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WELCOME TO PACE Welcome to the Program in America and California Explorations (PACE) at John F. Kennedy
High School. PACE is a California themed college preparation program with an emphasis on
Advanced Placement courses. The program has come a long way since 2002, when former state
senator and state secretary of education, Gary Hart founded PACE. All PACE students are required
to take three Advanced Placement classes, and are encouraged to take additional AP courses. In
addition, PACE juniors choose either AP US History or Honors US History. Although PACE
emphasizes its California themed humanities base, PACE also is making math and science a priority.
JFK has long been known for its stellar math and science programs. There are many special features
of PACE that this brochure points out. I believe PACE to be the best program in the district when it
comes to not only preparing students for college, but also preparing students to be successful in
college. I am proud of the community PACE creates amongst its students, parents, and teachers. I
am also proud of the accomplishments of our PACE students in and out of the classroom while at
JFK, college, and the real world after college. PACE has a lot to offer both academically and
socially, and I hope you become a part of this unique and special program.
Todd Whalen, PACE Director
WHAT IS PACE? Program in America and California Explorations (PACE) is a small learning community at John F.
Kennedy High School. PACE offers students a four-year advanced academic program. The goal is
to ensure that all PACE students are prepared to
attend and succeed at competitive four-year
colleges and universities. Each PACE student
takes a rigorous college-prep curriculum
(including Advanced Placement and honors
classes in English, history, science, math, and
foreign language) and uniquely designed
English and history courses with an emphasis on
California history, government, and literature,
emphasizing writing across the curriculum. The first item college and university admissions
counselors look at is a student’s GPA in conjunction with the rigor and challenge of his or her course
schedule.
WHAT MAKES PACE DIFFERENT?
Small Community of Learners – PACE students get the best of both worlds: PACE English
and Social Science classes are pure PACE students and are grouped together in one part of the
campus so students benefit from a close-knit environment, yet have access to all the benefits of a
large school. Part of the PACE program includes opportunities for teambuilding and new
friendships.
“PACE taught me to take the initiative to develop and expand my horizons beyond just reading textbooks. As a result, I am prepared to take my academic development to the next level.” – Edmund Y., PACEr graduate of University of California Davis
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Danny Healow, Class of 2009
I attended the University
of California Berkeley.
I work as a legal
assistant at Google, Inc.
Mostly, I miss the
teachers, who were always willing to offer help when you need it.
Yes, it was challenging in PACE because you are
surrounded by some of the best and brightest students of the Sacramento area and the instructors set high goals.
PACE prepared me for a strong academic
performance my freshman year of college and beyond.
The advice I have for graduating seniors is start using a calendar and work on developing good time management skills. You will need them. Studying at UC Berkeley
was the single experience that transformed me. Encountering some of the smartest students in the world pushed me to challenge myself more than ever, set higher goals, and find success even in failure.
Accessible teachers,
inquisitive students and beneficial coursework
describe PACE.
Academic Support – PACE supports its students by offering several “safety
nets” when needed. PACE core teachers are available
both before school, lunch, and after school to provide
individual tutoring or just a quiet place to study. PACE
teachers are also accessible through email to work with
parents in ensuring their student’s success. PACE offers
summer AP “boot camps” to help prepare students who
are taking AP World History and AP or Honors US
History.
Access to Extensive Advanced Placement Curriculum
– PACE encourages students to take advantage of the
wide variety of Advanced Placement (AP) classes that
JFK has to offer. PACE students are required to take AP
World History their sophomore year, AP English
Language and Composition their junior year, and AP
Government their senior year. In addition, PACE juniors
choose between AP US History or Honors US History
their junior year. Remember, the first item college and
university admissions counselors look at is a student’s
GPA in conjunction with the rigor of his or her class
schedule. Students are encouraged to take additional AP
classes choosing from the many offered at JFK, such as
biology, chemistry, physics, calculus, English literature
and composition, Spanish, and many more.
