peru high school counseling department course catalog · fre 102 elementary french ii (3 credits)...
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Peru High School
Counseling Department Course Catalog
2018-2020
Courses are listed by subject in the following order:
College Advancement Program (CAP) courses in partnership with Clinton
Community College
Art
Business
English Language Arts
Health
Languages Other Than English (LOTE)- French and Spanish
Mathematics
Music
Physical Education
Science
Social Studies
Technology
College Advancement Program (CAP) Course Descriptions
Students must be a junior or senior to take the following courses for CAP credit, unless a waiver is
granted by Clinton Community College (see the CAP coordinator for waiver details).
ART:
ART 103 INTRODUCTION TO DRAWING (3 Credits)
Corresponding Peru CSD course: Drawing and Painting II
The purpose of this class is to introduce you to basic drawing materials and to gain greater insight, sensitivity,
and understanding of the Art of Drawing. Through in-class experiences such as demonstrations, viewings,
and lectures as well as outside assignments you will have acquired fundamental visual/perceptual skills and
in turn become more confident to pursue drawing on an individual basis.
ART 113 Digital & Computer Imagery (3 Credits)
Corresponding Peru CSD course: Photography I
This introductory course is a unique combination of the exploration of digital photography and the use of
computer imaging to capture, manipulate and enhance a photograph. Through the use of Adobe Creative
Suite Software, the student will learn how to edit, manipulate, and save photographs, using Adobe
Photoshop and how to manage their digital files, using Adobe Bridge. The student will also be introduced to
the basics of photography utilizing the digital camera. The student will acquire skills including exposure for
the digital camera; file formats; composition; the creative use of aperture and shutter speed; lighting
characteristics and white balance; and understanding and manipulating histograms. The student will also
become familiar with the terms of digital technology. Students must have access to a digital camera.
BUSINESS:
BUS 101 BUSINESS ORGANIZATION & MANAGEMENT
Corresponding Peru CSD course: Business Organization and Management
A general survey of business, with an analysis of business enterprise elements and functions. A fundamental
consideration is also made of the various areas of business specialization.
BUS 260 BUSINESS LAW I (3 Credits)
Corresponding Peru CSD course: Business Law
Prerequisite to earn CAP credit: BUS 101
Introduces fundamental legal principles and their applications to business and everyday life. Includes law and
society, contracts, agency, sales, commercial paper, bailments, and secured transaction.
ACC 120 PRINCIPLES OF ACCOUNTING I (4 Credits)
Corresponding Peru CSD course: Accounting
Prerequisites to earn CAP credit: Students must meet the criteria for BOTH Math and English
Math:
Math portion of SAT: 530 or higher
Math portion of ACT: 20 or higher
Algebra I Regents (Common Core) score of 85 or higher AND successful completion of one
additional Regents course
Successful completion of the 3 math Regents courses and score of 65 or higher on 2 math Regents
exams
CCC Placement test recommendation
English:
SAT exam score of 560 and above on the Reading and Writing sections of the SAT, with Reading
and Writing/Language Sub-scores of 34 and above.
ACT exam score of 31 and above for the Reading section and 10 and above on the Writing section
of the ACT exam.
This is a course of study that introduces financial accounting and financial reporting for business entities. It
offers an introduction to accounting information system with emphasis on measuring, reporting, and using
accounting information related to operating, investing, and financing activities, and involves detailed
discussion of accounting concepts and issues concerning the financial position, income statement, statement
of stockholders’ equity and statement of cash flows.
COMPUTER SCIENCE:
CSC 102 INTRODUCTION TO MICROCOMPUTER APPLICATIONS (3 Credits)
This course focuses on the latest application software and operating systems used in the business world. The
course will prepare students to be intelligent users of computers and to understand the basics of word
processing, spreadsheets, database, and the Internet through “hands-on” laboratory experiences.
CSC 201 ADVANCED SOFTWARE APPLICATIONS (3 Credits)
Prerequisite: CSC 102
This course is designed to give students a thorough exposure to the advanced computer software skills in
Word and Excel that employers are seeking. In addition, it will satisfy all the objectives in the four MCAS
(Microsoft Certified Application Specialist) certification.
ENGLISH:
ENG 101 ENGLISH COMPOSITION (3 Credits)
Corresponding Peru CSD course: CAP ENG 101
Prerequisite to earn CAP Credit:
CCC placement test recommendation
SAT exam score of 560 and above on the Reading and Writing sections of the SAT, with Reading
and Writing/Language Sub-scores of 34 and above.
ACT exam score of 31 and above for the Reading section and 10 and above on the Writing section
of the ACT exam.
This senior year course is designed to help students acquire the skills they will need for academic success.
They will learn to produce essays that are clear, concise, and unified. The writing process is emphasized.
Students write papers both out of class, at least one of which requires outside sources and documentation,
and in class. Near the end of the course, students will complete a final in-class essay which will be evaluated
by the English Department to assess the writer’s preparedness to move on to other college-level writing
courses.
FOREIGN LANGUAGE:
FRE 102 ELEMENTARY FRENCH II (3 Credits)
Corresponding Peru CSD course: First semester of French 5
Elementary French II is a direct continuation of FRE 101 with further development of the four language
skills to a high novice level and continued introduction to Francophone culture.
FRE 201 INTERMEDIATE FRENCH I (3 Credits)
Prerequisite: FRE 102
Corresponding Peru CSD course: Second half of French 5
The main objectives of this course are to help students develop effective communication skills in French
through the development of the four basic language skills ( listening, speaking, reading and writing) and
cultural knowledge.
SPA 102 ELEMENTARY SPANISH II (3 Credits)
Corresponding Peru CSD course: First half of Spanish 5
Beginning Spanish II is a direct continuation of SPA 101 with further development of the four language
skills to a high novice level and continued introduction to Hispanic Culture.
SPA 201 - INTERMEDIATE SPANISH I (3 Credits)
Corresponding Peru CSD course: Second half of Spanish 5
Prerequisite: SPA 102
The main objectives of this course are to help students develop effective communication skills in Spanish
through the development of the four basic language skills (listening, speaking, reading, and writing) and
cultural knowledge.
MATH:
MAT 103 FINITE MATHEMATICS (3 Credits)
Corresponding Peru CSD course: Finite Mathematics
Prerequisites to earn CAP Credit:
Math portion of SAT: 530 or higher
Math portion of ACT: 20 or higher
Algebra I Regents (Common Core) score of 85 or higher AND successful completion of one
additional Regents course
Successful completion of the 3 math Regents courses and score of 65 or higher on 2 math Regents
exams
CCC Placement test recommendation
MAT 161 ELEMENTARY STATISTICS (3 Credits)
Corresponding Peru CSD course: Statistics
Prerequisites to earn CAP Credit:
Successful completion of the 3 math Regents courses and score of 65 or higher on all 3 math
Regents exams
Successful completion of MAT 103
CCC Placement test recommendation
This course is a study of basic statistical techniques and some related probability theory. Course topics include
data collection and presentation, measures of central tendency and dispersion, grouping and graphing data
sets, linear correlation and regression, sampling distributions, estimation, and hypothesis testing. Distribution
studies include the binomial, normal, and student’s t. At least one student project is required for this course.
The use of a graphing calculator is required for this course to further the exploration of these topics and their
applications.
MAT 204 College Algebra with Trigonometry II (4 Credits)
Corresponding Peru CSD course: Precalculus – CCC MAT 204
Prerequisite to earn college credit:
Successful completion of the 3 math Regents courses and score of 65 or higher on all 3 math
Regents exams
CCC Placement test recommendation
Course topics include exponential, logarithmic, and trigonometric functions; trigonometric identities and
equations; oblique triangles; polar coordinates; conic sections; systems of equations; and matrices. The use
of a graphing calculator is required for this course to further the exploration of these topics and their
applications.
MAT 224 CALCULUS & ANALYTIC GEOMETRY I (4 Credits)
Corresponding Peru CSD course: AP Calculus CCC MAT 224
Prerequisite: MAT 204 or equivalent
This course is an introduction to the basic concepts of differential and integral calculus. Course topics include
limits and continuity; differentiation and its applications including curve sketching; indefinite and definite
integrals; the Fundamental Theorem of Calculus; derivatives and integrals of the trigonometric functions. The
use of a graphing calculator is required for this course to further the exploration of these topics and their
applications.
SCIENCE:
PHY 111 GENERAL PHYSICS I (4 Credits)
Corresponding Peru CSD course: First half of Physics-CCC/R
Prerequisite to earn CAP credit: Successful completion of the 3 math Regents courses and score of
65 or higher on all 3 math Regents exams
CCC Placement test recommendation
This is the first of a two-semester sequence which covers: mechanics, which includes the study of linear,
circular and rotational motion and how Newton’s laws, and the concepts of energy and momentum can be
applied, thermodynamics including temperature, heat transfer, and changes in state, and analysis of the
sinusoidal nature of simple harmonic motion. There are three hours of lecture and one two-hour laboratory
per week.
PHY 112 GENERAL PHYSICS II (4 Credits)
Corresponding Peru CSD course: Second half of Physics-CCC/R
Prerequisite: PHY 111; Corequisite: MAT 204
This is a continuation of General Physics I with the following topics included: electricity, magnetism, sound,
optics, and quantum physics. There are three hours of lecture and one two-hour laboratory per week.
ART
Art challenges the creative power of each student. It seeks to have each student know of the relationship of
art to every important aspect of daily living. Art helps a student to develop a keener awareness of aesthetic
values; to cultivate a skill in expressing ideas, feelings, and moods; to explore personal interests and
aptitudes; to study the art records of the past; to build an understanding of our culture in relation to other
times and places; and to practice sensitive discrimination in the use of art at home, at school, and in the
community.
Studio in Art Full Year 1 Credit
Studio in Art is the only Peru art course which meets the fine arts graduation requirement.
Students in studio art will gain a fundamental knowledge in all areas of art including: elements and
principles of design, art production: drawing, printmaking, water color and acrylic paint, sculpture, formal
art criticism, and art history. The Fine Arts department aims to offer students the opportunity to participate
in meaningful and authentic learning experiences. School-wide learning expectations are: communicate
effectively through reading, writing, speaking and listening, apply critical thinking skills to all curricular
activities, demonstrate positive interpersonal relationships, become lifelong learners: be adaptive, flexible
and receptive to change, be responsible citizens, contributing and modeling democratic values, and be able
to access, use and apply information.
State Standards/Framework that are focused on are: aesthetic perception, creative expression, historical and
cultural context, aesthetic valuing, making connections, relationships, applications.
Advanced courses can only be taken after a student fulfils their NYS Fine Arts course requirement.
Sculpture and Ceramics I Full Year 1 Credit
The Ceramics and Sculpture course is intended to give a basic, broad understanding of the elements and
principles of design and their relation to three-dimensional objects. The class focus will be on purposeful
decision making in various mediums. The ceramics projects will include hand building techniques, an
introduction to the wheel, the basic theories of clays and glazes, and the exploration of firing techniques.
The sculpture projects will include using found objects in design, sculpture for purpose, altering materials,
and working with various materials. In addition to the technical processes, there will be a strong emphasis
on the development of a personal artistic vision or viewpoint as the course unfolds.
Sculpture and Ceramics II Full year 1 Credit
Sculpture and Ceramics II is a continuation of Sculpture and Ceramics I. Students will investigate
additional media and processes. Students will create alternative fabric garments, mixed media sculptures,
two piece thrown ceramic pots, sets of dinnerware, among other things. We will concentrate more on wheel
throwing and consistency as well as developing a concentration so work and be used towards AP
coursework the following year if desired.
