-Contact indigenous cultures through the present. Students will use primary resources and documents to examine common themes in American history such as social and

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political reform, foreign policy, cultural formation and economic development. In particular, students will be asked to study, analyze, and write on two major themes that can be found throughout the history of the United States:

1. The political, cultural, and economic evolution of an “American” identity;

2. The development of the United States as a “nation among nations,” which is to say a nation shaped by and a nation that has shaped other countries.

Finally, students will be required to take the Advanced Placement exam in order to receive the distinction of having Advanced Placement United States History on their high school transcript. After the Advanced Placement exam in May, students will complete a research paper on a local history topic.

Text: The American People, Nash

U.S. GOVERNMENT CREDITS: 5FULL YEAROPEN TO: Grades 11 & 12

This course provides students with an in-depth look at the foundations and workings of American government and the American legal system. Units of study include the history of American democracy and government, the Constitution and Bill of Rights, political parties, Congress, the Presidency, and the Supreme Court and some of their landmark decisions. In addition, students will come to have a better understanding of the trial process and how state and local governments, and their agencies, affect their lives.

Text: United States Government, Glencoe Publishing

ADVANCED PLACEMENT – U.S. GOVERNMENT CREDITS: 5AND POLITICSFULL YEAROPEN TO: Grade 12PREREQUISITE: U.S. History II (minimum grade of 90% or teacher recommendation)

Advanced Placement U.S. Government and Politics is an elective course for seniors that prepares them to take the AP Government exam in May. The course covers the constitutional underpinnings of our government, political beliefs and behaviors, political parties and interest groups, institutions and national government, public policy, and civil rights and civil liberties. Students are expected to use specific information to evaluate general propositions about government and politics.

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AP Government is a structured, demanding college level course. Students are required not only to read thoroughly the college level text but also to augment this material through research and reading of supplemental articles and then critically apply the findings to the political nature of current governmental policies and analyze the ramifications of these policies. One of the primary objectives of this course is to expose students to all areas of information covered on the AP Government exam. Thus it is imperative that a high level academic environment exist and that the student be dedicated to learning, is highly motivated, and is willing to put forth the time and effort required for a course at this level.

Text: Government in America, Pearson Education

COMPARATIVE RELIGIONS CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12

This course is an investigation of the basic world religions. The survey covers Buddhism, Confucianism, Judaism, Islam, and Christianity. The student discusses and inquires into the historical background and cultural roots of each religion, its founder, cultural precepts, ceremonies, and sects. Each student analyzes the present religious struggles in world politics, such as the diminished states of Confucianism in modern communist China. The method of presentation for this course is through audio-visual learning activities, weekly quizzes, and bi-monthly tests and mini-reports on various topics of religious concern.

Text: Religions of the World, Lewis Hopfe

WORLD GEOGRAPHY I CREDITS: 2.5SEMESTER 1OPEN TO: Grades 11 & 12

World Geography is designed to introduce students to the basic concepts of geography as well as to broaden their knowledge of the major regions of the world. The study includes the physical characteristics of the globe, as well as world cultural regions. This course is designed around the “Five Important Themes in Geography” which are: Place, Location, Human/Environmental Interaction, Movement, and Region. World Geography employs critical and creative thinking strategies in reasoning and problem solving. Course projects provide opportunities for students to communicate effectively. The study of world cultures encourages students to become responsible citizens in a democratic and multicultural society.

Text: Geography: People and Places in a Changing World,2nd ed., Ward, West Publishing

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THE UNITED STATES SINCE 1945 CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12

In The United States Since 1945 students will study American history from World War II to the presidency of Bill Clinton. The course includes units on the social, economic, and political impact of World War II, the early Cold War, McCarthyism and conformity, the Vietnam War, the Civil Rights Movement, the 1960’s counterculture, and the rise of the New Right. In addition to the standard course text indicated below, students will be required to analyze an extensive number of primary sources from the time period for the purpose of class discussion and writing essays.

Text: On the Edge: The United States in the Twentieth Century, Carroll and Horowitz

RUSSIAN HISTORY CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12

This course presents information about life in Russia today, and traces the development of Russian society from historical backgrounds to the present. We will examine the role Russia plays in the world today and its importance in the fight against international terrorism and how it uses its vast natural resources as a tool in its struggle to become a democratic country. Grades will be based on tests, projects, and class participation. There will be significant use of technology in this class.

Text: From Russia To USSR, Vaillant & Richards, Independent School Press

THE AMERICAN JUDICIAL SYSTEM CREDITS: 2.5SEMESTER 1 or 2PREREQUISITE: Enrolled in or completed U.S. History

This course is designed to introduce the students to the legal foundations that shape our everyday lives. Students will become familiar with the areas of contract law, torts, property law, criminal law, and constitutional law. The course will be taught using real court decisions. Students will also learn the “ins” and “outs” of the legal profession by making use of guest speakers from the local legal community.

Text: Streetlaw: A Course in Practical Law, 7th Ed., Glencoe (NY, NY, 2005)

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MASSACHUSETTS HISTORY CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12

This course will provide an in-depth study of the history of our Commonwealth, from the time before the arrival of Europeans to the present day. Our general approach will be to read and analyze a variety of secondary and primary sources related to the political, economic, and especially cultural history of the Bay State. Units of study include pre- contact Native American societies, Puritan communities, Connecticut River Valley industrialization, Irish immigrants and assimilation, Progressive Era pluralism and reform,and the rise of the post-war “new” economy. Particular focus will be given to local history resources. Students will be assessed through a variety of assignments, including exams, projects, and essays.

Text: Massachusetts: A Concise History, Brown and Tager

LATIN AMERICAN REVOLUTION & REBELLIONS CREDITS: 2.5SEMESTER 1OPEN TO: Grades 10-12PREREQUISITE: None

This course will explore the history of Latin America from the Spanish conquest to today. We will examine the effects of the conquest, colonization, the independence movements in the 19th century, and 20th century conflicts. Students will learn about the major Latin American leaders such as Simon Bolivar, Jose de San Martin, Miguel Hidalgo, Bernardo O’Higgins, Jose Marti, Pancho Villa, Emiliano Zapata, Juan Peron, Fidel Castro, Ernesto Che Guevara, Archbishop Oscar Romero, Subcomandante Marcos and others.

Text: Selected Readings

LATINOS IN THE U.S. CREDITS: 2.5SEMESTER 2OPEN TO: Grades 10-12PREREQUISITE: None

This course will explore how Latinos are affecting the texture and landscape of the United States today. We will focus on the following topics: immigration/migration, government/politics, language, employment, culture, family, education, health care, media, economic impacts, and Latino identity.

Text: U.S. Latino Issues, Greenwood PressThe Latino Wave, Harper Collins

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ROCK & ROLL, CULTURE AND SOCIETY CREDITS: 2.5SEMESTER 1 OR 2OPEN TO: Grades 11 & 12PREREQUISITE: None

This course seeks to balance understanding the development and significance of Rock and Roll Music for the past 60 years (from its early roots in the 1950’s to Hip-Hop and Rap Music today) in its historical and social environment with maintaining a focus on listening to the music as the main mode of understanding. Through listening, analysis, discussion, music, and film students will explore the music and the culture and society of the day. Class assignments will be organized around song analysis, small group discussions, and in-class activities. There is no music ability required. There are no tests, but there are readings, song analyses, and projects. Credits may be applied to the BHS Social Studies requirement.

Text: Rockin in Time, 7th Ed., David P. Szatmary, 2009 Pearson Prentice Hall

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MATHEMATICS & COMPUTER SCIENCES DEPARTMENT

The mathematics curriculum reflects the belief that the Belchertown High School educational community fosters academic excellence and responsible citizenship in a positive, safe and respectful environment in order to develop productive contributors of society. Belchertown High School mathematics students are expected to employ multiple critical and creative thinking strategies in reasoning and problem solving. In addition, our curricula require that students use a variety of technology to process and utilize information and data. We strive to have students read, write and speak effectively and demonstrate a knowledge and appreciation of how mathematics plays a role in most other subjects as well as in their lives outside of school.

The Math Department’s primary responsibility is teaching students to employ multiple critical and creative thinking strategies in reasoning and problem solving. It’s secondary responsibility is teaching students to use a variety of resources, including technology, to acquire, process, and utilize information effectively.

We expect students to respect and value themselves, their school environment and the diversity of the Belchertown High School community. Students should contribute to classes and work cooperatively whenever the situation requires. A basic requirement for success in all mathematics classes is a thorough and orderly completion of daily class work and homework assignments.

The basic graduation requirement for students is three and a half years of mathematics. It should be noted that all four year state colleges require Algebra I, Geometry, and Algebra II. We recommend four years of mathematics for all college bound students. The recommended sequence for students of mathematics at Belchertown High School is successful completion of Algebra I, Geometry, Algebra II and Pre-Calculus. The department offers Honors courses in Geometry, Algebra II, Pre-Calculus and AP Calculus. In addition, there is a non-AP calculus course.