WHAT ARE AP COURSES AND WHY ARE THEY SO IMPORTANT? Advanced Placement (AP) courses can save you time and
money in college. They can also give you an edge in the
applicant pools of highly selective colleges and universities.
The national AP program is administered by The College
Board. Participating high schools have been approved to
teach AP courses based on the academic quality of their
college-preparatory, or as it is commonly known today,
honors curricula. Some high schools offer only a few APs;
others can offer a dozen or more.
AP courses are college-level courses, taught with college
textbooks and exams, that can give a student college credit in
the form of advanced standing when a student enters college
their freshman year. There is an end-of-course AP final on
which a student has to score a 3,4, or 5 (depending on the
college to which the student is applying) in order to get
college credit. Some colleges will recognize a score of 3 as
qualifying for credit. Most, though, require a score of 4 or 5.
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Lyndsie Harris, Class of 2007
I attended the University
of California Berkeley.
I work as a Senior
Warehouse Manager, Tier 2 Logistics with Anheuser-Busch.
Mostly, I miss the
cultural trips and experiences.
Yes, it was challenging in PACE because the excellent
teachers pushed us out of our comfort zones and
demanded a lot of us, but made the environment so fun that it didn’t always feel like a task, it was exciting to learn.
PACE prepared me for a rigorous college
experience and the ability to balance many different activities and still succeed.
PACE taught me to
explore a wide range of topics and to always strive to grow my world view.
When I was in college I studied civil engineering,
joined a sorority, worked part time at a clothing store, played on several intramural soccer teams, and had an amazing time.
AP college credit is a good buy. At this writing, an AP course can be taken for the price of
registering for the final exam, which is less than $100. You will find that price hard to beat when
looking for deal on college credit.
Another aspect provided by AP courses is a preview of college-
level work. If you have any doubts about doing well in college, an
AP course can confirm them or put your mind at ease. They are a
lot of work and require much reading, writing, problem sets, and,
for the science courses, lab time. They will give you a real feeling
of accomplishment, though, when you are done.
A reasonable schedule might be to take one AP in the sophomore
year, two in the junior year, and two or three in the senior year.
Most students aspiring to the very best colleges and universities
graduate with five or more AP courses on their transcripts.
Remember, to college admissions people, a B in an AP course is
worth more than an A in a lesser course.
Taken from http://www.collegeconfidential.com
SPECIAL FEATURES OF PACE
Summer Program for Incoming Ninth-Graders – The
PACE experience begins on the campus of California State
University Sacramento with a mandatory enrichment program
designed for incoming freshmen. The four classes center on
activities in literature, geography, and writing. The summer
program provides a unique opportunity for PACE students to
establish friendships, work with PACE faculty and begin the
transition to high school.
School Year Field Trips – During their four years in
PACE, students attend one or more field trips per year. Field trips
have included university tours, live theatrical productions, history
and art museum visits, state park outings, and explorations of
historical sites. Also, out of the region field trips (such as tours of
East coast colleges, Ashland’s Shakespeare Festival, Europe,
Asia, and South America) are offered.
Writing Program – PACE requires extensive reflective
and academic writing from all of its students. The emphasis on
writing begins during the freshman Summer Program: incoming
freshmen explore and practice the two genres of writing
(reflective and academic) they will use extensively throughout
their PACE core classes. Several reflective essays are assigned
each year, wherein a student draws connections between required
PACE events (field trips, cultural events, community service) and
their own learning and worldview. These essays are critical steps
for students to assert themselves on the page with maturity and
confidence for college applications, internships, and the
workforce. Additionally, students regularly write academic
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papers for both history and English courses. All PACE teachers in these core classes explain
and emphasize the organization, conventions, and synthesis techniques necessary for students to
succeed in academic writing, particularly on the kinds of researched, argument-based responses
required for AP exams and in college.