*Studio in Photography I & II Full Year Each 1 Credit Each
The student must furnish some supplies. Student must own or have access to a digital camera – with a
manual mode. Studio in Photography I is now offered as a College Advanced Placement (CAP) course
through Clinton Community College for 3 Credits as well as for high school credit. College students will
be required to meet higher expectations, including extra projects and more stringent grading.
Students considering signing up for Photo I must meet instructor prior to signing up for class.
Studio in Drawing and Painting I Full Year 1 Credit
Students may take this course without taking Studio Art, but must pass a placement exam. See Mr.
Wilson ASAP.
Students will explore basic drawing and painting techniques through a variety of media. If you REALLY
want to learn how to draw, this is the course. We cover a variety of drawing techniques, both color and
black and white, we develop awesome compositions and work to develop unique and creative ideas.
Students will reference past and present art, keep a weekly sketchbook, and develop a portfolio. Students
will be required to furnish some supplies.
Studio in Drawing and Painting II Full Year 1 Credit
Prerequisite: Studio in Drawing and Painting I
This is an advanced level class for the student art majors and is intended to either prepare for a College
entry portfolio and/or prepare for the Advanced Placement Studio Art Course. Students strengthen drawing
skills, develop a concentration (series of work) around a common theme, and keep a sketchbook. Student
must furnish some supplies.
Advanced Placement/Studio PART I: Full Year 1 Credit
Prerequisite: two elective art classes – portfolio evaluation – recommendation by art staff
Advanced Placement Program in Studio Art PART I enables highly motivated art students to perform at the
college level. Students choose between a General and Drawing Portfolio. Students will work to explore a
variety of art mediums and subject. Students are expected to work AT LEAST 80 minutes a day on artwork.
This is not the class for the casual art student who is not willing to work outside of class time. Students
may take AP PART II in their senior year and submit a portfolio for college credit. Students are expected
to furnish some supplies.
Advanced Placement/Studio PART II: Full Year 1 Credit
Prerequisite: Advanced Placement/Studio Part I
Advanced Placement Program in Studio Art enables highly motivated art students to perform at the college
level. Students will create a body of work consisting of 12 works on the same theme. There is a
performance-based exam in the form of an Art Portfolio. Students may take AP exam at the end of the year
with payment of fee required by College Board and must be prepared for expenditures involved in
preparing a portfolio. Students MUST be capable of working independently and to work at least 80 minutes
a day on artwork. Students are expected to furnish some supplies.
BUSINESS AND TECHNICAL EDUCATION
This department offers a curriculum designed to assist ALL students in developing financial concepts,
computer applications, and college/career ready skills. Our business program is comprehensive and
designed to provide skills that students can utilize in their personal lives to be productive, responsible, and
knowledgeable citizens.
It provides students with a unique and relevant blend of electives and college credit opportunities. One of
three requirements for The Business Graduation Gold Stole can be fulfilled through achievement in at least
4 courses, including one CAP course-The Education Requirement. For further college details, *see the
College Advanced Program (CAP) section of the Course Catalog.
Recommended Sequencing: Freshman-Business Communications/Career & Financial Management;
Sophomore-Intro to Microcomputer Applications/Advanced Software Applications; Junior-Business
Organization & Management/Business Law; Senior-Accounting and/or Marketing/Management.
BUSINESS COMMUNICATIONS (formerly Business Skills) One Semester ½
Credit
Students will spend the first half of the course on Keyboard Mastery, which is an intensive course that will
teach beginners how to keyboard correctly and teach more experienced students to keyboard faster.
Students will be introduced to the touch method of keyboarding, involving the alphabetic, punctuation,
numbers, and symbol keys, with emphasis on speed and accuracy. Listening, speaking, reading, writing,
and nonverbal communication skills are emphasized and developed within the context of business and
computer applications. (9th-12th grade)
CAREER AND FINANCIAL MANAGEMENT-Graduation Requirement One Semester ½
Credit
This course emphasizes career preparation and exploration, using Naviance. Naviance is a college and
career readiness tool that helps student identify strengths and interests postsecondary. Students will create a
portfolio which includes a cover letter, a resume, job applications, references, and interview tips. Financial
literacy is stressed throughout this course as students learn how to develop personal budgets, handle
personal banking, make investments, manage credit wisely, fill out income tax forms and prevent identity
theft. Opening real savings accounts with UFirst Federal Credit Union/Peru Federal Credit Union is an
option in this course. (9th-12th grade)
*CSC 102 INTRODUCTION TO MICROCOMPUTER APPLICATIONS One Semester ½
Credit
Prerequisite: Business Computer Applications or type 30 WPM. Course description from CCC: “This course
focuses on the latest application software and operating systems used in the business world. This course will
prepare students to be intelligent users of computers and to understand the basics of word processing,
spreadsheets, database, and the Internet through “hands-on” laboratory experiences. This course fulfills the
SUNY General Education requirement for the Information Management Competency.” (College Advanced
Program 3 credits 10th-12th grade)
* CSC 201 ADVANCED SOFTWARE APPLICATIONS One Semester ½
Credit
Prerequisite: CSC 102. Course description from CCC: “This course is designed to give students a thorough
exposure to the advanced computer software skills that employers are seeking. In addition, it will satisfy all
the objectives for the MCAS (Microsoft Certified Application Specialist) certification. The MCAS Program
is an international certification for users of the Microsoft Office products to demonstrate their skills in
Word, Excel, PowerPoint, and Access. The certification provides businesses with a benchmark for skills
assessment for prospective employees and a measureable assessment of training and/or experience for
current employees; also, it provides potential employees with a valuable credential that enhances their
productivity in the workforce.” This course meets the SUNY General Education Requirements for
Information Management. (College Advance Program 3 credits 10th-12th grade)
*BUS 101 BUSINESS ORGANIZATION & MANAGEMENT One Semester ½
Credit Course description from CCC: “A general survey of business, with an analysis of business enterprise elements
and functions. A fundamental consideration is also made of the various areas of business specialization.”
(College Advance Program 3 credits 11th-12th grade-Fall Semester Only)
*BUS 260 BUSINESS LAW I One Semester ½
Credit
Prerequisite: BUS 101. Course Description from CCC: “Introduces fundamental legal principles and their
applications to business and everyday life. Includes law and society, contracts, agency, sales, commercial
paper, bailments, and secured transaction.” (College Advanced Program 3 credits 11th-12th grade-Spring
Semester Only)
SPORTS & ENTERTAINMENT MARKETING-The Lodge One Semester ½
Credit This course is an introduction to the world of sports and entertainment marketing. Topics covered include
marketing basics, target markets, business ethics, trends, diversity, research process, channels of
distribution, and financial analysis. The students in this course will operate the school store located on
campus providing a “hands-on” application experience. (9th-12h grade-Fall Semester Only)
BUSINESS MANAGEMENT-The Lodge One Semester ½
Credit
This course will look at all the various skills needed for the successful operation of a small business. Topics
covered include entrepreneurship, human resources, workplace skills, laws, labor unions, contracts,
marketing strategies, sales process, promotions, advertising, social media marketing, and economics. The
students in this course will operate the school store located on campus providing a “hands-on” application
experience.
(9th-12h grade-Spring Semester Only)
*ACC 120 FINANCIAL ACCOUNTING Full Year
1 Credit
Prerequisites: MAT 100 or higher and placement into ENG 101. Course description from CCC: “This is a
course of study that introduces financial accounting and financial reporting for business entities. It offers an
introduction to accounting information system with emphasis on measuring, reporting, and using
accounting information related to operating, investing, and financing activities, and involves detailed
discussion of accounting concepts and issues concerning the financial position, income statement, statement
of stockholders’ equity and statement of cash flows.” (College Advance Program 4 credits 11th-12th grade)
* Designates those classes available to the student with the option of earning College Credit through
Clinton Community College. The credit is transferable to all SUNY colleges and many other colleges.
ENGLISH LANGUAGE ARTS
All English Courses will address the necessary skills needed to demonstrate proficiency in The New York
State Common Core Standards for that particular grade level. These standards state that all students will
read closely to interpret and analyze literary and informational texts, write clearly and coherently
informative, narrative, and argumentative pieces using specific evidence, speak and listen effectively and
collaboratively in a variety of settings, demonstrate research skills, and demonstrate command of the
conventions of Standard English.
All Honors English Courses: At the end of the ELA course descriptions are the criteria for student
placement in accelerated/honors courses. Students in Grades 8-10 will be screened, based on a variety of
academic achievements, recommendations by their English teacher, and the decision of the Building
Principal, for enrollment in Honors English and AP English.
English 9R-C Full Year 1 Credit
This course provides a transition from junior high to high school English Language Arts with guided
instruction in sentence structure, paragraph development, and organizational skills, as well as literature
comprehension. Students will read novels with universal themes, as well as selected essays, poetry, and
short stories. Preparation for mandated State and local assessments will also be included in this course. All
Grade 9 ELA students will take the same summative assessment.
English 9R Full Year 1 Credit
This course includes instruction in more independent writing, including paragraph and essay development,
emphasizing structure, unity, coherence, and organization. Major emphasis is placed on improvement of
critical thinking and writing and reading skills in preparation for the mandated State and local assessments.
Each student is expected to do extensive outside reading as well as oral presentations. All Grade 9 ELA
students will take the same summative assessment.
English 9 Honors Full Year 1 Credit
This course is designed for highly motivated, academically responsible students. It includes advanced
instruction in paragraph and essay development emphasizing structure, unity, coherence, and organization.
Major emphasis is placed on the improvement of critical thinking and reading and writing skills in
preparation for mandated State and local assessments. Each student is expected to do extensive outside
reading and several oral presentations. All Grade 9 ELA students will take the same summative assessment.
English 10C Full Year 1 Credit
Various genres of literature will be analyzed and discussed in both written and oral form, according to
students’ abilities. Writing activities that are required on the mandated State and local assessments will be
stressed. Oral presentations are required. All Grade 10 ELA students will take the same summative
assessment.
English 10R Full Year 1 Credit
Students engage and analyze various genres of literature as well as informational texts. Reading, writing,
speaking, and research skills that are associated with State and local assessments are practiced and
emphasized throughout the year. Units are designed to meet the Common Core Standards and to prepare
students for College and Career Readiness. All Grade 10 ELA students take the same summative
assessment.
English 10 Honors Full Year 1 Credit
This course is designed for highly motivated, academically responsible students. It includes an in-depth
study of major literary forms with an emphasis on the improvement of critical reading, thinking, and
writing in preparation for mandated State and local assessments, as well as research skills. Each student is
expected to do extensive outside reading and several oral presentations. All Grade 10 ELA students will
take the same summative assessment.
English 11C Full Year 1 Credit
This course is designed to aid students in improving thinking, reading, and writing skills. Special emphasis
is directed toward skills needed for mandated State and local assessments. Oral presentation is a
requirement. All Grade 11 ELA students will take the same summative assessment in June.
English 11R Full Year 1 Credit
This course places major emphasis on the analysis of works from American literature and on reading and
writing skills necessary to succeed on the January ELA exam. In the second semester, students explore a
variety of writing tasks to help them prepare to become college and career ready. A research project and
oral presentation are required. All Grade 11 ELA students will take the same summative assessment in
June.
AP English Literature and Composition Full Year 1 Credit
Advanced Placement Literature and Composition engages students in becoming skilled readers of prose and
poetry written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety
of purposes. Students analyze the way genre conventions and the resources of language contribute to
effectiveness in writing. The students read a variety of genres deliberately and thoroughly, taking the time
to understand a work’s richness of meaning. Students who take this course are typically enrolled in Honors
coursework that prepares students to participate is sophisticated analysis during their junior year. Students
take the State assessment and the Advanced Placement Literature and Composition exam in May. A
summer project is typically assigned. *The course syllabus is currently approved by the AP College Board.