For 11th and 12th grade students who want to pursue a course of study which is more oriented toward social sciences or business, there are full or half year elective courses in Accounting, Statistics, Business Math, Advanced Business Math, Personal Finance, Business Technology, Excursions in Mathematics, and Problem Solving. For students interested in a career in Information Technology there is a Computer Science 1A and 1B/Computer Science 2 sequence, which can prepare a student for taking the AP exam in Computer Science.

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ALGEBRA I CREDITS: 5FULL YEAR

First year Algebra introduces the basic structure of the real number system and the laws of mathematics. The course contains units in symbols and sets, open sentences, properties of the real number system, equations, inequalities, polynomials, factoring, rational expressions, graphs, and quadratic equations.

Text: Algebra 1, Larson, McDougal Littell

ALGEBRA I A/B CREDITS: 5FULL YEAROPEN TO: All GradesPREREQUISITE: Recommendation by JBMS or BHS Teacher

Enhanced Algebra I is a full year algebra course which has no prerequisite. Enhanced Algebra I differs from Algebra I in a number of ways. One component of the course will concentrate on building basic mathematical skills. Some of the more advanced topics of Algebra I will be omitted, and the order of presentation will be such that the arithmetic processes and concepts will be easier at the start and become more difficult as the year progresses. An enhanced block will be used to help students re-learn the pre-Algebra skills that are necessary for Algebra I.

Text: Algebra, Siegfried Haenisch, AGS Publishing Company, 2004

APPLIED GEOMETRY CREDITS: 5FULL YEARPREREQUISITE: Algebra I, recommendation by BHS teacher

Applied Geometry is designed to reinforce the topics covered in ninth grade Algebra 1 and develop a deeper understanding of mathematical concepts through an integrated approach. Students will apply strategies learned in the classroom to real world applications and solve problems using a variety of methods including technology. Topics covered include radicals, graphing, solving and writing linear equations, systems of equations, polynomials, factoring, probability, parallel lines, the Pythagorean Theorem, polygons, ratio and proportion, similarity, circles, area, surface area and volume.

Text: Algebra, Siegfried Haenisch, AGS Publishing Company, 2004

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HONORS – GEOMETRY CREDITS: 5FULL YEARPREREQUISITE: Algebra I (minimum grade of 90% or teacher recommendation)

This course will cover the material of a traditional geometry course: formal proofs of deductive reasoning, parallel lines, congruent and similar triangles, circles, area, and volumes. In addition, the following topics will be covered: coordinate geometry, midpoint, slope, linear, and quadratic equations, the circle, the Pythagorean Theorem, and right triangle trigonometry.

Text: Geometry, Larson, McDougal Littell

GEOMETRY CREDITS: 5FULL YEARPREREQUISITE: Successful completion of Algebra I

Geometry provides experience with the formal structure of mathematical laws and deductive reasoning. It requires the student to visualize figures in two and three dimensions and to integrate new techniques and applications previously studied in Algebra I. The student should gain an appreciation for the precise language in the formation of the deductive method, angle relationships, parallel lines, congruent and similar triangles, right triangle trigonometry, circular measure, coordinate geometry, area, and volume.

Text: Geometry, Larson, McDougal Littell

HONORS – ALGEBRA II CREDITS: 5FULL YEARPREREQUISITE: Geometry (minimum grade of 90% or teacher recommendation)

This course will cover the units that are covered in the traditional Algebra II course. In addition, the course will introduce matrices, right triangles and circle trigonometry, law of sines and law of cosines, sequences and series, statistics, and three-dimensional geometry.

Text: College Algebra and Trigonometry, Aufmann, Houghton Mifflin

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ALGEBRA II CREDITS: 5FULL YEARPREREQUISITE: Algebra I and Geometry

Algebra II includes the units traditionally accepted in a second year Algebra. Computational skills are emphasized and written exercises are the core of each daily assignment. Sets of word problems accompany each set of assignments. The course includes the real number system, linear and quadratic equations, systems of equations, factoring, functions, rational expressions, complex numbers, roots and powers, polynomials, conic sections, exponential functions, and logarithms.

Text: Intermediate Algebra, Elayn Martin-Gay, Pearson/Prentice Hall

ALGEBRA II A/B CREDITS: 5FULL YEAROPEN TO: GRADE 11PREREQUISITE: Algebra I and Applied Geometry or written permission of Mathematics Department Chair

Algebra II A/B includes the units traditionally accepted in a second year Algebra. Extra time will be made available to reinforce strategies and methods used in Algebra I. Students will concentrate on linear equations, solving equations and inequalities, systems of equations, quadratic equations, and factoring during the first semester. Students will concentrate on exponential equations, logarithms, rational equations, probability, and trigonometry during the second semester.

ALGEBRA IIA CREDITS: 2.5SEMESTER 1OPEN TO: GRADE 12PREREQUISITE: Algebra I and Applied Geometry or written permission of Mathematics Department Chair

Algebra IIA includes the units traditionally accepted in a second year Algebra. Extra time will be made available to reinforce strategies and methods used in Algebra I. Students will concentrate on linear equations, solving equations and inequalities, systems of equations, quadratic equations, and factoring.

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ALGEBRA IIB CREDITS: 2.5SEMESTER 2OPEN TO: GRADE 12PREREQUISITE: Algebra I, Applied Geometry, Algebra IIA or written permission of Mathematics Department Chair

Algebra IIB includes the units traditionally accepted in a second year Algebra. Extra time will be made available to reinforce strategies and methods used in Algebra I. Students will concentrate on exponential equations, logarithms, rational equations, probability, and trigonometry during the second semester.

HONORS – PRE-CALCULUS CREDITS: 5FULL YEARPREREQUISITE: Algebra II (minimum grade of 90% or teacher recommendation)

This is a challenging course which will cover coordinate geometry, conic sections, inequalities, functions, circle and right triangle trigonometry, trigonometric identities, exponential and logarithmic functions, sequences and series, polynomials, and limits. In addition to covering more units, assignments in Honors Pre-Calculus will be more in depth than the regular sections. A strong motivation to do well is essential for success.

Text: Pre-Calculus with Limits, Larson, Houghton Mifflin

PRE-CALCULUS CREDITS: 5FULL YEARPREREQUISITE: Algebra II and Geometry

Pre-Calculus is the next sequential course beyond Algebra II in a college preparatory mathematics program. The course includes a more in-depth study of units covered in Algebra II. In addition, the course includes coordinate geometry, conic sections, inequalities, functions with composite and inverse functions, circle and right triangle trigonometry, trigonometry functions, exponential and logarithmic functions, and techniques in equation solving.

Text: Pre-Calculus with Limits, Larson, Houghton Mifflin

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CALCULUS CREDITS: 5FULL YEARPREREQUISITE: Pre-Calculus

In order to better prepare students for the rigors of Calculus, this course starts with more advanced pre-calculus concepts in the first semester, and concludes with differential calculus during the second semester. Some review of functions, trigonometry, exponential and logarithmic functions are included. Topics include graphs of functions, techniques of equation solving, polynomials, and advanced topics in curve sketching, limits, the derivative, and integration.

Text: Calculus/with Pre-Calculus, Larson, McDougal, Littell

ADVANCED PLACEMENT – CALCULUS AB CREDITS: 5FULL YEARPREREQUISITE: Pre-Calculus (minimum grade of 90% or teacher recommendation)

This course is the equivalent to a first semester college calculus course. Students who choose this course should intend on taking the Advanced Placement Examination for college credit at the end of the year. The topics covered are analytic geometry, functions and their graphs, limits and continuity, differential calculus, integral calculus, volumes, hyperbolic functions, conic sections, and polar coordinates.

Text: Single Variable Calculus, Stewart, Thompson, Brooks, and Cole

ACCOUNTING I CREDITS: 2.5SEMESTER 1OPEN TO: GRADES 11 & 12PREREQUISITE OR COREQUISITE: Algebra II or Algebra II A/B

Investigate the world of accounting and business. Learn important skills needed for careers in accounting and related fields. Come and learn financial independence. Discover how to effectively manage money. Become acquainted with special journals, ledgers, and financial statements. Do all this so that you can invest wisely and analyze and interpret financial statements in your career or in your everyday life. You will use computers to automate an accounting system, to analyze and record financial transactions, and to summarize and interpret financial records. The first semester deals with accounting practices for sole proprietorships.

Text: Century 21 AccountingSoftware: Automated Accounting

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ACCOUNTING II CREDITS: 2.5SEMESTER 2OPEN TO: GRADES 11 & 12PREREQUISITE: Accounting I

Investigate the world of accounting and business. Learn important skills needed for careers in accounting and related fields. Come and learn financial independence. Discover how to effectively manage money. Become acquainted with special journals, ledgers, and financial statements. Do all this so that you can invest wisely and analyze and interpret financial statements in your career or in your everyday life. You will use computers to automate an accounting system, to analyze and record financial transactions, and to summarize and interpret financial records. The second semester deals with accounting practices for partnerships and corporations.