Speaker Series – PACE students are given the opportunity to attend question and answer
sessions with prominent leaders. Past speakers have included Ron George, Chief Justice of the
California Supreme Court, Phil Angelides, State Treasurer of California, Doris Matsui,
Congresswoman from Sacramento, Sister Helen Prejean, and Bob Graham, former US Senator
and Governor of Florida. In the spring of 2013 freshmen and senior PACErs were privileged to
attend a special screening of an award winning documentary about form California governor Pat
Brown. California State of Mind: The Legacy of Pat Brown was produced and directed by his
granddaughter Sascha Rice who was on hand after the screening to answer questions about her
grandfather, her political family (daughter of Kathleen Brown, niece of Governor Jerry Brown)
and the movie business.
Investment in the Community – A
PACE education encompasses not only
academic rigor, but also citizenship
through social responsibility. A
community service requirement (thirty
hours per school year) encourages PACE
students to learn about matters outside
the classroom and provides them the
opportunity to give back to their
community through meaningful service that benefits the needy.
Cultural/Civic Events – There is a rich array of cultural and civic activity occurring in the
Sacramento area. PACE students are required once each semester to attend a cultural or civic
event and write a reflective essay about their experiences. Attending these events provides
opportunities for PACE students to learn more about their community and to expand their
cultural and civic horizons, and to articulate their perspectives.
Book Club – PACE encourages its students to read widely and to explore new literary horizons.
During their freshman and sophomore years, PACE students participate in several small-group
book clubs led by community volunteers. This allows an opportunity for detailed discussion of
works of important and popular literature (fiction and nonfiction) in an informal setting. Some
book club groups read works by local authors and, in some cases, the authors have visited the
book groups. This includes the late Eva Rutland, author of When We Were Colored and Naida
West, author of River of Red Gold. When PACErs read Zeitoun by Dave Eggars, Mr Eggars
spoke at JFK and signed PACE student’s books.
Internships – The Practical Politics Internship allows seniors to gain firsthand experience in
government by working at city, county, or state agencies, including the governor’s office. The
program has recently expanded to the private sector, with internships at a pharmacy,
architectural firm, financial planning office, and other places of business in the Greenhaven and
Sacramento area.
Partnership with Sacramento State Honors Program – PACE enjoys a special relationship
with the Honors Program at Sacramento State. This program provides students with an
academically challenging liberal arts course of study and a close-knit community of students
and faculty. Our relationship with the Honors Program allows PACE to use the Sacramento
State campus and facilities during our Freshmen Summer Program. Representatives of the
“I found that there was more to this program than field trips. I found that my classmates were my motivation and my inspiration. … I found my place in this family and I can’t wait to see what everyone has done at our reunion!” – Dianna S., PACEr graduate of University of California, Berkeley
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Honors Program articulate with the PACE faculty. Each spring students from the Honors
Program (including PACE alumni) present information about the program to PACE seniors.
Just For Fun – PACErs have many opportunities to socialize and celebrate their achievements
at formal and informal events, including PACE dances, assemblies, year-end celebration and the
annual senior trip to Disneyland Grad Nite.
Students can choose from over twenty clubs to join at JFK. Clubs range from Chess Club and
National Honor Society to Badminton Club and Chinese Food Club. If there is not a club
offered in an activity you are interested in, you may start the club with the help of a faculty
sponsor. Many of JFK’s most unique and specialized clubs over the years have been created in
this manner. School clubs are an excellent way to become involved on the school campus and
learn social and leadership skills.
SUCCESSES AND ACHIEVEMENTS
Percent of Students
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
University of California 41 39 34 36 26 34 34 27 28 23 California State University 18 11 18 27 16 23 25 30 39 50 California Private Colleges 6 7 5 10 5 5 2 3 6 4
Out-of-State Colleges 3 4 3 1 8 5 10 13 7 7 Community College 30 37 40 26 42 42 27 25 19 15
Military - - - - 2 - 1 1 1 - College placement for PACE – 95% of the PACE class of 2015 applied and were accepted by
one of more four-year colleges of universities. Each student elects which school to attend based
on many factors; including academic offerings, family considerations, and future plans. The
PACErs who chose not to attend a four-year college or university are attending a community
college with plans to transfer to a UC or CSU.