English 12
Seniors must take a minimum of two (2) English 12 classes. Generally, a student needs to select a
first semester English 12 class and a second semester English 12 class.
CORE Course (included within each credit-bearing semester course)
English 12: Contemporary Fiction One Semester ½ Credit
Contemporary Fiction is a semester course that examines novels, short stories, and poetry written within the
last 20 years. Course readings will include both fiction and non-fiction pieces by a range of authors.
Development of computer skills and technological connections are a major component of the course.
Students will be required to complete various writing activities relating to contemporary literature,
including original fiction. Speaking and listening activities, as well as peer review are incorporated into a
variety of assignments.
English 12: Local History and Literature One Semester ½ Credit
Local History and Literature is a semester course that explores the rich history of Clinton County and
surrounding areas through literature by local authors and/or about local topics. Students will strive to
become aware of, appreciate, enjoy, and preserve the history of the area in which we live. Course readings
will include both fiction and non-fiction pieces by a range of authors. Computer skills and technological
connections area major component of this course. Students will engage in various writing, speaking and
listening activities on topics of local interest, as well as peer review.
English 12: Sports Literature One Semester ½ Credit
Sports Literature is a semester course that asks the student to evaluate his/her own values and principles by
relating to the judgments, decisions, and actions he/she finds in the literature of sports. Course readings
will include both fiction and non-fiction pieces by a range of authors. Students will engage in writing,
speaking and listening activities, as well as peer review. Computer skills and technological connections
area major component of this course
CAP English 101- English Compositions One semester dual credit (1/2 HS cr – 3-college
cr.)
Prerequisite:
CCC placement test recommendation
SAT exam score of 560 and above on the Reading and Writing sections of the SAT, with
Reading and Writing /Language Sub-scores of 34 and above.
ACT exam score of 31 and above for the Reading section and 10 and above on the Writing
section of the ACT exam.
This course is designed to help students acquire the skills they will need for overall academic success. They
will learn to produce essays that are clear, concise, and unified. College-level writing process is emphasized
during this course. Students write papers in class, as well as out of class, including a 10-pg research paper.
Students will complete several timed in-class essay tests, the last of which will be evaluated by the CCC
English Department to assess the writer's preparedness to move on to other college-level writing courses.
Diversity and Social Justice One Semester ½ credit
The Diversity and Social Justice course was developed for Peru Central School by Plattsburgh State’s
Center for Diversity, Pluralism and Inclusion. The purpose of the course is to create a culture of diversity
awareness in our students. Students will examine their own preconceived ideas and biases and work toward
treating others with greater acceptance and tolerance. The course focuses on different areas of diversity:
ability, race, gender, sexual orientation, and class and privilege. The class views and discusses both articles
and films with adult content, parental permission is a requirement for the class.
PROCESS FOR PLACEMENT IN HONORS ENGLISH
DATA POINTS
Must have
STAR Data and at least 2
others:
• I Ready in Reading (according to District directive)
• CLASS AVERAGE - 90% OR BETTER without test corrections
• PROGRESS ON INTERIM ASSESSMENTS - SHOWS IMPROVEMENT
• CLASS ASSESSMENTS PARALLEL TO COMMON CORE - 85% or better
TEACHER RECOMMENDATION
Based on observation of the following:
• ATTENDANCE - regular and on -time
• PARTICIPATION - positively contributing
• EFFORT - shows best effort consistently
PRINCIPAL APPROVAL• FINAL DETERMINING FACTOR FOR PLACEMENT
HEALTH
Department Objectives:
1. To help young people develop positive social behaviors such as self-discipline, responsibility,
good judgment and the ability to get along with others.
2. To help young people develop strong commitments to their families, schools, positive peers and
communities, including a commitment to lead healthy, drug-free lives.
Health (Grades 10-12) One Semester ½ Credit
A comprehensive look at today’s most critical health issues, which aim at cultivating sound personal health
habits. Students are taught to think objectively and how to cope with today’s stressors. Students are also
prepared to deal with the challenges of life. Preventing tobacco, alcohol and drug use are key class goals.
This class is needed to meet graduation requirements.
Students are required to do current event articles and to give a Presentation to the class. A final exam is
required.
LANGUAGES OTHER THAN ENGLISH (FRENCH OR SPANISH)
Departmental objectives: Students who study a Language other than English (LOTE) will work towards
these goals: development of a positive attitude concerning language learning; development of proficient
communication in the target language; development of a broader understanding of their own language and
language in general; awareness of and sensitivity to cultural values other than our own. These objectives
are aligned with the New York State Learning Standards.
The Language faculty know from experience and from the regular testimony of Peru graduates that these
courses are every bit as serious and important as other subject areas and are vitally useful in the global
community.
Foreign language is one of the five core content areas.
Level One
Two Full Years (Grade 7 & 8) 1 Credit
*One high school credit is earned by passing the NYS Proficiency Examination. Students may then
advance to Level Two.*
Students practice all four modalities of communication: listening, speaking, reading, and writing.
Listening and speaking are given special emphasis. An important aim is to engage in realistic conversation
in the target language.
Culture, geography and history of other countries are embedded in the coursework. Appreciation of
cultural diversity is fostered.
Or
One Full Year- Spanish only (Any student, Grades 9-12) 1 Credit
This course is designed to award students their mandatory high school credit of foreign language and/or to
advance to level two Spanish. While the content in the high school Level One Spanish remains the same as
the middle school level, the pace is quicker, as students have just one year to learn material that is typically
taught over the course of two years in middle school. Instead of the Proficiency Exam taken upon
completion of eighth grade Spanish, students will take a final exam that contributes to a percentage of their
final average in the class.
Level Two Full Year 1 Credit
Prerequisite: Level One
The basic objective is increased proficiency in listening, speaking, reading, writing, and heightened cultural
awareness. Greater emphasis is placed on reading and writing than is the case at Level One. Initial review
of material learned at Level One is followed by presentation of more complex features of the target
language.
Level Three Full Year 1 Credit
Prerequisite: Level Two
Students extend their ability in the four language skill areas: listening, speaking, reading and writing. A
complete review of previously learned grammar is followed by more advanced grammar concepts. Great
emphasis is placed on learning, retaining and employing useful vocabulary. Frequent use is made of
history, culture, daily life and current events in the target language countries. The NYS Regents
Comprehensive Examination is given at the end of this course. This course is necessary to be eligible to
receive the Advanced Regents Diploma.
Level Four Full Year 1 Credit
Prerequisite: Level Three
Primary focus: conversation, in-class projects, and writing in the target language, often based on art,
history, literature, film or current events in the target language cultures. Students at this level must be
responsible young adults willing to work at building cultural awareness and language skill.
Level Five Full Year 1 Credit
Prerequisite: Level Four
Students must aim to reach mastery of advanced conversation and composition. A variety of literature,
film, music and current events provide rich resources for students to explore the effect of other languages
and cultures on contemporary American life and thought. Mature effort and critical thinking are necessary
to be successful in this course. One aim of this course is to enable students to earn college credit for their
language experience in high school. If a student chooses to enroll in Clinton Community College’s CAP
Program, s/he may earn up to 6 college credits.
Mathematics Junior/Senior High School Curriculum and Descriptions
Revised January 2018
GRADES 6, 7, 8
The mathematics course offerings at Peru Junior/Senior High School are designed to help
students demonstrate the knowledge and skills necessary for engaging in mathematical
analysis, managing information, understanding mathematical, scientific and technology
concepts, and interdisciplinary problem solving. The courses are intended to prepare
students for the Common Core Mathematics Tests for Grade 6, Grade 7, and Grade 8,
respectively. Peru Junior/Senior High School follows the learning standards and
curriculum from the Common Core Learning Standards. All information below is taken
from the descriptions for the standards of instruction on Engageny.org.
Grade 6
Module 1: Ratios and Unit Rates
Module 2: Arithmetic Operations Including Dividing by a Fraction
Module 3: Rational Numbers
Module 4: Expressions and Equations
Module 5: Area, Surface Area, and Volume Problems
Module 6: Statistics
Summary of Year
Sixth grade mathematics is about (1) connecting ratio and rate to whole number
multiplication and division and using concepts of ratio and rate to solve problems; (2)
completing understanding of division of fractions and extending the notion of number to
the system of rational numbers, which includes negative numbers; (3) writing,
interpreting, and using expressions and equations; and (4) developing understanding of
statistical thinking.
Grade 7
Module 1: Ratios and Proportional Relationships
Module 2: Rational Numbers
Module 3: Expressions and Equations
Module 4: Percent and Proportional Relationships
Module 5: Statistics and Probability
Module 6: Geometry
Summary of Year
Seventh grade mathematics is about (1) developing understanding of and applying
proportional relationships; (2) developing understanding of operations with rational
numbers and working with expressions and linear equations; (3) solving problems
involving scale drawings and informal geometric constructions, and working with two-
and three-dimensional shapes to solve problems involving area, surface area, and volume;
and (4) drawing inferences about populations based on samples.
Grade 8
Module 1: Integer Exponents and Scientific Notation
Module 2: The Concept of Congruence
Module 3: Similarity
Module 4: Linear Equations
Module 5: Examples of Functions from Geometry
Module 6: Linear Functions
Module 7: Introduction to Irrational Numbers Using Geometry
Summary of Year
Eighth grade mathematics is about (1) formulating and reasoning about expressions and
equations, including modeling an association in bivariate data with a linear equation, and
solving linear equations and systems of linear equations; (2) grasping the concept of a
function and using functions to describe quantitative relationships; (3) analyzing two- and
three-dimensional space and figures using distance, angle, similarity, and congruence,
and understanding and applying the Pythagorean Theorem.
Mathematics High School Curriculum and Descriptions
The mathematics course offerings at Peru High School are designed to help students
demonstrate the knowledge and skills necessary for engaging in mathematical analysis,
managing information, understanding mathematical, scientific and technology concepts,
and interdisciplinary problem solving. The courses are intended to prepare students for
the Common Core Mathematics Tests or NYS Regents examinations. Peru Senior High
School follows the learning standards and curriculum from the Common Core Learning
Standards. All students are assigned a TI-Nspire Calculator.
The three high school mathematics courses (Algebra, Geometry, Algebra
2/Trigonometry) are built around the Common Core Curriculum Standards. Within these
courses, students will be expected to make connections between the verbal, numerical,
algebraic, and geometric representations of problem situations. These courses will
require students to apply and adapt a selection of strategies and algorithms to solve a
variety of problems. It is expected that these strategies and algorithms will be
implemented using both traditional and technological tools.
Algebra Common Core
Fresh Start Full Year 2 Credits
This course follows the Algebra Common Core Curriculum. The course content is based
on topics found in the Common Core Algebra Curriculum for New York State. The
textbook used is from eMATHinstruction written by Kirk Weiler. This class meets for
double periods per day for added instruction and supplemental information. This class is
intended for recommended students entering 9th grade. Students will sit for the Algebra
Common Core Regents exam at the end of this course. The following list is the sequence
of content specific topics:
1- The Building Blocks of Algebra
2- Linear Expressions, Equations, Inequalities
3- Functions
4- Linear Functions and Arithmetic Sequences
5- Systems of Equations and Inequalities
6- Exponents
7- Polynomials
8- Quadratic Functions and their Algebra
9- Roots and Irrationals
10- Statistics
11- Functions and Modeling
Summary of Year
The fundamental purpose of the course in Algebra is to formalize and extend students’
algebraic experiences from the middle grades. Students will deepen and extend their
understanding of linear and exponential relationships by contrasting them with each other
and by applying linear models to data that exhibit a linear trend. Student will engage in
methods for analyzing, solving, and using quadratic functions. The students will
experience mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations.