Text: Century 21 AccountingSoftware: Automated Accounting

PERSONAL FINANCE CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12PREREQUISITE: Applied Geometry, Algebra II A/B, or written permission of Mathematics Department Chair

This course is an introduction to personal finance. This will introduce students to the concepts, tools, and applications of personal finance and investments. Students will understand the process of financial planning and the logic that drives it. The main topics to be covered are financial planning, managing your money, protecting yourself with insurance, and investing.

Text: Business Mathematics, Shulteis, Kaczmarski

BUSINESS MATHEMATICS CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12PREREQUISITE: Applied Geometry, Algebra II A/B, or written permission of Mathematics Department Chair

This course is recommended for students who want to know how mathematics is used in a business environment. Topics include calculating payroll and taxes, types of investments, managing employment data, managing inventory data, calculating business and sales costs, calculating business costs, and analyzing profit and loss for a company.

Text: Business Mathematics, Shulteis, Kaczmarski

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ADVANCED BUSINESS MATHEMATICS ( Algebra-Based ) CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12PREREQUISITE: Algebra II

This is an algebra-based introduction to business math which presents discussions describing the business applications of each topic. This dual approach sharpens the mathematical skills of students preparing to enter business employment while also providing an introduction to accounting, finance, insurance, statistics, taxation, and other math-related subjects. Consumer math applications, such as bank reconciliation, discounting, markups and markdowns, installment purchases, and simple and compound interest are also covered in depth.

Text: Business Mathematics: A Collegiate Approach, 9th Edition, Pearson/Prentice Hall

BUSINESS TECHNOLOGY CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12PREREQUISITE: Algebra II

This course is designed to develop the ability to solve world problems in order to become productive citizens and workers in a technological society. Students will have hands-on experience developing business-oriented applications using common software tools such as Excel and Access. The technology used will start off with basic business calculations such as discounts, commissions, markup, credit charges, simple and compound interest, and present value. The student will perform “what-if” analysis, apply functions, manipulate PivotTables and present results to make better decisions for planning, budgeting, and more.

Text: Excel for Business Mathematics

PROBLEM SOLVING CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12PREREQUISITE: Algebra II, Algebra II A/B

Problem solving has often been described as “what you do when you don’t know what to do”. This course is designed for juniors and seniors who wish to improve their problem solving skills. Although mathematics problems are the main source of material, logic puzzles, and strategy games will also be used. Another bonus is that the techniques, strategies and critical thinking skills taught will improve the ability to solve problems in any topic. Students will also become very good at explaining their processes through discussion and writing summaries. In addition, collaborative projects, computers, and graphing calculators will be used extensively during the course.

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The goal of this course is to develop each student’s ability to solve problems in order to become a productive citizen in a technological society. Students will work on many different types of problems, including those that have no readily available solutions. This course is recommended for students who wish to continue with mathematics and who enjoy activities such as solving puzzles and adventure games.

MODERN EXCURSIONS IN MATHEMATICS I CREDITS: 2.5SEMESTER 1OPEN TO: Grades 11 & 12PREREQUISITE: Algebra II, Algebra II A/B

If you ever asked the question – When am I ever going to use this? Then this course is the one for you! The course presents an overview of the way mathematics is used for all practical purpose in the real world. You will spend time learning the uses of mathematics and the power of mathematics that help us to understand the many different parts of our lives and the world itself. Particular attention is paid to Management Science, Statistics, and the Science of Data, and Fairness and Game Theory.

MODERN EXCURSIONS IN MATHEMATICS II CREDITS: 2.5SEMESTER 2OPEN TO: Grades 11 & 12PREREQUISITE: Algebra II, Algebra II A/B

If you ever asked the question – When am I ever going to use this? Then this course is the one for you! The course presents an overview of the way mathematics is used for all practical purpose in the real world. You will spend time learning the use of mathematics and the power of mathematics that help us to understand many different parts of our lives and the world itself. Particular attention is paid to Voting and Social Change, The Digital Revolution, Your Money and Resources and Size and Growth.

INTRODUCTION TO STATISTICS CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 11 & 12PREREQUISITE: Algebra II

This course lasts for one semester and is intended as an elective for juniors and seniors. All students at any academic level can be successful in this course, but common sense and focus are prerequisites.

The course begins with an introduction to the techniques of descriptive statistics. Probability theory is then examined as a basis for the study of inferential statistics. Topics include, but are not limited to, sampling techniques, data analysis, statistical graphing, measures of central tendency, measures of variation, percentiles, counting techniques, and probability distributions; probabilities of independent, dependent and mutually exclusive

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events; binomial and normal distribution probabilities; an introduction to hypothesis testing and confidence intervals and standard error. A statistical project is required. The T183 graphing calculator and computers are used extensively in this course.

Text: Elementary Statistics, Triola, Prentice-Hall

COMPUTER SCIENCE 1A CREDITS: 2.5SEMESTER 1OPEN TO: Grades 10-12PREREQUISITE: Geometry

Computer Science 1A is designed to teach the basic tenets of the Java programming language using 3D animation software called Alice. Through the use of Alice, students will learn the central concepts of object-oriented programming (variables, control statements, logic, loops, methods, etc.). Students will develop complex programs and animations that require them to use multiple critical and creative thinking strategies in reasoning and problem solving.

Text: Alice in Motion with Java, Thomson

COMPUTER SCIENCE 1B CREDITS: 2.5SEMESTER 2OPEN TO: Grades 10-12PREREQUISITE: Computer Science 1A

Computer Science 1B is a continuation of Computer Science 1A. This class expands upon basic object-oriented programming concepts learned with 3-D animation software Alice. Students will develop their skills in problem solving, algorithm development, and programming using the Java language. Students will be expected to develop extensive Java programs that incorporate complex programming logic.

Text: Alice in Motion with Java, Thomson

COMPUTER SCIENCE 2 CREDITS: 5FULL YEAROPEN TO: Grades 11 and 12PREREQUISITE: Computer Science 1A & 1B or Instructor’s Permission

Computer Science 2 is a more in-depth exploration of computer science, placing particular emphasis on its features as a mathematic and scientific discipline. Students will develop their skills in algorithm development, problem solving, data structures, and programming. Emphasis will be on the programming language Java. Advanced students successfully completing this course will be prepared for the AP Computer Science exam.

Text: Fundamentals of Java, 2nd Ed., Thomson

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SCIENCE & TECHNOLOGY DEPARTMENT

The goal of the Belchertown High School Science and Technology Department is to offer a variety of rigorous courses that will provide students with opportunities to keep up to date with advances in a scientific world. We provide a challenging, safe and respectful environment that promotes academic excellence in science. From our local community to our global society, we are continually presented with political and ethical controversies that require scientific literacy. Our expectation is that students will continue to study and understand science so that they can be literate in the field of science.

The Science Department’s primary responsibility is teaching students to employ multiple critical and creative thinking strategies in reasoning and problem solving. It’s secondary responsibility is teaching students to use a variety of resources, including technology, to acquire, process, and utilize information effectively.

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HONORS – EARTH SCIENCE CREDITS: 5FULL YEAROPEN TO: Grade 9PREREQUISITE: Open to those 8th grade students with a minimum of a 90% science average in 8th grade science or a science teacher recommendationLIMIT: 26 students per section

Honors Earth Science is an accelerated lab science course recommended for the academically motivated student with an advanced interest in science. Students will develop an in-depth understanding in the current content, concepts, and processes of Earth Science. The four major areas of Earth Science are Geology, Meteorology, Oceanography, and Astronomy. Students will utilize a diverse array of skills including modeling and classification as scientific tools in flexible, inquiry-based problem solving. Each student will be required to complete one long-term, multiple-step science project in the spring semester.

Text: Earth Science, 11th ed., Tarbuck and Pearson, Prentice-Hall

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EARTH SCIENCE CREDITS: 5FULL YEAROPEN TO: Grade 9LIMIT: 26 students per section

Earth Science is a lab science course intended for students with a basic background or interest in science. Students will develop an understanding in the current content, concepts, and processes of Earth Science. The four major areas of Earth Science are Geology, Meteorology, Oceanography, and Astronomy. Students will utilize a diverse array of skills including modeling and classification as scientific tools in flexible, inquiry-based problem solving. Each student will be required to complete one long-term, multiple-step science project in the spring semester.

Text: Earth Science: Geology, The Environment, and The Universe, McGraw Hill

CONCEPTUAL EARTH SCIENCE CREDITS: 5FULL YEAROPEN TO: Grade 9LIMIT: 26 students per section

Conceptual Earth Science is a lab science course intended for students who have a basic background or interest in the fundamentals of science. Students will develop an essential understanding in the current content, concepts, and processes of Earth Science. The four major areas of Earth Science are Geology, Meteorology, Oceanography, and Astronomy. Students will utilize an array of basic skills including modeling and classification as practical scientific tools in flexible, inquiry-based problem solving. Students will work in two-student teams over the course of the year to produce four short-term projects that will incorporate major ideas of the course in a cohesive and cooperative assignment.