Last year PACErs passed 482 Advanced Placement tests, which is an 82% pass rate.
100% of PACErs take a minimum of three Advanced Placement courses during their high
school experience.
AP Scholars 2015
AP Scholars with Distinction
Passed 5 or more AP Tests 18
AP Scholars with Honors
Passed 4 AP Tests 30
AP Scholars
Passed 3 AP Tests 50
Anecdotal evidence from PACErs currently enrolled in college and graduated from college
indicates those PACE alumni feel their PACE experience made the adjustment to the rigors of
college much easier in comparison the fellow students who did not have a PACE like
experience in high school. (check out the sidebars)
In 2015 PACEr Wendy Ma was awarded the PG&E Bright Minds Scholarship to Massachusetts
Institute of Technology.
In 2014 PACEr Matthew Fukuhara was awarded a $180,000 ROTC scholarship to UC Davis.
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In 2013 PACEr Keegan Pincombe was a National Merit Scholarship winner to University of
Santa Clara.
In 2012 PACEr Raymond Chan was awarded over $350,000 in scholarships to Stanford
University.
In 2006 PACEr Lyndsie Harris was one of only 26 students in the nation to achieve a perfect
score on the ACT test.
A MATTER OF RIGOR PACE believes that a rigorous curriculum raises the bar for student achievement and helps students
grow; but what exactly is “rigor”? Rigor is the goal of helping students develop the capacity to
understand academic content that is complex, provocative, interpretive, and personally or
emotionally challenging.
Some forms of academic content, like molecular biology or economics, are complex: composed
of interacting and overlapping ideas (think
cellular respiration, the structure of an ecosystem,
or the causes of depressions or recessions).
Other forms of academic content are provocative:
conceptually challenging, dealing with dilemmas,
engaging you in identifying problems, conducting
inquiry, and taking positions.
Still other forms of academic content, like
modern poetry, primary source (research)
documents, and statistics, are interpretive: open to multiple meanings that must be examined,
interpreted and sorted into patterns of significance.
Finally, some content is personally or emotionally challenging for a student.
Rigor is not:
defined by severity or hardship.
a return to old ineffective ways.
about higher-order thinking alone – it is about the content that leads to higher-order thinking.
a measure of the quantity of content to covered. (Instead, rigor is a measure of that content’s
quality.) Adapted from “Teaching What Matters Most” (Richard W. Strong, Harvey F. Silver, Matthew J Perini)
PACE believes rigor is a balance of the type of work assigned and the expected quality of that work.
A student engaged in a rigorous class experience demonstrates depth of inquiry, depth of
understanding, and breadth of application.
Depth of
Inquiry
Depth of
Understanding
Breadth of
Application
“The unexamined life is not worth living” – Socrates
“Do you have the patience to wait until the mud clears and the water is clear?” – Lao Tzu
Genius [is the] intuitive perception of the similarity in
dissimilar [things].” - Aristotle
PERSISTENCE PATIENCE RISK TAKING Keep asking the next question.
Don’t expect the answer to appear immediately.
Take what you learned somewhere new.
DD
“In short, Stanford has been a wonderful opportunity, made possible by the strong academic foundation provided through GATE programs and from the dedicated teachers and staff at JFK PACE.” – J. Rains, parent of PACE alumni
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SAMPLE COURSE SCHEDULE Freshman Summer Program (mandatory)
Literature
Writing for the Academic Voice
Writing for the Artistic Voice
Geography
Freshman Year
PACE History 9
Advanced English 9
Molecular Biology
appropriate level math
World Language level 1
Physical Education
Sophomore Summer Program (optional)
AP World History prep
Sophomore Year
AP World History
Advanced English 10
appropriate level science
appropriate level math
World Language level 2
Physical Education
Junior Summer Program (optional)
AP/Honors US History prep
Junior Year
AP or Honors US History
AP English Language and Composition
appropriate level science
appropriate level math
World Language level 3
Fine Art
Senior Year
AP Government/Economics
AP English Literature and Composition or
Honors English 12P
appropriate level science
appropriate level math
Elective
JFK offers a wide variety of courses to choose
from. Some courses are offered based on
enrollment numbers.
