Chatham High School: Program of Studies 2011-2012
Chatham High School: Program of Studies 2011-2012
PROGRAM OF STUDIES
2011-2012
TABLE OF CONTENTS
GENERAL INFORMATION……………………………………........................... 2
Graduation Requirements……………................................................................ 2
Course Selection……………………………….................................................... 4
Entrance and Withdrawal from Courses………………........................................ 5
Selection for Special Courses ……………………................................................ 7
Alternative Study Options….……………………………………………………... 7
Athletic Eligibility………………………...………………………………………. 8
College Admission Requirements………….……………………………………. 9
Grading System……………….......................................................................... 9
Pupil Records……………………………………………………………………. 10
Affirmative Action…………..………………………………………………….. 11
COURSE DESCRIPTIONS
1
GENERAL INFORMATION
This booklet contains a description of courses offered for the 2011-2012 academic
year. It also includes information about graduation requirements, college admission
requirements, guidelines for entrance and withdrawal from courses, standards for
special class placement, athletic-eligibility rules, the method of computing overall
grade point average, and pupil records. Students and parents should become familiar
with this information and should consult with a school counselor to develop an
appropriate academic program.
GRADUATION REQUIREMENTS
2
laboratory/inquiry-based science course which shall include
chemistry, environmental science, or physics effective with the
graduating class of 2014, and including one additional
laboratory/inquiry-based science course effective with the
graduating class of 2016 ;
d. At least 15 credits in social studies, including United States History
1 and 2; five credits in world history; and the integration of civics,
economics, geography and global content in all course offerings;
e. At least 2.5 credits in financial, economic, business, and
entrepreneurial literacy, effective with the graduating class of 2014;
f. At least 5 credits in visual and performing arts;
g. At least 10 credits in world languages or student demonstration of
proficiency; and
h. At least 5 credits in 21st century life and careers, or career-technical
education.
*Please refer to Social Studies Section for the new course sequence.
B. Transfer Students
Transfer students who enroll in Chatham High School may receive credit
toward graduation for courses taken in properly accredited high schools outside
the school district. However, they must meet the same local and state
requirements for graduation as students who complete their entire high school
program in the district.
C. Classified Students
D. Early Graduation
1. The student’s parents forward a written request to the high school principal
at least two years prior to the anticipated graduation date,
3
E. Commencement
COURSE SELECTION
A. Guidelines
Student scheduling begins in the spring, and class schedules generally are
finalized before the school year ends. Course choices related to one’s particular
interests and plans for the future need to be made with the following guidelines
in mind.
4. Where courses are sequential, one may pursue a higher level only after
adequately mastering the previous level as determined by departmental
recommendation. All requests for changes in a student’s recommended
level of instruction must be submitted no later than July 15th.
5. Partial credit is not given. For a student to earn credit for a course in which
he/she is enrolled, the entire course must be completed successfully.
B. Course Offerings
In the pages that follow, courses are grouped by subject areas, which are
organized alphabetically. Students and parents should pay careful attention to
grade-level limits, course prerequisites, and descriptions of course content.
Requests to enroll in specific courses when stated guidelines are not fully met
4
will be reviewed by the academic department, School Counseling department,
and high school principal.
C. Counseling Services
Changing a student’s academic program once classes have started disrupts the
learning and teaching processes and is strongly discouraged. The following
guidelines and procedures are used in dealing with requests for change in a student’s
schedule after the school year has begun.
A. Guidelines
2. During the first full rotational cycle of any semester, the only changes that
will be allowed are those caused by mechanical scheduling errors or
initiated by a classroom teacher and approved by the parents and counselor.
3. During the second rotation of any class, a student who wants to make a
change in schedule must complete all steps listed below.
a. Speak with a school counselor to ensure that there are available seats
in the class and that another class will not be overloaded in the move.
If the change is feasible, the counselor will prepare forms for teacher
and parent approval. (Class-size caps are established in the previous
spring based on staffing and budgetary considerations.)
b. Meet again with the counselor to establish whether teacher and parent
approval has been secured.
5
c. Continue to attend all classes previously scheduled until final approval
is received from all involved teachers.
4. Upon parent request and after the first full rotation, changes that involve
dropping one course without adding another but leave the student enrolled
in the requisite six courses per semester may be approved without
administrative authorization.
5. Except as noted below, a student may not enter a full-year course after the
first three rotations.
6. Semester courses may not be entered after the completion of the second
rotation of the course. (The exceptions indicated above apply.)