Text: Earth Science: Geology, The Environment, and The Universe, McGraw Hill

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HONORS – BIOLOGY CREDITS: 5FULL YEAROPEN TO: Grade 10 PREREQUISITE: Open to Honors Earth Science and Earth Science students with a minimum of a 90% average or teacher recommendation.LIMIT: 26 students per section

Honors Biology is an accelerated laboratory course recommended for the academically motivated student who is seeking to improve independent learning skills in the field of science. In-depth treatments of the following theories are explored: inter-relationships of organisms, biochemistry and cell biology, information coding and transfer, evolution, genetic continuity, the integration of structure and function of organisms, and homeostasis. The student will develop a greater understanding of biology through independent reading, inquiry and demonstration labs, as well as formal lab reports. Each student will produce one research paper based on current issues in biology.

Text: Modern Biology, Rinehart and Winston

BIOLOGY CREDITS: 5FULL YEAROPEN TO: Grade 10LIMIT: 26 students per section

Biology is a laboratory course designed to acquaint the student with fundamental biological concepts and theories, as well as recent developments in biology. The major themes explored are interrelationships of organisms, biochemistry and cell biology, information coding and transfer, evolution, genetic continuity, the integration of structure and function of organisms, and homeostasis. This course relates laboratory experiences to assigned readings and class discussions.

Text: Biology: Principles and Explorations, Holt, Rinehart &Winston

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HONORS – CHEMISTRY CREDITS: 5FULL YEAROPEN TO: Grades 11 & 12PREREQUISITE: Open to Honors Biology or Biology students with a minimum of a 90% average and a biology teacher recommendation. Students must also have passed Honors Algebra II or Honors Geometry or received a minimum of a 90% average in Algebra II or Geometry and a mathematics teacher recommendation.LIMIT: 26 students per section

Honors Chemistry is an advanced laboratory course designed to meet the standard needs of students planning to major in a scientific field in college. The depth and breadth of the standard College Prep Chemistry is expanded, especially in the area of laboratory work, amount of material covered and written work. An original research paper is required.

Text: Chemistry, Thomson

CHEMISTRY CREDITS: 5FULL YEAROPEN TO: Grades 11 & 12PREREQUISITE: Open to students with a minimum of a 75% in Biology and Algebra. Credit or enrollment in Algebra II is strongly recommended.LIMIT: 26 students per section

This chemistry course is for students seeking a foundation for the study of science at an advanced level. It emphasizes theories and concepts related to problem solving techniques, matter, chemical shorthand, the mole and calculations, atomic structure, the periodic table, chemical bonding molecules, shapes and properties, phases of matter, gas laws, solutions, reactions, equilibrium acids, bases, and salts. A group research project is required and will be presented to the class.

Text: Modern Chemistry, Holt, Rinehart, Winston

CHEMISTRY IN THE COMMUNITY CREDITS: 5FULL YEAROPEN TO: Grades 11 & 12PREREQUISITE: Open to students with a minimum of a 70% in Biology and Algebra.LIMIT: 26 students per section

This course is designed to provide basic information in Chemistry for interested students who may not be planning to major in science areas in college and are seeking a chemistry course with less stress on mathematical aspects. The course covers chemistry principles using community based issues. Environmental concerns such as recycling are emphasized. Students learn how the study of chemistry can be used to help solve problems that arise through using earth’s resources. Labs and other activities are used to reinforce instruction. Outside activities will also be assigned.

Text: Chemcom, Chemistry in the Community, American Chemical Society

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METEOROLOGY CREDITS: 2.5SEMESTER 1OPEN TO: Grades 11 & 12LIMIT: 26 students per section

Meteorology is a semester (half year) course which covers various aspects of meteorology. Among the topics to be covered are the atmosphere, evaporation, condensation, precipitation, atmospheric pressure, winds, air masses, fronts, storms, weather forecasts, climate, climate changes, and the interrelationship with the properties of the oceans. Requirements of the course may include the completion of projects related to the weather as assigned.

Text: Understanding Weather & Climate (4th Edition), Aguado & Burt

ENVIRONMENTAL SCIENCE CREDITS: 2.5SEMESTER 2OPEN TO: Grades 11 & 12LIMIT: 26 students per section

Environmental Science is a semester (half year) course which covers various aspects of the environment of our Earth. This course presents an introduction to environmental studies and the interrelationships between humans and the natural world. Topics include ecosystems, population dynamics, pollution, energy, and the use of water, air, and land. Laboratory exercises are included. The approach of the course is “hands on” so that the student can gain knowledge of environmental issues through lab and field work as well as through research in periodicals and newspapers.

Text: Environmental Science, Bernstein, Addison Wesley Publishers

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HONORS – PHYSICS CREDITS: 5FULL YEAROPEN TO: Grade 12PREREQUISITE: Open to Honors Chemistry or Chemistry students with a minimum of a 90% average or a chemistry teacher recommendation. Students must also have Algebra II credit or be concurrently enrolled.LIMIT: 26 students per section

Honors Physics is an accelerated course for the academically motivated science and mathematics student who is considering further study in engineering, physics, or science in college. This content oriented course emphasizes inter-relationships of concepts, field theory, and application. The emphasis is on mechanics (both linear and rotational), thermodynamics, wave mechanics, optics, electricity, and magnetism. Students are expected to complete a major term paper. Many out-of-class projects are assigned as well. Laboratory work is geared toward the concepts discussed in class, giving the students a working knowledge through investigations and practice.

Text: Physics (6th Ed.), Pearson, Prentice Hall

PHYSICS CREDITS: 5FULL YEAROPEN TO: Grade 12PREREQUISITE: Open to chemistry students with a minimum of 75% average or a teacher recommendation. Students must also have a minimum of 80% in Algebra I or an algebra teacher recommendation.LIMIT: 26 students per section

Physics prepares the student for science at the college level. Students develop an understanding for the basic concepts through class work, laboratory work, and projects. Topics such as kinematics, dynamics, mechanics, thermodynamics, waves, optics, electricity, and magnetism are presented. Each student is expected to complete a major research paper and many out-of-class projects.

Text: Physics, Principles & Problems, 2005, McGraw Hill

CONCEPTUAL PHYSICS CREDITS: 5FULL YEAROPEN TO: Grade 11 & 12PREREQUISITE: Open to chemistry or biology students who have a minimum of a 70% average or a chemistry or biology teacher recommendation. Students also must have a minimum of 75% in Algebra I.LIMIT: 26 students per section

Conceptual Physics offers the students a broad background in the basic concepts of physics without an emphasis on mathematics. It is a hands-on approach to topics such as kinematics, dynamics, mechanics, energy, waves, thermodynamics, optics, electricity, and magnetism. Students who are uncomfortable with mathematical manipulation and computation can still study physics through this course. Each student is expected to complete a research paper and many out-of-class projects.

Text: Conceptual Physics, 2006, Pearson, Prentice, Hall37

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HUMAN ANATOMY AND PHYSIOLOGY CREDITS: 5FULL YEAROPEN TO: Grade 12PREREQUISITE: Open to students who have a minimum of a 75% average in each class of Biology and Chemistry or a teacher recommendationLIMIT: 26 students per section

Human Anatomy and Physiology is a laboratory course recommended for any dedicated student interested in any medical career. The student must be seeking to improve their independent learning skills in preparation for entering college. The following content and concepts are explored: body organization, cells, tissues, organs, and systems. The organ systems studied are the integumentary, skeletal, muscular, circulatory, digestive, excretory, reproductive, endocrine, and nervous systems. Course material is covered through class discussions, reading assignments, laboratory experiments, and a detailed feline dissection. Career exploration via a job shadow will be completed. Independent research will be completed via quarterly review of articles of current research and a detailed term paper on an aspect of human physiology.

Text: Hole’s Human Anatomy and Physiology, 11th ed., McGraw Hill

WOODLAND ECOLOGY 1 CREDITS: 2.5SEMESTER 1OPEN TO: Grades 11 & 12

Woodland Ecology 1 is a course designed to introduce students to the important plants and habitats of the Belchertown woodlands and the benefits of thoughtful land stewardship. Topics to be covered include: issues in ecology, broadleaf trees, flowers, fruits, conifers, ferns, edible plants, medicinal plants, shrubs, and vines. Students engage in a schoolyard ecology project on the BHS campus. Students are required to maintain a notebook and observation journal. Students will also complete at least one facilitated independent project each term. The projects include a leaf collection and a presentation on a medicinal plant.

Text: Sustaining Life: How Human Health Depends on Biodiversity, Oxford Press

WOODLAND ECOLOGY 2 CREDITS: 2.5SEMESTER 2OPEN TO: Grades 11 & 12PREREQUISITE: BiologyLIMIT: 26 students per section

Woodland Ecology 2 is a course that asks the students to become acquainted with the animals of the Massachusetts woods. The study begins with biodiversity in ecosystems, mammals, birds, reptiles, amphibians, fish, and invertebrates. Students will study the life cycles and niche requirements of these animals. Students are required to maintain a notebook and observation journal. Projects include a museum-quality ecosystem diorama with a group and an independent project on an endangered animal.