Science
AP Biology
Cellular Biology
Chemistry/AP Chemistry
Human Anatomy & Physiology
Earth Science
Physics/AP Physics
Mathematics
Math I
Math II
Math II Plus
Math III
Math III Plus
Senior Math
Precalculus
Trigonometry
AP Calculus AB
AP Calculus BC
AP Statistics
World Languages
French/AP French
Japanese/AP Japanese
Latin/AP Latin
Mandarin/AP Mandarin
Spanish/AP Spanish
Art
Beginning/Intermediate Art
Beginning/Intermediate 3D Art
Beginning/Advanced Architectural Design
Graphic Illustration & Design
AP Studio Art
Music & Performing Arts
Band
Choir
Jazz Ensemble
Orchestra
Theater/Drama
Other Offerings
Competitive Speech & Debate
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Forensics & Debate
Practical Politics Internship
Psychology
ROTC
Yearbook
HOW DOES A STUDENT APPLY FOR ADMISSION TO PACE? Applicants apply online at www.jfkpace.org, http://jfk.scusd.edu/paceapp, or www.scusd.edu.
Applicants will complete the online registration form and download and print the remainder of the
application packet. Each part of the application process must be completed by 3:30pm, January 19,
2016. Each student applicant is required to write one short essay. Student transcript, CAASPP score
report, extra-curricular activities form, and attendance and behavior reports must be submitted. In
addition, two recommendation forms, one completed by a history or English teacher and the other by
a math or science teacher, must be forwarded to
the PACE office.
PACE ADMISSION CRITERIA Students will be selected into the PACE
program based on an Eligibility Index. An
applicant must have a 3.00 or above GPA at
time of application and 7th
grade CAASPP
scores of or above 2545 in English Language Arts and 2567* in math. If a student meets the GPA
and CAASPP scores requirement he/she is ranked based on the following:
The GPA is turned into a three-digit number by moving the decimal point over two places (for
example a 3.5 becomes 350).
7th
grade CAASPP scores are averaged and divided by 5, a perfect score being 552 .
The essay is scored on a 4 point rubric in the areas of Content, Mechanics, and Language
Usage. A perfect score for an essay is 12 x 10 or 120.
The GPA and CAASPP score is added to the essay score for a total perfect score of 1072.
The top 60% of scores are admitted. (provided there are no red flags revealed in behavior,
attendance, or recommendations)
The remaining 40% of applicants are evaluated on the basis of recommendations, extra-
curriculars, behavior and attendance.
If a student believes a paper representation does not reflect his or her true self, and a better
impression can be made in person, a personal interview can be requested by calling the PACE
office and making an appointment.
Complete application packets must be received (not postmarked) at JFK by 3:30pm on Tuesday,
January 19, 2016. Applications received after the deadline will be considered for the waiting pool.
OPEN ENROLLMENT All PACE applicants are required to complete an application packet. However, it is not necessary
for students to open enroll for PACE if they live in the JFK attendance area. For students who
do not live in the JFK attendance area, the open enrollment process must also be followed.
*please disregard 2778 math score printed in previous version of this PACE brochure
“PACE certainly put me through a constant routine of work and thought processes that made the transition to a college education seamless.” – Jared Y, PACEr graduate of University of California, Santa Barbara
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PACE CORE FACULTY There are eight core PACE teachers teaching English and social science. All PACE students will
have these teachers. Math and science teachers depend on each student’s level.