Algebra Common Core
Year ONE of TWO
Algebra IA Full Year 1 Credit
This course is the first two semesters of a four-semester course that prepares students for
the Common Core Algebra Examination at the end of four semesters. This course is
intended for students who had difficulty mastering topics from previous math courses and
who may have difficulty with the rigor of the Algebra Common Core course. This course
follows the Algebra Common Core Curriculum. The course content is based on topics
found in the Common Core Algebra Curriculum for New York State. The goal of this
course is for students to master the basic skills needed to approach higher level thinking
concepts and word problems. The following list is the sequence of content specific
topics:
1- Building Blocks of Expressions, Equations, Inequalities
2- Building Blocks of Polynomials
3- Building Blocks of Quadratic Functions
4- Building Blocks of Linear Functions
5- Building Blocks of Statistics
6- Building Blocks of Word Problems
Summary of Year
The fundamental purpose of this course in Algebra is to formalize and extend students’
algebraic experiences from the middle grades. Students will deepen and extend their
understanding of linear relationships. Student will engage in methods for analyzing,
solving, and using linear equations, expressions, inequalities, polynomials, factoring of
quadratics, and functions. The students will experience mathematics as a coherent, useful,
and logical subject that make use of their ability to make sense of problem situations.
Algebra Common Core
Year TWO of TWO
Algebra IB Full Year 1 Credit
This course is for students who have successfully completed Algebra IA or for those
students who were not successful in completing the Algebra Common Core course.
Algebra IB reviews all the topics from Algebra IA or Algebra Common Core with greater
detail and depth. This course follows the Algebra Common Core Curriculum. The course
content is based on topics found in the Common Core Algebra Curriculum for New York
State. The textbook used is from eMATHinstruction written by Kirk Weiler. Students
will sit for the Algebra Common Core Regents exam at the end of this course. The
following list is the sequence of content specific topics:
1- The Building Blocks of Algebra
2- Linear Expressions, Equations, Inequalities
3- Functions
4- Linear Functions and Arithmetic Sequences
5- Systems of Equations and Inequalities
6- Exponents
7- Polynomials
8- Quadratic Functions and their Algebra
9- Roots and Irrationals
10- Statistics
11- Functions and Modeling
Summary of Year
The fundamental purpose of the course in Algebra is to formalize and extend students’
algebraic experiences from the middle grades. Students will deepen and extend their
understanding of linear and exponential relationships by contrasting them with each other
and by applying linear models to data that exhibit a linear trend. Student will engage in
methods for analyzing, solving, and using quadratic functions. The students will
experience mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations.
Algebra Common Core
Algebra 9R Full Year 1 Credit
This course is a full year course that is intended to prepare students for the Common Core
Algebra Examination. This course is intended for students who have shown mastery
and/or growth in understanding mathematical concepts from previous math courses. This
course follows the Algebra Common Core Curriculum. The course content is based on
topics found in the Common Core Algebra Curriculum for New York State. The
textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the
Algebra Common Core Regents exam at the end of this course. The following list is the
sequence of content specific topics:
1- The Building Blocks of Algebra
2- Linear Expressions, Equations, Inequalities
3- Functions
4- Linear Functions and Arithmetic Sequences
5- Systems of Equations and Inequalities
6- Exponents
7- Polynomials
8- Quadratic Functions and their Algebra
9- Roots and Irrationals
10- Statistics
11- Functions and Modeling
Summary of Year
The fundamental purpose of the course in Algebra is to formalize and extend students’
algebraic experiences from the middle grades. Students will deepen and extend their
understanding of linear and exponential relationships by contrasting them with each other
and by applying linear models to data that exhibit a linear trend. Student will engage in
methods for analyzing, solving, and using quadratic functions. The students will
experience mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations.
Algebra Common Core Accelerated
Integrated Algebra ACC Full Year 1 Credit
This course is intended for students who have shown mastery in understanding
mathematical concepts from previous math courses. Generally, these students would
have successfully completed Grade 7 Math Accelerated (Grade 8 Math Curriculum and
completion of the New York State Assessment for Grade 7) and are currently in Grade 8.
This course is a full year course that is intended to prepare students for the Common Core
Algebra Examination. This course follows the Algebra Common Core Curriculum. The
course content is based on topics found in the Common Core Algebra Curriculum for
New York State. The textbook used is from eMATHinstruction written by Kirk Weiler.
Students will sit for the Algebra Common Core Regents exam at the end of this course.
The following list is the sequence of content specific topics:
1- The Building Blocks of Algebra
2- Linear Expressions, Equations, Inequalities
3- Functions
4- Linear Functions and Arithmetic Sequences
5- Systems of Equations and Inequalities
6- Exponents
7- Polynomials
8- Quadratic Functions and their Algebra
9- Roots and Irrationals
10- Statistics
11- Functions and Modeling
Summary of Year
The fundamental purpose of the course in Algebra is to formalize and extend students’
algebraic experiences from the middle grades. Students will deepen and extend their
understanding of linear and exponential relationships by contrasting them with each other
and by applying linear models to data that exhibit a linear trend. Student will engage in
methods for analyzing, solving, and using quadratic functions. The students will
experience mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations.
Geometry Common Core
Year ONE of possible TWO
Geometry GR Full Year 1 Credit
Geometry Non-Regents is the first part of a two-year course offered to students who have
successfully completed Algebra Common Core or Algebra IA and Algebra IB, and have
successfully completed the Algebra Common Core Examination. This course will give
students a general understanding of geometry concepts to prepare them to enter Geometry
in the next consecutive year and take a Regents at the end of that second year. Within this
course, students will have the opportunity to make conjectures about geometric situations
and prove in a variety of ways, both formally and informally, that their conclusion
follows logically from their hypothesis. This course is meant to introduce an integrated
approach to the study of geometry.
Students will justify geometric relationships and properties of geometric figures.
Congruence and similarity of triangles will be established using appropriate theorems.
Transformations including rotation, reflections, translations, and glide reflections, as well
as coordinate geometry will be used to establish and verify geometric relationships. A
major emphasis of this course is to allow students to investigate geometric situations.
Properties of triangle, quadrilaterals, and circles will receive particular attention.
Geometry is meant to lead students to an understanding that reasoning and proof are
fundamental aspects of mathematics and something that sets it apart from the other
sciences. The following list is the sequence of content specific topics:
1- Tools of Geometry
2- Constructions
3- Equations of Lines
4- Transformations
5- Introductions to Two-Column Proofs
6- Polygons
7- Right Triangles
8- Proportions and Similarity
9- Relationships in Triangles
10- Circles
11- Area of Polygons and Circles
Summary of Year
The fundamental purpose of the course in Geometry is to formalize and extend students’
geometric experiences from the middle grades. Students explore more complex geometric
situations and deepen their explanations of geometric relationships, moving towards
formal mathematical arguments. Important differences exist between this Geometry
course and the historical approach taken in Geometry classes. For example,
transformations are emphasized early in this course. Close attention should be paid to the
introductory content for the Geometry conceptual category found in the high school
CCSS. The Mathematical Practice Standards apply throughout each course and, together
with the content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem
situations.
Geometry Common Core
Geometry 10R Full Year 1 Credit
Geometry is a course offered for students who have successfully completed the Algebra
Common Core Sequence and Algebra Common Core Examination. Within this course,
students will have the opportunity to make conjectures about geometric situations and
prove in a variety of ways, both formally and informally, that their conclusion follows
logically from their hypothesis. The course content is based on topics found in the
Common Core Geometry Curriculum for New York State. The textbook used is from
eMATHinstruction written by Kirk Weiler. Students will sit for the Geometry Common
Core Regents exam at the end of this course.
This course is meant to employ an integrated approach to the study of geometry.
Students will justify geometric relationships and properties of geometric figures.
Congruence and similarity of triangles will be established using appropriate theorems.
Transformations including rotation, reflections, translations, and glide reflections, as well
as coordinate geometry will be used to establish and verify geometric relationships. A
major emphasis of this course is to allow students to investigate geometric situations.
Properties of triangle, quadrilaterals, and circles will receive particular attention.
Geometry is meant to lead students to an understanding that reasoning and proof are
fundamental aspects of mathematics and something that sets it apart from the other
sciences. The following list is the sequence of content specific topics:
1- Essential Geometric Tools and Concepts
2- Transformations, Rigid Motions, and Congruence
3- Euclidian Triangle Proof
4- Constructions
5- The Tools of Coordinate Geometry
6- Quadrilaterals
7- Dilation and Similarity
8- Right Triangle Trigonometry
9- Circle Geometry
10- Measurement and Modeling
Summary of Year
The fundamental purpose of the course in Geometry is to formalize and extend students’
geometric experiences from the middle grades. Students explore more complex geometric
situations and deepen their explanations of geometric relationships, moving towards
formal mathematical arguments. Important differences exist between this Geometry
course and the historical approach taken in Geometry classes. For example,
transformations are emphasized early in this course. Close attention should be paid to the
introductory content for the Geometry conceptual category found in the high school
CCSS. The Mathematical Practice Standards apply throughout each course and, together
with the content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem
situations.
Geometry Common Core Accelerated
Geometry 9ACC Full Year 1 Credit
Geometry Accelerated is the course offered to students who have successfully completed
the Algebra Common Core Accelerated Sequence and Algebra Common Core
Examination. Within this course, students will have the opportunity to make conjectures
about geometric situations and prove in a variety of ways, both formally and informally,
that their conclusion follows logically from their hypothesis. The course content is based
on topics found in the Common Core Geometry Curriculum for New York State. The
textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the
Geometry Common Core Regents exam at the end of this course.
This course is meant to employ an integrated approach to the study of geometry.
Students will justify geometric relationships and properties of geometric figures.
Congruence and similarity of triangles will be established using appropriate theorems.
Transformations including rotation, reflections, translations, and glide reflections, as well
as coordinate geometry will be used to establish and verify geometric relationships. A
major emphasis of this course is to allow students to investigate geometric situations.
Properties of triangle, quadrilaterals, and circles will receive particular attention.
Geometry is meant to lead students to an understanding that reasoning and proof are
fundamental aspects of mathematics and something that sets it apart from the other
sciences. The following list is the sequence of content specific topics:
1- Essential Geometric Tools and Concepts
2- Transformations, Rigid Motions, and Congruence
3- Euclidian Triangle Proof
4- Constructions
5- The Tools of Coordinate Geometry
6- Quadrilaterals
7- Dilation and Similarity
8- Right Triangle Trigonometry
9- Circle Geometry
10- Measurement and Modeling
Summary of Year
The fundamental purpose of the course in Geometry is to formalize and extend students’
geometric experiences from the middle grades. Students explore more complex geometric
situations and deepen their explanations of geometric relationships, moving towards
formal mathematical arguments. Important differences exist between this Geometry
course and the historical approach taken in Geometry classes. For example,
transformations are emphasized early in this course. Close attention should be paid to the
introductory content for the Geometry conceptual category found in the high school
CCSS. The Mathematical Practice Standards apply throughout each course and, together
with the content standards, prescribe that students experience mathematics as a coherent,
useful, and logical subject that makes use of their ability to make sense of problem
situations.