Text: Sustaining Life: How Human Health Depends on Biodiversity, Oxford Press

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APPLIED SCIENCE I CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 10-12PREREQUISITE: NoneLIMIT: 10 students per section

Students will use a modular approach to primarily study CAD (Computer Aided Design) in relation to modern manufacturing technologies. Each module is designed to offer an introductory level (10 hours of study/module). This course is designed for students to apply science principles into real world solutions. Module choices include IT, communications, materials and processes, space technology, lasers and optics, weather, robotics, digital photography, milling, biomedical and mechanisms.

APPLIED SCIENCE II CREDITS: 5FULL YEAROPEN TO: Grades 10-12PREREQUISITE: Students must successfully complete Applied Science I with at least a 75% average.LIMIT: 10 students per section

This is the second course in a series of two. Students resume their studies of CAD and modern manufacturing technology using Prodesktop. In this class the students will continue to advance their study using the computer as a tool in helping aide in manufacturing, engineering, and milling.

APPLIED SCIENCE III CREDITS: 5FULL YEAROPEN TO: Grades 10-12PREREQUISITE: NoneLIMIT: 10 students per section

Students will apply knowledge gained in science to practical applications in engineering and design. This is a project based course. Throughout the year students will use the design process to solve real world engineering and design problems creating mockups and prototypes. This course is supported in part by the Boston Science Museum.

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FOREIGN LANGUAGE DEPARTMENT

The Foreign Language Department recognizes the need to provide our students with the necessary skills to express themselves orally and in writing in a foreign language. We encourage students to think globally and connect to other cultures.

Belchertown High School foreign language students are expected to:

1. Read actively and critically in English and in the target language appropriate to their language level.

2. Write effectively in English and in the target language appropriate to their language level.

3. Communicate effectively in the target language using interpersonal and/or interpretive skills.

4. Use a variety of resources (including technology) to acquire, to process, and to utilize cultural information effectively.

5. Employ multiple critical and creative thinking strategies in linguistic and cultural problem solving.

6. Use knowledge of the target language and culture to make connections with other disciplines.

The foreign language classes make connections to other disciplines such as history, music and art so that students can develop a knowledge and appreciation of subject matter across the curriculum.

All students should realize that learning a language is an ongoing process. Like many other courses, they are required to carry over their knowledge from year to year. Students should be aware that four years of study at the high school are necessary to develop any degree of proficiency in a language. Please note the foreign language requirement in the college admissions section of this handbook.

The Foreign Language Department’s primary responsibility is teaching students to speak effectively. It’s secondary responsibility is teaching students to write effectively.

FOREIGN LANGUAGE COURSE POLICY

It is the policy of the BHS Foreign Language Department that all students wishing to continue study in a foreign language must have taken and passed the previous course here at the high school. No student will be allowed to fulfill course requirements through independent study nor will they be able to test out of the course. We recognize that it may be difficult for some students to schedule all of their desired courses. Despite this difficulty, students must choose classes from among our course offerings. Any student wishing to substitute a college language course for one of our courses must submit the course syllabus to and have prior approval from the foreign language department chair.

“Non-traditional” students beginning language study at BHS will be given a placement exam to ensure proper placement in a foreign language class.

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FRENCH

FRENCH I CREDITS: 5FULL YEAR

French I introduces students to the basic vocabulary, grammar, and verb structures of the language. Through informal conversations and various paired activities, students practice speaking, reading, and writing in French. In addition, students learn about the geography and culture of the francophone world through audio-visuals, videos, music, and newspaper and magazine articles. Consistent practice and effort on homework and the development of good study skills are necessary for success.

Text: Bien Dit, Holt McDougal

FRENCH II CREDITS: 5FULL YEARPREREQUISITE: French I

Students continue their development of the basic skills with a greater emphasis on oral proficiency through class discussions, paired activities, and oral and written homework. Students are expected to spend time reviewing and practicing vocabulary and structures outside of the classroom. In addition to CDs, videos, and texts, readings from francophone literature are introduced. French is used increasingly for communication in the classroom.

Text: Discovering French: Blanc, Valette-Valette

HONORS FRENCH II CREDITS: 5FULL YEARPREREQUISITES: French I (minimum grade of 90% or teacher recommendation).

Students continue their development of the basic skills with a greater focus on oral proficiency through class discussions, paired activities, and oral and written homework. The faster pace of the class requires that students spend time reviewing and practicing vocabulary and structures outside of the classroom. Emphasis will be placed on attention to detail in speaking and writing and on the application of acquired vocabulary and grammar. In addition to CDs, videos and texts, readings from francophone literature are introduced. French is used extensively for communication in the classroom.

Texts: Discovering French, Blanc, Valette-ValetteEasy French Reader, McGraw-Hill

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FRENCH III CREDITS: 5FULL YEARPREREQUISITE: French II (minimum grade of B is strongly recommended).

French III reviews and expands the four language skills (listening, speaking, reading and writing) and continues to present facets of the francophone culture. In addition, this course places more emphasis on reading and writing. French is used extensively in the classroom.

Text: Discovering French, Blanc, Valette-ValetteEasy French Reader, McGraw-Hill

HONORS FRENCH III CREDITS: 5FULL YEARPREREQUISITE: French II (minimum grade of 90% or teacher recommendation)

Students continue to review and expand the four language skills (listening, speaking, reading and writing) while studying facets of the francophone culture. This fast paced course places more emphasis on reading (various short literary selections) and writing. Students are expected to spend adequate time outside of class reviewing and practicing vocabulary and grammatical structures. French is used extensively as the language of communication in the classroom.

Texts: Discovering French, Blanc, Valette-Valette Selected Readings

FRENCH IV CREDITS: 5FULL YEARPREREQUISITE: French III (minimum grade of B is strongly recommended)

French IV is designed to strengthen acquired skills from previous classes and to improve proficiency through spontaneous conversations and discussions as well as written assignments. French IV students read a short novel, excerpts from a play, and various francophone literary selections. French is used extensively in the classroom.

Texts: Discovering French, Rouge III, Valette-ValetteSelected cultural readings

HONORS FRENCH IV CREDITS: 5FULL YEARPREREQUISITE: French III (minimum grade of 90% or teacher recommendation)

This course is for the French student who would benefit from the challenge of an accelerated French class conducted extensively in French and which introduces a broad variety of French literature. Discussions of themes and philosophies will be done orally and in written form. Review and advanced grammar will be covered.

Texts: Discovering French, Rouge III, Valette-ValetteSelected stories and cultural readings

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LATIN

LATIN I CREDITS: 5FULL YEAR

Are you curious about the past? Are you interested in words and their histories? Latin I introduces the basics of Latin language, travels to the ancient cities of Pompeii and Alexandria, and increases your English vocabulary all at the same time. Learn about gladiators, slaves, science, and why the word “villain” is related to the word for “house”, all while following the adventures of a group of people who live in Pompeii!

Text: Cambridge Latin Course, 4th ed., Cambridge University Press

LATIN II CREDITS: 5FULL YEARPREREQUISITE: Latin I

Begin to explore the arcane mysteries of the verb as you read about a complex plot against the British king Cogidubnus. During this year you will also become acquainted with classical mythology by reading Ovid’s Metamorphoses.

Texts: Cambridge Latin Course 4th ed., Cambridge University Press Ovid’s Metamorphoses (Horace Gregory, trans.)

HONORS LATIN II CREDITS: 5FULL YEARPREREQUISITE: Latin I (minimum grade of 90% or teacher recommendation).

This accelerated course is designed for those who want three or four years of Latin study. See Latin II, above, for a general description of the content covered, but expect a fast pace and more attention to detail.

Texts: Cambridge Latin Course 4th ed., Cambridge University PressOvid’s Metamorphoses (Horace Gregory, trans.)

LATIN III CREDITS: 5FULL YEARPREREQUISITE: Latin II

Explore Rome, meet the Emperor Domitian, and find out how it all ends! During the year you’ll learn advanced grammatical structure (ablative absolutes! indirect statements!) and drink deeply from the font of Roman history with supplemental readings.

Text: Cambridge Latin Course 4th ed., Cambridge University Press

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HONORS LATIN III CREDITS: 5FULL YEARPREREQUISITE: Latin II (minimum grade of 90% or teacher recommendation)

This accelerated course is designed for those who want four years of Latin study. See Latin III, above, for a general description of the content covered, but expect a fast pace and more attention to detail.

Text: Cambridge Latin Course 4th ed., Cambridge University Press

HONORS LATIN IV CREDITS: 5FULL YEARPREREQUISITE: Latin III (minimum grade of 90% or teacher recommendation)

This course studies various Latin authors from the classical and medieval periods based on the interests of the students and the whims of the instructor. Past authors have included Cicero (Against Catiline), Caesar (Gallic Wars), Catullus (Poems), Ovid (Metamorphoses), Seneca (Letters), Caesarius of Heisterbach, (Exempla), St. Perpetua (Passio), and others. Various points of grammar are also reviewed and students are expected to be able to both read and write Latin.