Jonathan Andrews teaches AP World History. He has been teaching since 2004 at JFK. He earned
a BA from the University of Hawaii and a BA from CSU Sacramento.
Mary Jo Baniecki teaches Advanced English 9. She has been teaching since 1995 at JFK. She
earned a BA from California State University Sacramento.
Brian Gleason teaches AP English Language and Composition. He has been teaching since 2003
and has been at JFK since 2004. He earned a BA and MA from CSU Chico.
Tony Pereira teaches PACE History 9. He has been teaching since 1998 and has been at JFK since
2009. He earned a BA from the University of
California Davis.
Jennifer Reynaga teaches AP English
Literature and Composition and English 12P.
She has been teaching since 1992 at JFK. She
earned a BA from UC Berkeley.
Emily Sommer teaches Advanced English 10.
She has been teaching since 2002 at JFK. She
earned a BA from UC Davis.
Todd Whalen teaches AP US History and
Honors US History. He has been teaching since
1989 and has been at JFK since 2004. He earned at BFA from The University of South Dakota and
is National Board Certified.
Brett Williams teaches AP Government and Economics. He has been teaching since 2003 and has
been at JFK since 2006. He earned a BS and MA from UC Davis.
Jennifer Yee, PACE Coordinator, designs and implements field trip activities, coordinates
community service opportunities for students, oversees the admissions process, and serves as an
important liaison for all PACE parents to PACE teachers and the larger JFK community.
Gary Hart, PACE founder (2002), taught at JFK for two years and previously served as a state
legislator for twenty years; he also served in Governor Gray Davis’ cabinet as his Education
Secretary. PACE is grateful to Mr. Hart for his continuing support of the program.
“Looking back, I feel extremely lucky to have been provided with the numerous resources and opportunities available when I was in PACE. Those resources and opportunities were an integral part of my decision to pursue a career to create a stronger national education system like the educational experience I received in Sacramento and specifically in PACE.” – K. Fung, PACE class of 2007, UCLA class of 2011
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Beth Uno, Class of 2007
I attended the University
of California Los Angeles. I completed my teaching credential and Masters at the University of California Davis.
I work as a kindergarten
teacher in the Los Altos School District.
Mostly, I miss the
feeling of community that was created by the teachers and students.
My fondest memory of PACE is going on field
trips with my friends, especially our senior class field trip to Disneyland grad night and the Museum of Tolerance.
PACE prepared me for writing papers and critically thinking at UCLA.
PACE taught me to
think and write critically about history and literature. I interned in Washington D.C. for a subcommittee of the House of Representatives Committee on Ways and
Means when I was in college.
READING LISTS PACE Advanced Placement Literature and Composition and English
12P
Each year each class reads no fewer than 11 of the titles
listed below.
The Epic of Gilgamesh, selected readings
The Bible, selected readings
The Odyssey
Oedipus the King
The Canterbury Tales, selected readings
Macbeth
A Doll’s House
Pride and Prejudice
Metamorphosis
Brave New World
1984
Lord of the Flies
Things Fall Apart
As I Lay Dying
Hamlet
Romeo and Juliet
The Sound of Waves
Short Texts
These are assigned in thematic combination with the
longer texts.
No fewer than 20 major poems.
No fewer than 10 contemporary nonfiction texts of
literary/rhetorical merit.
Summer Reading
Selections change each summer.
PACE Advanced Placement Language and Composition
Each year each class reads no fewer than 5 of the titles
listed below.
Adventures of Huckleberry Finn
Catcher in the Rye
Cat’s Cradle
The Great Gatsby
Narrative of the Life of Frederick Douglass
The Open Boat
A Raisin in the Sun
The Scarlet Letter
Their Eyes Were Watching God
Short Texts
Excerpts and passages from no fewer than 10 of the
following titles are used for stylistic and rhetorical
analysis.
The Color Purple
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Evan Gillogley, Class of 2010
I attended the University
of California Santa Barbara
I work as a Communication Specialists for the Better Business Bureau serving northeast California. I manage the Public Relations and Communications Department, including the website, digital marketing strategies, and the press.