1. A student may withdraw from a subject until the 15th class day with no
notation made on his/her transcript. After the 15th day, one of the
following notations will be entered on the transcript:
a. Withdrawn Passing (WP) if the student’s total average for the course
to date is a passing one,
b. Withdrawn Failing (WF) if the student’s total average for the course
to date is a failing one and the withdrawal occurs within the first three
quarters of the course,
3. A student may not withdraw from a course within the ten school days
immediately preceding the final assessment/examination in that course.
6
4. When a student changes from one course to a similar higher or lower level
course (e.g., English to Honors English, Honors Physics to Physics), the
student’s grade to date will transfer to the new course and be averaged with
the grades subsequently earned in that new course.
1. Department recommendation;
1. Department recommendation;
A variety of learning opportunities exists for students who want to study or work in
areas not covered in the formal school curriculum or who are gifted or talented in
particular areas. These options include the following:
7
Prior approval from the Principal and Director of School Counseling is
required.
H. Work Experience – Students are placed in supervised work settings for part of
each school day. Options are available for students with interests in office work
or industry. (See course offerings under 21st Century Life and Careers.)
ATHLETIC ELIGIBILITY
A. A student must have earned at least 27.5 credits (30 credits effective with the
2010-11 grade-nine class) in the previous academic year to be eligible to
participate on a fall or winter interscholastic athletic team. To be eligible for a
spring team, the student must have successfully completed 13.75 credits (15
credits effective with the 2010-11 grade-nine class) in the preceding semester.
First-semester freshman students have no credit requirements.
B. A senior student who has followed an accelerated academic program during the
first three years of high school may be eligible in the second semester without
meeting the 13.75 credit requirement, provided the student is satisfying all
district graduation requirements and passing all courses.
8
COLLEGE ADMISSION REQUIREMENTS
Many colleges have very demanding admission standards. Often they have several
applications for every opening. These colleges expect a student’s high school
academic background to be more extensive than the sixteen-course program.
Students should work with a counselor to develop a four-year program that will not
only satisfy general distribution requirements, but also address personal goals.
GRADING SYSTEM
B. Courses taken prior to enrollment in Chatham High School are not counted in
GPA tabulations.
The GPA formula is: Sum (grade quality points x course credits)
Cum Course Credits
E. The grading scale outlined below is used in reporting student progress. The
scale uses a five (5) credit, full-year course as its basis for calculating quality
points.
9
GRADING SCALE QUALITY POINTS
REGULAR COURSES HONORS COURSES
PUPIL RECORDS
1. The parent of a pupil under the age of 18 and the pupil who has the written
permission of such parent;
2. Pupils at least 16 years of age who are terminating their education in the
district because they will graduate from secondary school at the end of the
term or no longer plan to continue their education;
3. The adult pupil and the pupil’s parent who has the written permission of
such pupil, except that the parent shall have access without consent of the
pupil as long as the pupil is financially dependent on the parent and
enrolled in the public school system or if the pupil has been declared
legally incompetent by a court of appropriate jurisdiction.
Should the parental rights of one or the other parent or guardian be terminated by a
court of appropriate jurisdiction, it is the responsibility of the person or agency
having legal custody to provide a copy of the court order to the district indicating
that the right to review pupil records should be denied the person whose rights have
been terminated.
10
AFFIRMATIVE ACTION
The Board of Education of the School District of the Chathams affirms its
responsibility to ensure equal educational opportunity to all students in its public
schools regardless of ancestry, color, creed, national origin, race, religion, sex, and
social or economic status.
_________________________________________
Consistent with the state standards, all students participate in a comprehensive health
and physical education program during their four years at the high school. Ninth-
grade students have a full year of classroom-based health and wellness education.
Tenth-grade students participate in health class for one quarter, driver education for
one quarter, and physical education for two quarters of the year. Eleventh-grade
students are in health class for one quarter and physical education for three.
Twelfth-grade students take physical education classes throughout the year.
In health class, students learn how to promote and support a healthy, active lifestyle
by studying such topics as personal growth and development, nutrition, diseases and
health conditions, safety, and social and emotional health. Students also develop
personal and interpersonal skills by examining such topics as communication,
decision-making, goal setting, character development, and health services. The
curriculum also covers alcohol, tobacco, drugs, and other medicines, and students
learn about human relationships and sexuality.
11
the end of the course. After earning an 80% or higher on the test, students are
presented with a NJ Secondary School Driver Exam Certificate.