Text: Dependent on author

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SPANISH

SPANISH I CREDITS: 5FULL YEAR

Spanish I introduces students to the basic vocabulary, grammar, and verb structures of the language. Videos, audio, pair-centered activities, as well as reading, and writing are incorporated. Students are introduced to the geography and customs of the Spanish-speaking world. Students are encouraged to speak the language. Consistent practice and effort in doing homework along with the development of study skills are necessary for success.

Text: Realidades I, Prentice Hall

SPANISH II CREDITS: 5FULL YEARPREREQUISITE: Spanish I

Students continue their development of the basic skills with a greater emphasis on oral proficiency. Essential concepts from Spanish I are re-visited and expanded upon. Reading is emphasized through authentic cultural articles from all over the Spanish-speaking world. Videos, audio and paired activities are used. Spanish is used extensively in the classroom.

Text: Realidades I, Prentice Hall

HONORS SPANISH II CREDITS: 5FULL YEARPREREQUISITE: Spanish I (minimum grade of 90% or teacher recommendation)

Students continue their development of the basic skills with a greater focus on oral proficiency through class discussions, paired activities, and oral and written homework. The faster pace of the class requires that students spend time reviewing and practicing vocabulary and structures outside of the classroom. Emphasis will be placed on attention to detail in speaking and writing and on the application of acquired vocabulary and grammar. In addition to CDs, videos and texts, authentic readings are introduced. Spanish is used extensively for communication in the classroom.

Texts: Realidades II, Prentice HallEasy Spanish Reader, McGraw-Hill

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SPANISH III CREDITS: 5FULL YEARPREREQUISITE: Spanish II (minimum grade of B is strongly recommended).

Students review and expand the four language skills (listening, speaking, reading, and writing). The course places more emphasis on reading and writing. Spanish is used extensively as the language of communication in the classroom.

Texts: Realidades II, Prentice HallTinita, Amsco

HONORS SPANISH III CREDITS: 5FULL YEARPREREQUISITE: Spanish II (minimum grade of 90% or teacher recommendation)

Students continue to review and expand the four language skills (listening, speaking, reading, writing) while studying facets of Spanish and Latino culture. This fast paced course places more emphasis on reading and writing. Students are expected to spend adequate time outside of class reviewing and practicing vocabulary and grammatical structures. Spanish is used extensively as the language of communication in the classroom.

Texts: Realidades II, Prentice HallSelected Readings

SPANISH IV CREDITS: 5FULL YEARPREREQUISITE: Spanish III (minimum grade of B is strongly recommended)

This course is designed to strengthen acquired skills from previous classes and to improve language proficiency skills. Students are encouraged to improve their fluency by participation in class discussions based on class readings and day-to-day context. The writing skill is expanded from paragraphs and essays to short papers. Reading may include an anthology of selected readings, short stories, and information from Spanish web sites.

Texts: Galeria De Arte Y Vida, GlencoeRealidades III, Prentice HallSelected Readings

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SPANISH IV/FILM CREDITS: 2.5SEMESTER 1OPEN TO: Grade 12PREREQUISITE: Spanish III

This course will explore Spanish and Latin American films and/or programs while providing advanced language training. Emphasis will be placed on refining oral and written expression. Through film/media, cultural and historical topics relevant to Spanish and Latin America will be explored. This course will be taught in Spanish.

SPANISH IV/CONVERSATIONAL SPANISH CREDITS: 2.5SEMESTER 2OPEN TO: Grade 12PREREQUISITE: Spanish III

This course will be conducted in Spanish and will engage students in conversation in a variety of formats toward the goal of further developing oral proficiency. Students will strengthen their oral skills and build vocabulary through practice in different types of discourse, including narration, description, critical commentary, debate, and dramatic dialogue.

Text: Leer y Charlar, Amsco

HONORS SPANISH IV CREDITS: 5FULL YEARPREREQUISITE: Spanish III (minimum grade of 90% or teacher recommendation)

This course is designed for the Spanish student who would benefit from the challenge of an accelerated Spanish class conducted extensively in Spanish and which introduces a broad variety of Spanish and Hispanic literature. Through reading, students will be required to respond to issues that touch them personally, both in oral and written expression. Emphasis will be placed on advanced vocabulary building and grammar study.

Texts: Galeria De Arte Y Vida, GlencoeTriangulo, WaysideRepaso, Glencoe McGraw-HillSelected readings

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ELECTIVE – SUBJECT TO STAFF AVAILABILITY

HONORS ANCIENT GREEK LANGUAGE AND LITERATURE CREDITS: 5FULL YEAROPEN TO: Grades 11 & 12 or by permission of teacher

Ever wondered about the meaning of life, the nature of man, or power and politics? Come learn what the ancient Greeks had to say on these and other important matters! This course introduces the students to the world of Greek language, history, and philosophy that provides the foundation for the western world. It combines lessons on the basic syntax and vocabulary of ancient Greek with extensive English readings and sophisticated discussions of Greek authors including Herodotus, Thucydides, Sophocles, Aristotle, Plato, and St. Paul.

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ART DEPARTMENT

PHILOSOPHY

The Art Department curriculum is designed to offer the students a broad and well-rounded study of the Visual Arts through a mixture of classroom projects, group discussions and critiques. The department is dedicated to excellence in creative expression. Students are responsible for the management of their workspace and the respectful treatment of their teachers, classmates, and materials. Students will utilize abstract thinking skills and incorporate them across the curriculum.

INTRODUCTION

Students considering art, art related majors or architecture as a future area of employment should take as many art courses as possible. Techniques learned in these classes will be a major benefit at the university level. The skills acquired will be a great foundation for any art program and will contribute to an extensive portfolio.

All studio levels will cover a wide range of disciplines. Units in drawing, painting, design, sculpture, and ceramics will be supplemented by appropriate historical elements and allow the students to explore a variety of techniques in a logical progression. Critiques will begin with Fine Art as the students learn the language of art and move to student work as their knowledge increases. Projects of an interdisciplinary nature will be included at all levels and several lessons contain writing components.

Projects at each level include written components, i.e. critiques, short essays, and creative writing. The library and technical resources are used to accumulate information for specific projects.

The department also organizes National Art Honor Society, which is open to all art students with a B average or better. This organization has brought many opportunities for community service to art students.

The Art Department’s primary responsibility is teaching students to employ multiple critical and creative thinking strategies in reasoning and problem solving. The Art Department teaches students to use a variety of resources, with the main focus on technology.

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STUDIO ART 1A CREDITS: 2.5OPEN TO: Grades 9-12SEMESTER

Drawing: Fundamental drawing techniques and basic skills will be appliedto a variety of subjects. Units in contour drawing, value studies,

abstraction techniques, perspective, and portraits are included.

Painting: Projects revolve around color theory, painting in complements and monochrome, as well as basic and experimental watercolor

techniques.

STUDIO ART 1B CREDITS: 2.5OPEN TO: Grades 9-12SEMESTER

Sculpture/Ceramics: Hand-building methods in clay will produce a variety of functional

objects. Experiences with three-dimensional work in paper, plaster, and paper mache provide additional projects. Students will apply Elements and Principals of Design to their projects.

STUDIO ART 2A CREDITS: 2.5OPEN TO: Grades 10-12SEMESTERPREREQUISITE: Studio Art 1A

Drawing: Further development of basic skills plus the use of more unusual techniques and combinations with other media are the focus. Figure studies and new approaches to still life are covered.

Painting: Paintings in a series, unique points of view, exploration of alternative painting surfaces, and sculptural elements are included.

STUDIO ART 2B CREDITS: 2.5OPEN TO: Grades 9-12SEMESTERPREREQUISITE: Studio Art 1B

Sculpture/Ceramics: Preliminary drawings, sketches, layouts, and plans will be used as

previous to projects. Advanced hand-building methods will be covered as well as some 3D projects of a more abstract nature. Two-piece projects give the student experience in designing and fitting covers. Wheel throwing techniques will be introduced. Alternative sculptural materials will be introduced in addition to paper, plastic, and clay.

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STUDIO ART 3 CREDITS: 5FULL YEAROPEN TO: Grades 11 & 12PREREQUISITE: Studio Art 2A & 2B or permission of instructor

Writing components will be more common. Subject matter will include more difficult topics, i.e., social issues, the environment, politics, etc. Students will have much more responsibility in the choice of their solutions to the projects presented.

Drawing: Combinations of unusual and fundamental techniques, experimental methods, and more difficult subjects outline the

project proposals.

Painting: Pictorial self-portraits, enlargement of subjects in phases, and painting in mixed media will be covered. Students will have a wider range of freedom in their choice of topic and technique. Further opportunities to develop a personal style will be

available.

Design: More thorough and personal application of design knowledge to a variety of projects will be pursued.

Sculpture/Ceramics: Wheel throwing will be continued, as well as projects that

combine sculpture with other media.

STUDIO ART 4 CREDITS: 5FULL YEAROPEN TO: Grade 12PREREQUISITE: Studio Art 3

This course is a continuation of Studio 3 and will include more in-depth study of topics contained in Studio Art 3.