The academic challenge and small learning community of PACE is
what I mostly miss about PACE.. PACE prepared me for the fast-paced work
environment.
The single experience that transformed me the most was when a
teacher counseled me and gave me advice and perspective when I struggled with some personal issues.
PACE taught me to
keep on trying and take a different perspective in each attempt.
When I was in college I realized how well PACE prepared me for life.
The Crucible
Death of a Salesman
A Farewell to Arms
The Fire Next Time
For Whom the Bell Tolls
Invisible Man
Joy Luck Club
The Jungle
Kindred
My Antonia
The Red Badge of Courage
Rereading America (essays)
Sister Carrie
Skinwalkers
The Sun Also Rises
Walden
Students read contemporary nonfiction texts of
literary/rhetorical merit for close analysis.
Short Takes, 9th
Edition by Elizabeth Penfield.
Op-Ed pieces
Feature articles
from major
publications
Notable speeches
PACE
Advanced
English 10
Each year each
class reads the
titles listed
below.
Of Mice and
Men
Fahrenheit 451
Animal Farm
Bless Me,
Ultima
The Tragedy of
Julius Caesar
Short Texts
Contents of the Dead Man’s pocket
The Pedestrian
By the Waters of Babylon
Lamb to the Slaughter
Animal Farm – play version
California Uncovered (selections from various authors)
“As a PACE parent, there were many things I liked about the program. First, PACE makes sure the students study and talk about current events. Being knowledgeable about the world helps them better navigate between fact and fiction. Second, the students become community volunteers. Whether they’re helping out at the Elk’s Lodge, E-waste, or Caroline Wenzel, the students experience giving. Third, PACE prepares the students for college. Even though the workload is incredibly challenging during junior year – and at times I wonder why they’re given so much – I feel that in the end, it’s all worth it.” – Dianna A. parent of PACE alumni
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Excerpts
Political speeches
Dreams from My Father
My Losing Season
PACE Advanced English 9
Each year each class reads no fewer than 5 of the titles listed below.
The House on Mango Street
The Grapes of Wrath
To Kill a Mockingbird
The Tragedy of Romeo and Juliet
The Bean Trees
Flowers for Algernon
Speak
Iron and Silk
A Long Way Gone
The Absolutely True Diary of a Part Time Indian
Tortilla Curtain
I Know Why the Caged Bird Sings
Short Texts
Each year each class reads no fewer than 5 of the titles listed below.
The Most Dangerous Game
The Scarlet Ibis
The Cask of Amontillado
Thank You, M’am
The Gift of the Magi
American History
The Illuminated Landscape
(selections from various
authors)
Students read
contemporary nonfiction
texts of literary/rhetorical
merit for close analysis.
Poetry
Op-Ed pieces
Feature articles from major
publications
IMPORTANT DATES PACE Visitation Days
Wednesdays, December 9 and 16, 2015
PACE Open House
Monday, December 7, 2015
Information concerning PACE Visitation Days
No reservation is needed.
“PACE has been a fabulous program for my daughter. She got the classes she needed to excel in her planned college major (Literary Arts) while being academically challenged. I have seen her become a more well-rounded and confident young lady. The parental participation in this program is phenomenal. In addition, her PACE teachers are second to none, and we have had the pleasure of working with all of them because they make themselves available to both students and parents. I knew my daughter would excel in whatever curriculum [program] she landed, but we feel very blessed that Renee chose PACE and enjoyed it very much.” – Terri S. parent of PACE alumni
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You may park anywhere in the student lot on the west side of campus.
All students must be accompanied by an adult. An adult may bring more than one child; for
example members of a carpool.
Report to the auditorium upon arrival at 8:30. In the auditorium you will attend an orientation
and receive a program listing the classrooms, teachers, and subjects open for visitation.
Visitors are not required to stay for the entire visitation period.