Algebra II Common Core
Year ONE of possible TWO
Algebra II /Trig GR Full Year 1 Credit
Algebra 2 is a continuation and extension of the two courses that preceded it (Common
Core Algebra and Common Core Geometry). This course is intended for students who
have successfully completed the Algebra Sequence with successful completion of the
Algebra Common Core Examination and who have successfully completed the Geometry
Regents or Geometry NR Sequence. While developing the algebraic techniques that will
be required of those students that continue their study of mathematics, this course is also
intended to introduce the skill of developing alternative solution strategies and
algorithms.
Within this course, the number system will be extended to include imaginary and
complex numbers. The families of functions to be studied will include polynomials,
absolute value, radical, trigonometric, exponential, and logarithmic functions. Problem
situation involving direct and indirect variation will be solved. Problems resulting in
systems of equations will be solved graphically and algebraically. Algebraic techniques
will be developed to facilitate rewriting mathematical expressions into multiple
equivalent forms. Data analysis will be extended to include measures of dispersion and
the analysis of regression that model functions studied throughout this course. Associated
correlation coefficients will be determined, using technology tools and interpreted as a
measure of strength of the relationship. Arithmetic and geometric sequences will be
expressed in multiple forms, and arithmetic and geometric series will be evaluated.
Binomial experiments will provide a basis for the study of probability theory and the
normal probability distribution will be analyzed and used as an approximation for these
binomial experiments. Right triangle trigonometry will be expanded to include the
investigation of circular functions. Problem situations requiring the use of trigonometric
equations and identities will also be investigated. The following list is the sequence of
content specific topics:
1- Factoring
2- Rational Numbers and Rational Expressions
3- Equations and Inequalities
4- The Real Numbers
5- Relations and Functions
6- The Complex Numbers
7- Quadratic Functions
8- Exponential Functions
9- Logarithmic Functions
10- The Unit Circle
11- Trigonometric Graphs
12- Trigonometric Applications
13- Trigonometric Equations
14- Probability and The Binomial Theorem
15- Statistics
Summary of Year
Building on their work with linear, quadratic, and exponential functions, students extend
their repertoire of functions to include polynomial, rational, and radical functions.
Students work closely with the expressions that define the functions, and continue to
expand and hone their abilities to model situations and to solve equations, including
solving quadratic equations over the set of complex numbers and solving exponential
equations using the properties of logarithms. The Mathematical Practice Standards apply
throughout each course and, together with the content standards, prescribe that students
experience mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations.
Algebra II Common Core
Algebra II/Trig R Full Year 1 Credit
Algebra 2 is a continuation and extension of the two courses that preceded it (Common
Core Algebra and Common Core Geometry). Algebra 2 is the capstone course of the
three units of credit required for an Advanced Regents diploma. This course is intended
for students who have successfully completed the Algebra Sequence with successful
completion of the Algebra Common Core Examination and who have successfully
completed the Geometry Regents Sequence with successful completion of the Geometry
Common Core Regents Examination. While developing the algebraic techniques that
will be required of those students that continue their study of mathematics, this course is
also intended to continue developing alternative solution strategies and algorithms. For
example, technology can provide to many students the means to address a problem
situation to which they might not otherwise have access. The course content is based on
topics found in the Common Core Algebra 2 Curriculum for New York State. The
textbook used is from eMATHinstruction written by Kirk Weiler. Students will sit for the
Algebra 2 Common Core Regents exam at the end of this course.
Within this course, the number system will be extended to include imaginary and
complex numbers. The families of functions to be studied will include polynomials,
absolute value, radical, trigonometric, exponential, and logarithmic functions. Problem
situation involving direct and indirect variation will be solved. Problems resulting in
systems of equations will be solved graphically and algebraically. Algebraic techniques
will be developed to facilitate rewriting mathematical expressions into multiple
equivalent forms. Data analysis will be extended to include measures of dispersion and
the analysis of regression that model functions studied throughout this course. Associated
correlation coefficients will be determined, using technology tools and interpreted as a
measure of strength of the relationship. Arithmetic and geometric sequences will be
expressed in multiple forms, and arithmetic and geometric series will be evaluated.
Binomial experiments will provide a basis for the study of probability theory and the
normal probability distribution will be analyzed and used as an approximation for these
binomial experiments. Right triangle trigonometry will be expanded to include the
investigation of circular functions. Problem situations requiring the use of trigonometric
equations and identities will also be investigated. The following list is the sequence of
content specific topics:
1- Algebraic Essentials Review
2- Functions as the Cornerstone of Algebra 2
3- Linear Functions, Equations, and Their Algebra
4- Exponential and Logarithmic Functions
5- Sequences and Series
6- Quadratic Functions and Their Algebra
7- Transformations of Functions
8- Radicals and The Quadratic Formula
9- Complex Numbers
10- Polynomial and Rational Functions
11- The Circular Functions
12- Probability
13- Statistics
Summary of Year
Building on their work with linear, quadratic, and exponential functions, students extend
their repertoire of functions to include polynomial, rational, and radical functions.
Students work closely with the expressions that define the functions, and continue to
expand and hone their abilities to model situations and to solve equations, including
solving quadratic equations over the set of complex numbers and solving exponential
equations using the properties of logarithms. The Mathematical Practice Standards apply
throughout each course and, together with the content standards, prescribe that students
experience mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations.
Algebra II Common Core Accelerated
Algebra II/Trig ACC Full Year 1 Credit
Algebra 2 Accelerated is the course offered to students who have successfully completed
the Algebra Common Core Accelerated Sequence and Algebra Common Core
Examination as well as the Geometry Common Core Accelerated Sequence and
Geometry Common Core Examination. Algebra 2 is a continuation and extension of the
two courses that preceded it (Common Core Algebra and Common Core Geometry).
Algebra 2 is the capstone course of the three units of credit required for an Advanced
Regents diploma. This course is intended for students who have successfully completed
the Algebra Sequence with successful completion of the Algebra Common Core
Examination and who have successfully completed the Geometry Regents Sequence with
successful completion of the Geometry Common Core Regents Examination. While
developing the algebraic techniques that will be required of those students that continue
their study of mathematics, this course is also intended to continue developing alternative
solution strategies and algorithms. For example, technology can provide to many
students the means to address a problem situation to which they might not otherwise have
access. The course content is based on topics found in the Common Core Algebra 2
Curriculum for New York State. The textbook used is from eMATHinstruction written
by Kirk Weiler. Students will sit for the Algebra 2 Common Core Regents exam at the
end of this course.
Within this course, the number system will be extended to include imaginary and
complex numbers. The families of functions to be studied will include polynomials,
absolute value, radical, trigonometric, exponential, and logarithmic functions. Problem
situation involving direct and indirect variation will be solved. Problems resulting in
systems of equations will be solved graphically and algebraically. Algebraic techniques
will be developed to facilitate rewriting mathematical expressions into multiple
equivalent forms. Data analysis will be extended to include measures of dispersion and
the analysis of regression that model functions studied throughout this course. Associated
correlation coefficients will be determined, using technology tools and interpreted as a
measure of strength of the relationship. Arithmetic and geometric sequences will be
expressed in multiple forms, and arithmetic and geometric series will be evaluated.
Binomial experiments will provide a basis for the study of probability theory and the
normal probability distribution will be analyzed and used as an approximation for these
binomial experiments. Right triangle trigonometry will be expanded to include the
investigation of circular functions. Problem situations requiring the use of trigonometric
equations and identities will also be investigated. The following list is the sequence of
content specific topics:
1- Algebraic Essentials Review
2- Functions as the Cornerstone of Algebra 2
3- Linear Functions, Equations, and Their Algebra
4- Exponential and Logarithmic Functions
5- Sequences and Series
6- Quadratic Functions and Their Algebra
7- Transformations of Functions
8- Radicals and The Quadratic Formula
9- Complex Numbers
10- Polynomial and Rational Functions
11- The Circular Functions
12- Probability
13- Statistics
Summary of Year
Building on their work with linear, quadratic, and exponential functions, students extend
their repertoire of functions to include polynomial, rational, and radical functions.
Students work closely with the expressions that define the functions, and continue to
expand and hone their abilities to model situations and to solve equations, including
solving quadratic equations over the set of complex numbers and solving exponential
equations using the properties of logarithms. The Mathematical Practice Standards apply
throughout each course and, together with the content standards, prescribe that students
experience mathematics as a coherent, useful, and logical subject that makes use of their
ability to make sense of problem situations.
Honors Pre-Calculus Full Year 1 Credit
Prerequisite: Successful Completion of the Accelerated Common Core Algebra,
Geometry, and Algebra 2 Sequences with successful completion of each respective
Common Core Examination.
Recommended: Approval of Previous Math Instructor
This course is designed to prepare students for calculus and technical courses. Course
topics include an introduction to relations and functions and an in-depth study of
polynomial, rational, exponential, logarithmic, and trigonometric functions. Students will
also study topics in analytic trigonometry including trigonometric identities and
equations. The use of the graphing calculator is required for this course to further the
exploration of these functions, related models and their applications.
Module 1: Complex Numbers and Transformations
Module 2: Vectors and Matrices
Module 3: Rational and Exponential Functions
Module 4: Trigonometry
Module 5: Probability and Statistics
Summary of Year
Extending their understanding of complex numbers to points in the complex plane,
students come to understand that multiplying a given set of points by a complex number
amounts to rotating and dilating those points in the complex plane about zero. Matrices
are studied as tools for performing rotations and reflections of the coordinate plane, as
well as for solving systems of linear equations. Inverse functions are explored as students
study the relationship between exponential and logarithmic functions and restrict the
domain of the trigonometric functions to allow for their inverses. The year concludes with
a capstone module on modeling with probability and statistics. The Mathematical Practice
Standards apply throughout each course and, together with the content standards,
prescribe that students experience mathematics as a coherent, useful, and logical subject
that makes use of their ability to make sense of problem situations.
Math 204
(CAP Credit Option) Full Year 1 Credit
Prerequisite: Successful Completion of the Common Core Algebra, Geometry, and
Algebra 2 Sequences with successful completion of each respective Common Core
Examination.
Recommended: Approval of Previous Math Instructor
This course is the second of a two-semester sequence designed to prepare students for
calculus and technical courses. Course topics include exponential, logarithmic, and
trigonometric functions; trigonometric identities and equations; oblique triangles; polar
coordinates; and conic sections. If time permits, systems of equations and matrices will be
covered. The use of the graphing calculator is required for this course to further the
exploration of these topics and their applications.
Students who want the CAP option must meet the criteria set forth by Clinton
Community College. This course follows the curriculum set forth by Clinton Community
College.
A.P. Calculus Full Year 1 Credit
Prerequisite: Successful Completion of the Common Core Algebra, Geometry, and
Algebra 2 Sequences with successful completion of each respective New York State
Regents or Common Core Examination.
Recommended: Pre-Calculus OR Approval of Previous Math Instructor
This course is an introduction to the basic concepts of differential and integral calculus.
Course topics include limits and continuity; differentiation and its application including
curve sketching; indefinite and definite integrals; the Fundamental Theorem of Calculus;
antiderivatives and integrals of the trigonometric functions. The use of a graphing
calculator is required for this course to further the exploration of these functions and their
applications.
This course must use the criteria and curriculum set forth by The College Board.
OTHER COURSES OFFERED AS ELECTIVES AND/OR 4TH CREDIT OF
MATHEMATICS
Introduction to College Algebra Full Year 1 Credit
Prerequisite: Successful completion of the Common Core Algebra and Geometry
Sequences (including Algebra IA or IB and Geometry or Geometry NR).
A mastery-based developmental mathematics course designed to prepare students to
succeed in a college-level mathematics course; covers beginning algebra concepts and
skill development in a supportive but structured setting; includes help with math study
skills and reducing math anxiety. (Taken from Clinton Community College description
of this course). This course covers basic algebraic skills essential to the study of
mathematics. Course topics include linear expressions, equations and inequalities;
systems of equations and inequalities; polynomial, rational and radical expressions and
equations; and graphing on the coordinate plane. Applications to various fields of study
will be explored. This course counts as free elective credit only.