HONORS STUDIO ART 1, 2, 3, 4 CREDITS: 5FULL YEAROPEN TO: Grades 9-12PREREQUISITE: Minimum of 90% or teacher recommendation.

Honors Studio 1, 2, 3 are foundation courses for AP Studio. The students must complete the required class projects included in the studio level in which they are enrolled and a weekly homework project as well. A self-portrait is due at the end of each quarter. As the students progress through each level, they are given more leeway to explore their own style and are encouraged to experiment with combinations of ideas and techniques.

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ELECTIVES – SUBJECT TO STAFF AVAILABILITY

DIGITAL PHOTOGRAPHY CREDITS: 2.5SEMESTER OPEN TO: Grades 10-12PREREQUISITE: Studio Art 1A

Digital Photography provides an introduction to and exploration of Adobe Photoshop. Resolution, editing and printing techniques will be covered. Creative imagery will be based on the concrete knowledge of the Elements and Principles of Design.

GRAPHIC DESIGN CREDITS: 2.5SEMESTEROPEN TO: Grades 10-12PREREQUISITE: Studio Art 1A

Graphic Design is a computer based course for students interested in learning how to create and generate images used in advertising, page layout, copy preparation, copy composition, and package design. Lab activities include the design of logos, brochures, product packaging and posters.

ART HISTORY CREDITS: 2.5SEMESTEROPEN TO: Grades 11 & 12PREREQUISITE: Studio Art 1A or permission of instructor

This course is a survey of the History of Art from the Ancient World to the present. It is designed for the serious student who may be planning to enter a college of art or architecture or a liberal arts college that may require the History of Art. Students can receive Art or Social Studies credit for the course. This course is project based with additional supplemental written work.

Text: Discovering Art History, Brommer

ADVANCED POTTERY/CERAMICS CREDITS: 2.5SEMESTEROPEN TO: Grades 10-12PREREQUISITE: Studio Art 1B & 2B or permission of instructor

Projects will move away from functional and become more abstract. Additive and subtractive forms of sculpture will be explored, as well as alternative glazing techniques. Advanced wheel throwing will be incorporated.

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MUSIC DEPARTMENT

PHILOSOPHY

The purpose of the music program at Belchertown High School is to provide all students with a hands-on education in the theory, history, and performance of music. Students will be expected to use their background in other areas of study to enhance their understanding of musical concepts. The syllabi are in alignment with National Curriculum Frameworks Standards in Music. All students will graduate from the music program having been challenged and encouraged in a positive, safe, and respectful community of staff and peers. Students are expected to be discerning in their musical creation and work cooperatively to achieve group goals. All students will be productive contributors to their ensemble, therefore contributing to the beauty of music to a better society.

The Music Department’s primary responsibility is teaching students to employ multiple critical and creative thinking strategies in reasoning and problem solving. It’s secondary responsibility is teaching students to demonstrate a knowledge and appreciation of subject matter across the curriculum.

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CONCERT BAND CREDITS: 5FULL YEAROPEN TO: Grade 9 and 10 Wind PlayersPREREQUISITE: Permission of teacher or Jabish Brook Middle School band member

The concert band is open to all freshman and sophomore wind players. Students will focus on the fundamentals of rehearsal etiquette, breathing and support, tone quality, production of sound, embouchure placement, precision of rhythm, uniformity of articulation, and intonation through performance of a wide variety of literature. Students will explore the concepts of musicality by improving their dynamic contrast, addressing phrasing, and exploring emotion. Students in the concert band are required to perform in all school concerts, any and all community events which involve the Marching Orioles, and all contest and festival performances, including the spring music trip.

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PERCUSSION ENSEMBLE AND TECHNIQUES CREDITS: 5FULL YEAROPEN TO: Grade 9 and 10 concert percussionists PREQUISITE: Permission of teacher or Jabish Brook Middle School band member

The Percussion Ensemble is open to all freshman and sophomore concert percussionists. Students will focus on becoming a well rounded concert percussionist while developing advanced skills on both snare drum and mallet instruments. Students will gain a comprehensive knowledge of both pitched and non pitched instruments, rhythm, and overall musicality through the performance of marching, concert, and percussion ensemble literature. Students in the Percussion Ensemble are required to perform as the percussion section for the concert band and as an individual chamber ensemble in all three school concerts, any and all community events which involve the Marching Orioles, and all contest and festival performances, including the spring trip.

SYMPHONY BAND CREDITS: 5FULL YEAROPEN TO: Grade 11 and 12 Instrumentalists PREREQUISITE: Permission of teacher

The Symphony Band is open to all junior and senior instrumentalists. Students will focus on achieving a high level of musicianship through the performance of a wide variety of literature. Students are expected to understand the fundamentals of proper rehearsal etiquette, breathing, tone quality, and rhythm. Students will focus on developing musicality and achieving a high level of precision with regards to articulation, dynamic contrast, balance, and intonation. Students in the Symphony Band are required to perform in all school concerts, any and all community events which involve the Marching Orioles, and all contest and festival performances, including the spring trip.

WIND ENSEMBLE CREDITS: 1FULL YEAROPEN TO: Grades 9-12PREQUISITE: Qualifying audition with teacher and participation in Concert or Symphony Band

The Wind Ensemble is open to students by audition only and is limited to a specific instrumentation. Students receive academic credit for their participation in rehearsals outside of the school day. Students will focus on performing advanced literature at an extremely high level. Students are encouraged to study privately and will be expected to be highly prepared for all rehearsals.

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CHOIR CREDITS: 5FULL YEAROPEN TO: Grades 9-12PREREQUISITE: Teacher approval required

The Choir will rehearse and perform music of different styles and periods to expose students to a complete musical experience. Rehearsals will develop basic vocal abilities, such as proper breath support, focus, tone quality, and intonation. Music reading skills will be developed. The singers will learn how to sight read and develop proper musicianship. Interpretation and expression of vocal music will be focused upon as well. Evening performances are required for this class.

CONCERT CHOIR CREDITS: 1FULL YEAROPEN TO: Grades 9-12PREQUISITE: Qualifying audition required

Students audition for this choir in the fall of each year. A student may audition for Concert Choir once they have had one semester enrolled in our Choir or with permission of the teacher. Each Concert Choir member must demonstrate and maintain excellent vocal technique and musicianship to participate in this select ensemble. The chorus will rehearse and perform music of different styles and periods to expose students to a complete musical experience. Evening performances and out-of-school rehearsal times are required for this class.

ADVANCED MUSIC THEORY CREDITS: 5FULL YEAROPEN TO: Grades 9-12PREQUISITE: Permission of teacher, experience playing an instrument or singing, some basic theory knowledge

Advanced Music Theory is intended for students who have a serious interest in the theoretical building blocks of music. Students should have prior knowledge of music and music performance. The course curriculum includes rhythmic and tonal notation, melody, harmony, counterpoint, aural skills, sight singing, twentieth century theory techniques, analysis, composition, and a small performance element, and listening. Students will be able to demonstrate an extensive knowledge and appreciation of the theoretical fundamentals of music.

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MUSIC STUDIES 1 CREDITS: 2.5SEMESTER 1OPEN TO: Grades 9-12LIMIT: 15 students

This is a general music course taught 1st semester that is designed to guide students through the art of listening and practicing. Students will focus on the basic fundamentals of music theory and explore them through the use of instruments that can be used individually: keyboards, recorders, and ukuleles. We will also explore historical periods and genres of music. Performance assessments, in-class assignments, tests, and quizzes are the assessment tools for this course.

MUSIC STUDIES 2 CREDITS: 2.5SEMESTER 2 OPEN TO: Grades 9-12LIMIT: 15 students

This course supplements Music Studies 1 but can be taken individually. This is a general music course taught 2nd semester that is designed to guide students through the art of listening and practicing. Students will focus on the basic fundamentals of music theory and explore them through the use of instruments that can be used individually: keyboards, recorders, and ukuleles. We will also explore historical periods and genres of music. Performance assessments, in-class assignments, tests, and quizzes are the assessment tools for this course.

INTRO TO THEATER ARTS 1 CREDITS: 2.5SEMESTER 1OPEN TO: Grades 9-12

This course covers areas such as acting technique, technical theater, history, improvisation, publicity, and stage production. We will focus on the history of drama and musical theater in the United States and through video examples exploring the many facets of these genres of theater. Projects, in-class assignments, tests, and quizzes are the assessment tools for this course.

INTRO TO THEATER ARTS 2 CREDITS: 2.5SEMESTER 2OPEN TO: Grades 9-12

This course is a continuation of Intro to Theater Arts 1 and will focus in a more in-depth manner on areas such as acting technique, technical theatre, history, improvisation, publicity, and stage production. We will continue to focus on the history of drama and musical theater in the United States and through video examples exploring the many facets of these genres of theater. Projects, in-class assignments, tests, and quizzes are the assessment tools for this course.

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BEGINNING ACOUSTIC GUITAR CREDITS: 2.5SEMESTER 1 or 2OPEN TO: Grades 9-12REQUISITE: Students must be beginners with no previous guitar experienceLIMIT: 10 students

This semester-long class will allow students to learn the fundamentals of playing the guitar. Students will be instructed on correct hand positions, tuning of strings, and learning to read standard music notation and tablature.

WORLD DRUMMING CREDITS: 2.5SEMESTER 1 OR 2OPEN TO: Grades 9-12PREQUISITE: None

This class is intended for students who are interested in world drumming and have little to no experience with music and/or music performance. The course curriculum includes basic rhythm reading, drumming techniques, the geographical and cultural history of both Africa and Latin America, and performance practice and improvisation. Students will be required to perform in group drumming circles as well as individually and should be willing and open minded to be musically creative.

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GUIDANCE DEPARTMENT

MISSION

The Belchertown High School counselors develop and deliver counseling programs and services that provide all students with the knowledge and skills necessary to become responsible and productive contributors to society. Counselors address the academic, technical, personal, social, and workplace readiness domains.

All of our coursework is grounded in the philosophy set forth in the Belchertown High School Mission Statement: academic excellence and responsible citizenship is fostered and pursued in a positive, safe, and respectful environment. In order to create a safe, positive, respectful environment, students are expected to adhere to our school’s social and civic expectations. Students will

• demonstrate respect for themselves and their school environment• contribute to a positive school climate• work cooperatively to achieve group goals or resolve conflicts• respect and appreciate the diversity of the entire BHS community• participate in activities that encourage leadership and service to school/community• understand and exercise their rights and responsibilities as citizens in a democratic

and multicultural society.

The Guidance Department’s primary responsibility is teaching students to demonstrate knowledge and appreciation of subject matter across the curriculum. It’s secondary responsibility is teaching students to employ multiple critical and creative thinking strategies in reasoning and problem solving.

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FRESHMAN SEMINAR (PASS/FAIL) CREDITS: 0.5TERM 2PREREQUISITE: None

The main focus of this program is the orientation of the freshmen to Belchertown High School. Students meet with their school counselor in small groups during the first term (approximately six times). Seminar addresses transition to high school, review of the student handbook, program of studies, graduation requirements, and resources/opportunities available to students at BHS. Students set short and long term goals and develop a four-year academic plan. Other topics for discussion may include bullying, harassment, internet safety, conflict resolution, study skills, and decision-making.

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SOPHOMORE SEMINAR (PASS/FAIL) CREDITS: 0.5TERM 4PREREQUISITE: None

Sophomore Seminar addresses decision-making skills and self-assessment. Students will meet their school counselor in small groups during the fourth term (approximately six times). Through career/interest inventories, students clearly define their abilities, interests, and job values. Students assess their academic progress and participation in extracurricular activities, develop a timeline for college planning, and begin to draft an activity sheet. Other topics for discussion may include peer pressure, peer mediation, time management, test-taking strategies, communication skills, and diversity.

JUNIOR SEMINAR (PASS/FAIL) CREDITS: 0.5TERM 3PREREQUISITE: None

The focus of this seminar is on post secondary planning, with emphasis on the college process. Students meet with their school counselor in small groups during the third term (approximately six times). Through a systematic approach, students learn strategies to simplify the college search process. Junior seminar stresses the importance of investigating, visiting, and applying to a wide range of colleges. Other topics include the college search, SAT’s vs. ACT’s, the college essay, a finalized activity sheet, the college visit/interview, and letters of recommendation. Prior to the close of the quarter, juniors must submit the following: student activity sheet, parent brag sheet, and college search results with application deadlines.

SENIOR SEMINAR (PASS/FAIL) CREDITS: 0.5TERM 1PREREQUISITE: None

Senior Seminar focuses on reviewing and formalizing students’ post secondary plans. Seniors meet with their school counselor in small groups during the second term (approximately six times). Students benefit from the expertise of their school counselor and from each other. Students review the college application process, financial aid procedures, and scholarship opportunities. Non college bound students will work with their counselor to develop a post secondary plan. Other topics for discussion may include transitioning into college, decision making skills, study skills for college, budgeting spending money, and other topics deemed of importance to seniors.

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INTERNSHIP CREDIT CREDITS: 11 SEMESTER

Belchertown High School offers internship credits for students participating in career development experiences. An internship can take place with a staff member during the school day or a community organization or business after school. The requirements of this course are listed below. This course is on a space available basis at this time. See your school counselor for more information.

• Students will participate in at least 3.5 hours of “internship” experience each week.• Students and mentors will be required to complete a work based learning plan.• Students will keep a time sheet and journal and create a final essay which details their

workplace experiences.• Students will be limited to 4 internship credits over their high school career.

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LIBRARY MEDIA CENTER

The Library Media Center, a teaching library and the information hub of the school, supports the Academic, Social, and Civic Expectations of Belchertown High School. The program strives to meet the informational needs of all students, encouraging them to become critical thinkers and lifelong learners.

The nature of information is changing. Communication technology has created a truly global community that has opened up limitless opportunities for creativity and collaboration. Students today must become effective users of digital information in order to lead in tomorrow’s workplace and the greater community. The Library Media Center strives to help build the skills required in the 21st century and to support access to information in all formats.

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INFORMATION LITERACY INSTRUCTION CREDITS: 1 SEMESTER: 1 OR 2OPEN TO: GRADE 9PREREQUISITE: None

Information literacy is defined as the ability to recognize when information is needed and to use inquiry and critical thinking skills to acquire, evaluate, and create unique information. This course is designed to provide students with a solid research foundation by developing critical reading, writing, and analytical skills. The students will use a variety of resources to produce projects that range from traditional research papers to digital media presentations.

Outside reading will come primarily from the new media and other current event sources. Students will be expected to work both independently and collaboratively in class to produce the required assignments.

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PHYSICAL EDUCATION

PHILOSOPHY

The Physical Education Program adheres to the Massachusetts Comprehensive Health Curriculum Frameworks under the Physical Activity and Fitness Strand.

Physical Education is that integral part of the total education which contributes to the development of the individual through physical activity – human movement. Physical Education is a planned sequence of learning experiences designed to fulfill the growth, development, and behavior needs of each student. In Physical Education class, students will learn what physical fitness is based on scientific training principles and how they can maintain fitness throughout their adult lives. The advantages, privileges, and courses available in the Physical Education Program shall be without regard to sex, race, color, religion, or national origin.

Physical Education encourages and assists each student to:

• Develop the skills of movement, the knowledge of how and why one moves, and the ways in which movement may be organized.

• Learn to move skillfully through exercise, games, and sports.• Understand the basic concepts of physics and physiology as they apply to movement.• Demonstrate a respect for human rights and personal relationships through physical activity.• Develop a sense of personal well-being, a positive self-image through physical activity based

on scientific training principles.• Develop an interest and a desire to participate in lifetime physical activities.

The Physical Education Department’s primary responsibility is teaching students to employ multiple critical and creative thinking strategies in reasoning and problem solving. It’s secondary responsibility is teaching students to use a variety of resources, including technology, to acquire, process, and utilize information effectively.

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PHYSICAL EDUCATON - GRADES 9 & 10 CREDITS: 2SEMESTER 1 or 2

The 9th/10th Grade Physical Education Program includes fitness concepts and physical activity. Goal setting, critical thinking, and decision-making skills are learned as part of a change model to help students understand and apply fitness concepts. To reinforce fitness concepts, class work will include an introduction/review of strength training techniques, record keeping, injury prevention, games, and sports. Students will be required to keep a portfolio of their class work.

LIFELONG SPORTS AND FITNESS ACTIVITIES CREDITS: 1GRADES 11 & 12SEMESTER 1 or 2

Students will participate in individual, dual, and team sports and fitness activities that contribute to a healthy lifestyle. Students are expected to use a physical education/wellness vocabulary, develop advanced skills and game strategies, and take an active part in class. Using the knowledge of health-related and skill-related fitness concepts and training principles learned in 9th and 10th grades, students will develop, follow, evaluate, and revise a personal fitness plan as outlined in the Massachusetts Comprehensive Health Frameworks.

BASIC RAD (RAPE AGGRESSION DEFENSE) CREDITS: 1GRADES 11 & 12SEMESTER 1 or 2

The RAD Program provides basic knowledge, skills, and strategies for personal defense. The students develop assertiveness, awareness, risk reduction, and avoidance skills. They learn how to correctly apply the mechanical principles related to basic physical defense skills. Students must participate in the practical exam/simulation to successfully complete the class.

PRINCIPLES OF FITNESS AND STRENGTH TRAINING CREDITS: 1GRADES 11 & 12SEMESTER 1 or 2

The class will provide students with the knowledge and skills to develop a personalized program for maintaining physical health and an active lifestyle. The students will learn proper goal setting techniques, basic anatomy and exercise physiology, various principles and styles of training, injury prevention, and appropriate etiquette to apply to their individual needs and objectives. Principles of Fitness and Strength Training will be classroom and activity based and requires critical thinking and decision making abilities. To reinforce learning, students will have written and practical assignments, self-directed independent work, mid-semester exam, and a final project.

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