This course is designed for students who have attained at least two credits of math
(Integrated Algebra and Geometry - Regents or NR) and have passed the Algebra
Common Core Examination. The purpose of this class is to help students prepare for a
placement exam for college that will allow the student to enter into a credit bearing math
course at the start of their college career. Students will take a final exam at the end of this
course.
This course follows the curriculum set forth by Clinton Community College.
Finite Mathematics
(CAP Credit Option) Full Year 1 Credit
Prerequisite: Successful completion of the Algebra, Geometry, and Algebra 2 sequences,
which can include NR classes in Geometry Common Core and Algebra 2 Common Core.
Students taking this course for CAP Credit must meet at least one of the following
criteria:
• SAT Math Score 500
• ACT Math Score 20
• Successful completion of the afore mentioned courses AND successfully pass 2
math Regents exams
• Placement Exam
• Pass Algebra I Common Core and score 85 or higher on Regents AND
successfully complete one other Regents course
This course emphasizes mathematical skills and techniques applicable to business, life
sciences and social sciences. Course topics include linear functions, quadratic functions,
mathematics of finance, systems of equations, matrices, linear programming, set theory,
basic probability and combinatorics. The use of a graphing calculator is required for this
course to further the exploration of these topics and their applications. Near the end of
the course, students will complete a comprehensive, departmental final exam. (Taken
from Clinton Community College description of this course).
This course is designed for students who have attained at least three credits of math
(Integrated Algebra, Geometry Regents or NR, and Algebra 2 or NR) and have passed the
Algebra Common Core Examination. The purpose of this class is to help students prepare
for a placement exam for college that will allow the student to enter into a credit bearing
math course at the start of their college career. Students will take a final exam at the end
of this course.
Students who want the CAP option must meet the criteria set forth by Clinton
Community College. This course follows the curriculum set forth by Clinton Community
College.
Introduction to Statistics Semester 1/2 Credit
Prerequisite: Successful Completion of the Algebra, Geometry, and Algebra
2/Trigonometry Sequences with successful completion of each respective New York
State Regents or Common Core Examination.
Recommended: Approval of Previous Math Instructor
Statistics is a one-semester course designed for the college-bound student. The course
involves the analysis of data, determination of frequencies, mean, median, mode, standard
deviations, and variance. The normal curve and normal distribution will be covered along
with their applications in random sampling, statistical hypothesis, confidence limits, and
statistical inferences. This course should only be elected in addition to Pre-Calculus
and/or Calculus unless those courses are not needed for college. Students may receive 3
hours of college credit through Clinton Community College for this course.
Students who want the CAP option must meet the criteria set forth by Clinton
Community College. This course follows the curriculum set forth by Clinton Community
College.
Introduction to Computer Programming Can be taken as a One Semester Course or
Two Semesters 1/2 Credit
Prerequisite: No prior knowledge or experience is necessary for this course.
This course is designed to offer an introduction to computer science. Students will learn
the basics of computer programming along with the basics of computer science. The
material emphasizes computational thinking and helps develop the ability to solve
complex problems. This semester course covers the basic building blocks of
programming along with other central elements of computer science. It gives a foundation
in the tools used in computer science and prepares students for further study in computer
science, including AP Computer Science Principles and AP Computer Science A courses.
Students will use and become familiar with the PYTHON program.
AP Computer Programming Year 1 Credit
Prerequisite: Successful completion of Algebra I; Successful Completion of Algebra II is
recommended. Successful completion of Introduction to Computer Programming is
recommended.
Students will learn to design and implement computer programs that solve problems
relevant to today’s society, including art, media, and engineering. AP Computer Science
A teaches object-oriented programming using the Java language and is meant to be the
equivalent of a first semester, college-level course in computer science. It will emphasize
problem solving and algorithm development, and use hands-on experiences and examples
so that students can apply programming tools and solve complex problems.
This course may prepare students for the end-of-course AP Exam.
Criteria for progression through math course levels The list below provides the mathematics class progression for various levels. IN MOST CASES students must meet 2 or more of the criteria. The classroom teachers will use this set of criteria to make recommendations. These recommendations, along with the data used to make the requests, will be sent by the classroom teachers to administrators, guidance counselors, and the math department coordinator prior to the deadline (which is determined by guidance). Student schedules should be filled based on these recommendations. If there are questions concerning the placement of students based on the recommendations given by the teachers, the administrators and guidance counselors should contact the middle/high school math department coordinator.
To be eligible for 7th Grade Accelerated Mathematics Classes – Students entering
7th grade need:
Top 20% of the Grade Level in Mathematics (overall average from report
card) and/or
90% average or above on 6th Grade Math Chapter Tests without corrections
and two of the following: Grade 6 – NYS Math Score of 3 or above iReady Overall Performance – on or above grade level Math Teacher Recommendation (with no influence from parent)
Students not meeting this set of criteria will be recommended for Math 7.
Students who have successful completion of Math 7 (non-accelerated) will be
recommended for Math 8.
To be eligible for 8th Grade Accelerated Mathematics (Algebra I Regents Course) –
Students entering 8th grade need to meet two of the following set of criteria:
o 85% average or above: not including corrections or make up exams/assignments
o 90% average or above: including corrections or make up exams/assignments
o Grade 7 – NYS Math Score of 3 or above o Data Points, Benchmark Progress (including iReady) o Math Teacher Recommendation (with no influence from parent)
Students not meeting this set of criteria will be recommended for Math 8.
To be eligible for Algebra I Regents Mathematics Class – Students need:
o Successful completion of Math 8 o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
Students not meeting this set of criteria will be registered in Algebra IA/IB.
To be eligible for Geometry Regents Mathematics Class – Students need:
o Successful completion of the Algebra I Common Core Course (Algebra I or Algebra IA/IB) and two of the following:
o 80% average or above o Algebra Common Core Assessment Scores 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
Students not meeting this set of criteria will be registered in Geometry NR. OR
o Successful completion of the Geometry NR Course and two of the following:
o 80 average or above o 75 or above: Average of midterm and final exams o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
Students not meeting this set of criteria will be recommended for Math 100 (Intro to College Algebra) or World of Technology.
To be eligible for Geometry Accelerated Regents Mathematics Class – Students need:
o Successful completion of the Algebra I Common Core Accelerated
Mathematics Course and and two of the following:
o 80% average or above o Algebra I Common Core Regents Score of 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
Students not meeting this set of criteria will be recommended for Geometry NR.
To be eligible for Algebra II Regents Mathematics Class – Students need:
o Successful completion of the Algebra I Common Core Mathematics Course and Successful completion of the Geometry Common Core Mathematics Course and two of the following:
o 80% average or above o Algebra I Common Core Regents Score of 65 or above o Geometry Common Core Regents Score of 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
Students not meeting this set of criteria will be recommended for Algebra II NR or Math 100 (Intro to College Algebra).
OR
o Successful completion of the Algebra II NR Mathematics Course and two of the following:
o 85% average or above o 80% or above: Final exams o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
Students not meeting this set of criteria will be recommended for Math 100 (Intro to College Algebra) or Finite Mathematics.
To be eligible for Algebra II Accelerated Regents Mathematics Class – Students need:
o Successful completion of the Algebra I Common Core Accelerated
Mathematics Course and Successful completion of the Geometry Common Core Accelerated Mathematics Course and two of the following:
o 80% average or above o Algebra I Common Core Regents Score of 65 or above o Geometry Common Core Regents Score of 65 or above o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
Students not meeting this set of criteria will be recommended for Algebra II NR.
Students who have earned three mathematics credits from various combinations of courses (Algebra I, Algebra IA/IB, Non-Regents
Geometry and/or Non-Regents Algebra II) have options for a fourth math credit in Math 100 (Intro to College Algebra), World of Technology, or
Finite Mathematics.
To be eligible for Math 204 (Pre-Calculus with option for CAP credit) Mathematics Class – Students need:
o Successful completion of the Algebra I Common Core Mathematics
Course and Successful completion of the Geometry Common Core Mathematics Course and Successful completion of the Algebra II Common Core Mathematics Course and two of the following:
o 80% average or above in Algebra II o 65 or above: Algebra II Common Core Regents Exam o Data Points, “Benchmark” Progress o Math Teacher Recommendation (with no influence from parents)
To be eligible for Honors Pre-Calculus Mathematics Class – Students need:
o Successful completion of the Algebra I Accelerated Common Core Mathematics Course and Successful completion of the Geometry Accelerated Common Core Mathematics Course and Successful completion of the Algebra II Accelerated Common Core Mathematics Course and two of the following:
o 90% average or above in Algebra II o 80 or above on the Algebra II Common Core Regents Exam o Data Points, “Benchmark” Progress o Math Teacher Recommendation with EXCEPTIONAL student work ethic
(no influence from parents)
To be eligible for Advanced Placement Calculus Mathematics Class – Students need:
o Successful completion of the Algebra I Accelerated Common Core
Mathematics Course and Successful completion of the Geometry Accelerated Common Core Mathematics Course and Successful completion of the Algebra II Accelerated Common Core Mathematics Course and Successful completion of the Honors Pre-Calculus Mathematics Course and two of the following:
o 85% average or above in Honors Pre-Calculus not including corrections or make up exams/assignments
o 90% average or above in Honors Pre-Calculus including corrections or make up exams/assignments
o Math Teacher Recommendation (with no influence from parents)
To be eligible for College Credit Statistics Mathematics Class – Students need:
o Successful completion of the Algebra I Accelerated Common Core Mathematics Course and Successful completion of the Geometry Accelerated Common Core Mathematics Course and Successful completion of the Algebra II Accelerated Common Core Mathematics Course AND
o 65 or above: Algebra 2/Trigonometry Regents (Required by CCC) o Pass a placement test
Electives: Statistics, Computer Multimedia, Math 100, Applied Math
NR- Non-Regents
AP - Advanced Placement
MUSIC
The grades 9-12 music program at Peru Jr./Sr. High School offers performance classes that meet New York
State (NYS) and National music/art education standards such as cross-curricular connections and listening,
composing, and performing experiences. The performance courses help each student develop the ability to
appreciate, understand, create, perform, and criticize (with discrimination) music of all styles and periods.
One year of participation in any of the starred (*) courses satisfies the NYS Fine Arts requirement. Music
Theory, Comprehensive Foundations of Music, Music in Our Lives, and other “General Music” classes are
no longer offered at Peru.
INSTRUMENTAL PERFORMANCE GROUPS
*Concert Band Full Year 1 Credit Prerequisite: Evidence of basic musical knowledge, a record of participation in band program, and/or
recommendation of the music teacher.
Concert Band is open to all students in grades 9-12 who can meet the basic performance level requirements
established for this band. Membership is based upon the decision of the director. Members receive lessons
on a rotating period basis in addition to regular rehearsals. Membership in this band provides the basis for
selection to various ensembles including Jazz Band, Pep Band, Marching Band, and potential chamber
groups. Members may be asked to participate in after-school sectional rehearsals. One-year participation
satisfies the one unit of fine arts credit required for graduation.
*String Orchestra Full year 1 Credit
Prerequisite: Evidence of basic musical knowledge, a record of participation in the string program, and/or
recommendation of the music teacher.
Senior Orchestra is available to all students who have achieved the basic performance level acceptable for
this group. Membership is a result of Director acceptance. Members receive lessons on a rotating period
basis in addition to rehearsals. One-year participation satisfies the one unit of fine arts credit required for
graduation.
Jazz Band Full Year 1 Credit
Prerequisite: Evidence of basic musical knowledge and/or recommendation of the music teacher.
Jazz Band is a select group of musicians chosen by an audition and/or Director recommendation. The Jazz
Band rehearses and performs all styles of Big Band and popular music. This group meets outside the
regular school day.
VOCAL PERFORMANCE GROUPS
*Concert Choir Full Year 1 Credit
Concert Choir is open to all students with a serious desire to excel in a large group vocal music experience.
Members receive lessons on a rotating period basis in addition to regular rehearsals. Lesson and concert
attendance are mandatory. Participation in Choir is mandatory for students wishing to participate in Select
Ensembles.
Select Chorus Full Year 1 Credit
A select vocal performance opportunity is available to students in the Concert Choir. It is designed to
develop abilities in small ensemble performances. This group meets outside the regular school day.
Theatre Performance Class
Introduction to Musical Theatre Full Year - Every other day ½ credit
Students in Intro to Musical Theatre will gain an understanding of modern theatre, its
history and its practices. Students will study the history of the Broadway musical, get an
overview of acting and performance skills, study the behind-the-scenes working of the
theatre space, and culminate in ten-minute performances, utilizing all of the skills
learned. Various units studied will include: improv, acting space, emotion, light design
and focus, sound system design and operation,
scenic design and building, and stage management.
PHYSICAL EDUCATION
Departmental Objectives:
To provide the student body with an opportunity to improve their fitness levels through
participation in a variety of physical activities.
To allow the student an opportunity to develop skill levels in a variety of sports and games.
To provide a period of exercise and recreation as a means of escape from the regimen of academic
classes.
To promote positive attitudes and a lifetime commitment to the value of maintaining a physically
fit body.
Physical Education Full Year ½ Credit
The program offers a variety of activities allowing for change of activities approximately every three to
four weeks. Activity class sizes are balanced to provide the best possible teaching and activity
opportunities possible. Also, safety is a primary consideration in all classes.
New York education regulation requires that all students, regardless of handicapping condition(s), will be
provided with a program in physical education. This includes those students with temporary medical
excuses. We have an adaptive teacher on staff as well as reading and writing assignments for those
students who may need such alternatives. All students must be scheduled for physical education on a (6)
day schedule, every other day.
Activities:
Aerobics, badminton-table tennis, basketball, broomball, cardiovascular fitness, snowshoeing, floor
hockey, new games, handball-paddleball, jogging, soccer, touch football, softball, tennis, track & field,
volleyball, weight training, square dancing, wrestling, project adventure, cooperative games, etc.
SCIENCE
At the end of the science course descriptions, please see:
Science courses flowchart
Placement requirements for accelerated science.
Accelerated 8th Grade Earth Science R Full Year 1 Credit
The curriculum for Accelerated 8th Grade Earth Science will follow the same format and content as that of
the Regents Earth Science. There will be independent projects completed outside of class that allow
students to delve deeper into the curriculum or explore their creative talents. Students placed in this section
should be highly motivated, exceptional students with excellent math skills, and be prepared to always hand
in quality work on time and need no reminders to do this. Lab requirement must be satisfied to sit for the
Regents Exam.
* Please see criteria at end of Science section regarding requirements for placement in the next Honors
Science course.
Honors Earth Science R Full Year 1 Credit
The curriculum for freshmen in Honors Earth Science will follow the same format and content as that of
Regents Earth Science. Honors Earth Science is the most intensive level of the discipline. Students placed
in this section should be highly motivated, exceptional students with excellent math skills, and be prepared
to always hand in quality work on time and need no reminders to do this. Lab requirements must be
satisfied to sit for the Regents Exam.
* Please see criteria at end of Science section regarding requirements for placement in the next Honors
Science course
Regents Earth Science Full Year 1 Credit
The course of Earth Science introduces the student to geology, astronomy, meteorology and oceanography
with labs on alternate days throughout the year. Lab requirement must be satisfied to sit for the Regents
Exam.
Earth Science G Full Year 1 Credit
This non-lab course in Earth Science is similar in objective and subject matter to the Regents course but
subjects are not studied in as great a depth. Content is administered at a slower pace and aligned to meet
students’ needs accordingly.
Unified Science Full Year, One Semester, or Summer Amount of credit varies by
course length
A general level non-lab course for 9th graders. No Regents exam. Teacher recommendation only.
Honors Living Environment Full Year 1 Credit
The curriculum for Honors Living Environment will follow the same format and content as that of the
Regents Living Environment curriculum with some exceptions. This is labeled as an "Honors" section on
your transcript, indicating that you must earn your placement in this level. There are additional major
research projects required of the students in this course, each culminating in an extensive written report. In
addition, there are alternate labs that require deeper knowledge of the course content. Students placed in
the Honors section should be highly motivated, exceptional science students, and have good reading
comprehension and writing skills. Their work should always be handed in on time, require little to no
reminding about completing assignments and lab write-ups, and be willing to participate in class
discussions. Lab requirements must be satisfied to sit for the Regents Exam.
*Please see criteria at the end of the Science section regarding requirements for placement in the next
Honors Science course
Living Environment R & C Full Year 1 Credit
This course provides students with a complete survey of the Biological World and its related life processes.
Topics include cell biology, genetics, evolution, taxonomy, ecology, and human anatomy and physiology.
Laboratory performance and written lab reports are required. Lab requirements must be satisfied to sit for
the Regents Exam.
AP Biology Full Year 1 Credit
Peru CSD's AP Biology course is designed to be taken by senior-level students after the successful
completion of Regents Biology, Regents Chemistry, and Regents Physics - ensuring students have a solid
scientific and mathematical foundation on which to be successful. AP Biology includes topics regularly
covered in a college-level introductory biology course and differs significantly from the standards-based
high school Regents Biology course with respect to the level of textbook used, the depth of content, the
kind of laboratory work performed, and the time and effort required of students. The textbook used in AP
Biology is also used by college biology majors and the labs performed are on-par with inquiry-based labs
done by college students. The course culminates with students taking the College Board AP Biology
Placement Exam, designed to be equivalent to a college-level Biology summative final exam. AP Biology
aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary
to deal critically with the rapidly changing scientific world.
Honors Chemistry Full Year 1 Credit
Honors chemistry is the most intensive level of the discipline. Extended topics as well as additional
investigations inside and outside of the classroom will be assigned. Students considering this selection
should possess dependable work habits, solid study and listening skills and be confident of their
mathematical ability.
Chemistry R Full Year 1 Credit
Prerequisite: Algebra R
Recommended: Geometry R
Regents Chemistry involves the study of matter and the changes that matter undergoes. Suitable for
students highly interested in science, that may or may not be interested in a career in science. Emphasis is
placed on the application of chemical principles as opposed to sheer memorization. Whenever possible,
concepts are studied from
a quantitative perspective. Units covered during the year include: matter and energy, atomic structure,
bonding, periodic table, mathematics, kinetics and equilibrium, acids and bases, redox and
electrochemistry, organic, application of chemical principles, and nuclear. Yearly course includes a daily
recitation and a laboratory every other day. Regents exam at the end of the year.
Chemistry G Full Year 1 Credit
Recommended: Algebra R
General Chemistry involves the study of matter and the changes that matter undergoes. Areas
emphasized in the course are atomic structure, matter and energy, behavior of gases, chemical
bonding, the periodic table, mathematics of chemistry, kinetics and equilibria, acid-base theory,
chemical reactions, nuclear chemistry, and biochemistry. The application of chemical principles
is a key component of the course. A yearly course where laboratory activities are incorporated
into the daily class schedule.
Forensic Science One Semester ½ Credit
Forensic science is the application of science to law. In our ever-changing society it is becoming more
important for the rules of law to govern its members. Forensic science applies the knowledge and
technology of science to assist in the enforcement of such laws. Topics of discussion may include: history
of forensic science, the crime lab, crime scene, physical evidence, drugs, firearms, internet, hand-writing
and voice examination.
Household Chemistry One Semester ½ Credit
An introduction to properties of chemical substances found in the home. Concrete examples of everyday
household materials are used to formulate the theoretical framework used in modern chemistry. The nature
and reactivity of materials will be emphasized with topics of a personal nature, such as chemical additives
in food, and a national/worldwide nature, such as water and air pollution. Students study the material
through lecture, discussion, simulations, group activities, outside readings and laboratory experiences.
Environmental Science I & II 2 Separate 1 Semester Classes ½ Credit per
semester
No Prerequisite
Environmental Science will consist of 2 separate ½ year courses comprising related but distinct topics of
study. Students who wish may take both semesters without duplication or repetition. In the first semester
topics to be covered include: global perspective, ecosystems, biodiversity, interdependence, biomes, water
resources, and air. The second course will continue with the following topics of study: atmosphere and
climate, land use, agriculture and food, energy, waste, population, and sustainability. Both semesters are
taught through project-based learning (both independently and small group collaboration with peers), and
independent research utilizing computers.
Physics G Full Year 1 Credit
Prerequisite: Algebra II/Trigonometry
This course uses mathematical application to study mechanics, energy (mechanical, electrical and
heat), electricity, magnetism, wave phenomena (sound, light). Algebra, trigonometry, and
graphing are essential for this course.
Physics R/CCC (See both courses below) Full Year 1 High
School Credit
College Physics Part I
(Physics 111 offered through Clinton Community College) 4 College
Credits
Prerequisite: Algebra II/Trigonometry R (must pass regents exam) and Teacher Recommendation
College Tuition Cost: Approximately $200 (Subject to change)
This is the first of a two-semester sequence designed to present concepts and applications of the following
topics: kinematics, dynamics, gravitation, energy, momentum, and heat. Advanced algebra, trigonometry,
and graphing skills are essential for this course. Lab periods will be held on alternate days. Regents exam
is mandatory.
College Physics Part II
(Physics 112 offered through Clinton Community College) 4 College
Credits
Prerequisite: Physics 111
College Tuition Cost: Approximately $200 (Subject to change)
This is a continuation of the college physics course offered through Clinton Community College. Topics
covered will include sound, optics, electricity, magnetism, and modern physics. Advanced algebra,
trigonometry, and graphing skills are essential for this course. Lab periods will be held on alternate days.
Regents exam is mandatory.
* Science Honors course progression criteria Course progression from Honors or Accelerated Earth Science to Honors Living Environment and
progression from Honors Living Environment to Honors Chemistry depends on students meeting two of the
following three criteria:
- 85 or higher on Regents examination
- 90 or higher final course average
- Teacher recommendation
SOCIAL STUDIES
At the end of the social studies course descriptions, please find the criteria students must meet for
placement in AP and Honors level social studies classes.
Grades 9-10: Global History and Geography (R,C) 1 Full Years 1 Credit Each year
The Global History and Geography core curriculum is designed to focus on the five social studies
standards, common themes that reoccur across time and place, and eight historical units. This curriculum
provides students with the opportunity to explore what is happening in various regions and civilizations at a
given time. In addition, it enables students to investigate issues and themes from multiple perspectives and
make global connections and linkages that lead to in-depth understanding. Grade 9 covers information
from ancient civilizations to approximately 1750. Grade 10 starts at 1750 and covers information to the
present. Global History and Geography culminates in a state mandated Regents Exam covering the material
covered only in 10th grade (as of 2018).
Grade 9: Honors Global History and Geography (R-Honors)
This course follows the same outline as the Grade 9 Global History course (see above), however the rigor
of the coverage, combined with higher expectations in terms of writing and test taking, makes the course
more challenging than the R-level grade 9 course. This course if often viewed as a gateway course to AP
European History, though it is not mandatory for entrance into the AP European History course.
Grade 10: AP European History 1 Full Year 1 Credit Each
Year
AP European History is designed to be the equivalent of a two-semester introductory college or university
European history course. In AP European History students investigate significant events, individuals,
developments, and processes in four historical periods from approximately 1450 to the present. Students
develop and use the same skills, practices, and methods employed by historians: analyzing primary and
secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning
about contextualization, causation, and continuity and change over time. The course also provides six
themes that students explore throughout the course in order to make connections among historical
developments in different times and places: interaction of Europe and the world; poverty and prosperity;
objective knowledge and subjective visions; states and other institutions of power; individual and society;
and national and European identity.
Grade 11: United States History and Government (R,C) Full Year 1 Credit
Grade eleven social studies focuses on the Constitution and a chronological overview of United States
history from the colonial era to the present day. Special emphasis is placed on U.S. governmental actions
and Supreme Court decisions that have impacted American society along with a historical analysis of both
domestic and foreign policies. United States History and Government culminates in a state mandated
Regents Exam.
Grade 11: Advanced Placement United States (AP) Full Year 1 Credit
AP U.S. History is designed to be the equivalent of a two-semester introductory college or university U.S.
history course. In AP U.S. History students investigate significant events, individuals, developments, and
processes in nine historical periods from approximately 1491 to the present. Students develop and use the
same skills, practices, and methods employed by historians: analyzing primary and secondary sources;
developing historical arguments; making historical comparisons; and utilizing reasoning about
contextualization, causation, and continuity and change over time. The course also provides seven themes
that students explore throughout the course in order to make connections among historical developments in
different times and places: American and national identity; migration and settlement; politics and power;
work, exchange, and technology; America in the world; geography and the environment; and culture and
society.
Social Studies 12 (R,C) One Semester each ½ Credit each
Students in grade 12 must enroll in both Economics and in Participation in Government. These courses are
of one-semester duration and carry ½ unit of credit each. In addition to these two required semester
courses, students may choose any of the other listed social studies semester electives. These semester
elective courses may be taken during or before a student’s senior year and may be used for fulfilling the
requirements of students pursuing Social Studies major.
Brief Note on C Level Secondary Social Studies Courses Full Year `1 Credit
Grades 9-12
Social Studies C level courses, grades 9-12, are specifically designed to help students who are having
learning problems in their social studies courses. Students placed in these courses are given coordinated
assistance in developing self-awareness, basic educational skills, and major social concepts and
understandings. Throughout the program, strong emphasis is placed on individualized assistance and
consistent attempts are made to meet individual needs and problems
Government and Politics: The United States (AP) One Semester ½ Credit
AP Government and Politics covers a wide variety of issues that involve the United States Government.
Some of these include: the constitutional underpinnings of U.S. government; political beliefs and
behaviors; political parties; interest groups and mass media; institutions of national government; the
Congress, the presidency, the bureaucracy, and the federal courts; public policy; and civil rights and civil
liberties. Students will take an Advanced Placement exam for possible college credit of 3 hours.
Participation in Government (R, C ) One Semester ½ Credit
This course emphasizes the interaction between citizens and government at all levels. The major purpose
of the one semester course is to provide students with the knowledge, skills and attitudes, which are
necessary to ensure full participation in the various government levels. It is an issues-oriented course with
heavy emphasis on student decision making and effective public policy making.
Economics (AP) One Semester ½ Credit
The purpose of an AP course in microeconomics is to give students a thorough understanding of the
principles of economics that apply to the functions of individual decision-making, both consumers and
producers, within the larger economic system. It places primary emphasis on the nature and functions of
product markets and includes the study of factor markets and of the role of government in promoting
greater efficiency and equity in the economy.
Economics (R, C) One Semester ½ Credit
This course includes the basic concepts and understanding, which all persons need to function effectively
and intelligently as citizens and participants in the economy of the United States and the world. In this
course, special emphasis will be placed on the major elements of economic systems and the roles of the
various components of those systems, including the consumer, business, labor, agriculture, and
government.
Psychology One Semester ½ Credit
This semester course is designed to provide students with a fuller understanding of human behavior and the
scientific approach to the study of psychology. This course includes sections that of a college level
psychology course.
Sociology One Semester ½ Credit
This course provides an opportunity for students to study groups of people and their interaction in society.
Emphasis is focused on such areas as groups, socialization, collective behavior, family, social institutions
and social change. This course also includes an examination of the development of the fields of sociology
as a social science. Analysis includes a study of sociologists and their impact on the field. (11th & 12th
Grades)
Street Law One Semester ½ Credit
Street Law introduces the student to some basic concepts that are utilized when first encountering the
“Law.” Included are units on what one can expect when a crime is committed and what rights the
individual might possess. Major attention also centers on aspects of living in which most everyone is
involved-marriage, divorce, wills, credit, housing, etc. (11th & 12th Grades)
Model United Nations One Semester ½ Credit
This semester course is designed to provide students with the opportunity to study the
role and importance of the United Nations in the world today. Students will be given
numerous opportunities to develop debate skills and to utilize these skills by researching
and debating contemporary issues. (10th, 11th, & 12th Grades)
U.S. History through Films One Semester ½ Credit
The media has continued to influence American thought throughout history. The film industry has
been especially successful in clarifying and bringing to public attention moments in history that
would otherwise be ignored. From the time of the Founding Fathers, the Adam's dynasty, Andrew
Jackson, Abraham Lincoln, the Roosevelt’s, the Kennedy's, Nixon, and the present heads of state
the movie industry has effectively striven to keep the American public informed and entertained
about events and persons both well publicized and obscure. A well-chosen series of films will
give students the opportunity to build on acquired knowledge utilizing audio-visual technology
familiar to them.
Follow-up activities including group discussions and written film critiques as to the effectiveness
and historical accuracy of each film will allow the students to hone their verbal and written skills.
The above elective will allow students to acquire a more in-depth knowledge of their country's
history as the causes and effects of aggression, bigotry, greed, terrorism, international influence,
and political intrigue continue to shape their nation as it exists today,
PROCESS FOR PLACEMENT IN HONORS OR
ADVANCED PLACEMENT SOCIAL STUDIES
DATA POINTS
Must have
Interim Examsand at least 2
others:
• Test average of 85 or greater without test corrections
• Class average 90 or better
• Final Exam score 85 (essay equivalent score of 4 or 5)
TEACHER RECOMMENDATION
Based on observation of the following:
• ATTENDANCE - regular and on -time
• PARTICIPATION - positively contributing
• EFFORT - shows best effort consistently
PRINCIPAL APPROVAL
• FINAL DETERMINING FACTOR FOR PLACEMENT
TECHNOLOGY
The technology program at Peru Central School provides students with an opportunity to study explore and
discover the many aspects of our culture related to our technological development. The historical evolution
of our ability to apply materials to new ideas and to create new and better products is emphasized.
Laboratory experiences are an opportunity to learn about the process of problem solving from creative,
critical thinking to materials application. Societal impacts and future goals of our culture are combined
with hands-on experiences to provide the needed insight into our contemporary society in developing our
future citizens.
Communications Systems One Semester ½ Credit
The communication field is one of the fastest growing industries in the world today, with openings in such
fields as Broadcasting, Advertising, Programming, Graphic Design and Technical Support. This course
will cover the process of Audio, Audiovisual and Graphic communication systems by the use of audio
recording and mixing equipment, Camcorder/VCR use and editing, and computer graphics.
Advanced Communication Systems One Semester ½ credit
Prerequisite: Communication Systems
This advanced course in Communication Systems goes into greater depth and mastery in the following
areas: Photography, Image Manipulation, Graphic Design, Video production, Web Design,
Architectural CAD One Semester ½ Credit
Prerequisite: Students must have taken Design & Drawing Production prior to Architectural C.A.D
Architectural drawing is a course in the fundamentals of both architectural design and technical drawing to
create an understanding of the built environment. You will use the same tools and computer software that is
currently used by architects in industry today.
Learn what it takes to become an architect and design structures for the built environment
Design and Drawing for Production Full Year 1 Credit
Are you looking for an alternative to the Art/Music graduation requirement or do you intend to work in a
technical field? If so this course will interest you. It has been said, “a picture is worth a thousand words.”
This course will develop your technical drawing skills, design skills, and will provide “hands on”
experience in model making and prototype building.
Residential Structures I ½ Year ½ Credit
The course will go into the processes involved with building and maintaining a house. Students
will learn everything from buying, planning, building, and maintaining a house. This is a project
based course that will cover:
Designing and planning a project
Tools and processes of construction
Hands on practice
Details and maintenance of a structure
And a large capstone building project
MST – Math, Science, and Technology Full Year 1 Credit
MST is a project based course focusing on topics that intertwine STEM concepts of science, technology,
engineering, and mathematics. Students taking this course will be able to use it as a credit toward one of the
following: a third Math or Science credit or as a Technology elective.
Product Design ½ year ½ credit
The focus of Product Design and Development is the integration of marketing, design,
and manufacturing functions in creating a new product. The course is intended to
provide you with the following benefits: - Competence with a set of tools and methods for product design and development.
- Confidence in your own abilities to create a new product.
- Awareness of the role of multiple functions in creating a new product (e.g. marketing,
finance, industrial design, engineering, production). - Ability to coordinate multiple, interdisciplinary tasks in order to achieve a common
objective.
- Reinforcement of specific knowledge from other courses through practice and reflection
in an
action-oriented setting.
Principles of Engineering Overview: ½ year ½ credit
Students will employ engineering and scientific concepts in the solution of engineering
design problems. Students will develop problem-solving skills and apply their
knowledge of research and design to create solutions to various challenges. Students will
also learn how to document their work and communicate their solutions to their peers and
members of the professional community. - Mechanisms
- Energy Sources
- Energy Applications
- Machine Control
- Fluid Power
- Statics
- Material Properties
- Material Testing
- Statistics
- Kinematics
Mass Production and Marketing: (formerly known as IMPACTT) 1 Credit Full
Year
Students explore how manufacturing allows people and companies to create products
quicker, easier, and more cheaply. Students will be asked to create products that are
easy to manufacture, and they will even design their own assembly line. They will also
learn how to market and advertise a product to be sold by creating posters and online
promotional materials. Products designed and built by students will be sold in the
school and local community. Each month there is a field trip to local industry examining
how they produce products.
World of Technology One Credit Full Year
Prerequisites: Design & Drawing for Production, Integrated Algebra, Junior or Senior standing
Technology Education - CTE – Career and Technical Education
The World of Technology will provide a culminating math, science and technology course with rigor for
21st Century learning. Paralleling Peru CSD STEM initiatives, it will offer students’
academic/technological programing that is Career Ready for opportunities in our region.
Under Commissioners Regulations 100.5 (b)(7)(iv)(j), the State learning standards in technology allow the
course World of Technology to allow students a third credit of either Mathematics or Science, but not both.
The curricular program will apply all technology standards with increased emphasis in the areas of math,
particularly geometry and science in the areas of material science and environmental sciences.
World of Technology Course overview and Key Ideas addressing Learning Standards:
Engineering Design
Tools and Resource Technologies
Computer Technology
History, Impact, and Evolution of Technological Systems
Information Systems and Physical Systems
Pedagogical Delivery
A. Engineering Design Process – Real World Design and Problem Solving
B. Team Building Skills – Design Teams
C. Technical Writing for written communications and design portfolio
D. Public Speaking – Design presentations
Assessments
Performance of final design solution relative to constraints and specifications
Student design portfolios containing: Reports, Drawings, Daily Logs, Data and Analysis
Multimedia and oral presentations on design solutions
Standardized authentic assessment instrument