_______________________________________
COMPUTER EDUCATION
12
ENGLISH
This course is designed to help students improve their language arts skills and
develop a stronger understanding of the elements of fiction through the analysis of
short stories, novels, and plays. In addition, students read and analyze poetry and
nonfiction and study a humanities unit. They also study world mythology in order to
understand classical allusions and recognize basic similarities and differences in
cultural stories of the world. Major texts include Wiesel’s Night, Barrett’s Lilies of
the Field, Satrapi’s Persepolis, Homer’s Odyssey, Shakespeare’s Midsummer
Night’s Dream or Romeo and Juliet, in abridged and adapted forms when necessary.
Reading comprehension, writing skills, vocabulary development, and study skills are
areas of emphasis throughout the course.
ENGLISH 9 (1116)
Grade 9
Full Year: 5 Credits
Prerequisite: Department recommendation
English 9 is designed to help students develop their critical reading and analytic
writing skills, build their vocabularies, enhance their understanding of grammar, and
broaden their research skills. They begin the course with a humanities unit before
moving to major core works that include Homer’s Odyssey, Shakespeare’s
Midsummer Night’s Dream and Romeo and Juliet, Wiesel’s Night, Barrett’s Lilies of
the Field, and Satrapi’s Persepolis. In addition, students closely examine classical
mythology and study a range of short stories by Edwidge Danticat, Jhumpa Lahiri,
and Maxine Hong Kingston, as well as poetry and nonfiction from around the world.
They also complete several short research projects.
13
Juliet, Achebe’s Things Fall Apart, Wiesel’s Night, and Shelley’s Frankenstein,
which are supplemented with units on related poetry, short stories, and nonfiction.
Students complete a research project that connects literature and history to the
students’ own growing awareness of the world.
This course meets the state graduation requirement for English 10.
ENGLISH 10 (1126)
Grade 10
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of freshman
English
In English 10, students continue to develop their language arts skills with an
emphasis on inferential reading, analytical writing, vocabulary, grammar, and
research. The literature focuses on the struggle of the individual in society. Students
study Hesse’s Siddhartha, Salinger’s Catcher in the Rye, Miller’s Crucible,
Shakespeare’s Macbeth, Wolff’s This Boy’s Life, Gaines’s A Lesson Before Dying,
and Alexie’s Lone Ranger and Tonto Fistfight in Heaven, as well as essays, poetry,
and short stories that are representative of the Transcendental and Romantic
movements. In addition, students may select from a list of contemporary works that
offer insight into the timeless nature of the individual’s struggle in society. Students
also engage in several research projects throughout the year.
This course meets the state graduation requirement for English 10.
14
HONORS ENGLISH 10 (1128)
Grade 10
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of freshman
English
This course meets the state graduation requirement for English 10.
This course helps students strengthen their language arts skills within the context of
an American literature curriculum. Students study the basic elements and structure
of fiction and nonfiction written by American authors, but also may read and study
Shakespeare’s Othello in adapted form. The literature, which includes such
selections as Twain’s Adventures of Huckleberry Finn, Wilson’s Fences, O’Brien’s
Things They Carried, and Fitzgerald’s Great Gatsby, is taught with a focus on
inferential reading skills and literary analysis. Students also build their vocabularies,
strengthen their knowledge of grammar and usage, and develop their research and
writing skills.
This course meets the state graduation requirement for English 11.
ENGLISH 11 (1136)
Grade 11
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of sophomore
English
15
of Huckleberry Finn, Fitzgerald’s Great Gatsby, Hemingway’s Sun Also Rises,
O’Brien’s Things They Carried, Miller’s Death of a Salesman, and Wilson’s Fences.
In addition, students read and study poetry, short stories, and nonfiction. Students
explore literature through biographical, historical, and sociological perspectives and
view it with an eye to usage and diction, especially as it applies to the writing
process. Because the English teachers believe that students at each grade level
should have exposure to Shakespeare’s works, juniors read and analyze Othello,
which explores several of the ideas studied in the English 11 curriculum. A research
paper is required.
This course meets the state graduation requirement for English 11.
Honors English 11, a rigorous American literature course, is designed for highly
motivated students who have well-developed language arts skills. Students analyze
poetry and prose and study a number of core texts, including Faulkner’s As I Lay
Dying, James’s Washington Square, McCarthy’s All the Pretty Horses, Twain’s
Adventures of Huckleberry Finn, O’Brien’s Things They Carried, Hurston’s Their
Eyes Were Watching God, Hemingway’s Sun Also Rises, and Fitzgerald’s Great
Gatsby. Because the English teachers believe that students at each grade level
should have exposure to Shakespeare’s works, juniors read and study Shakespeare’s
Othello, which presents several of the themes explored in the honors curriculum.
Demanding reading and writing requirements enhance analytical skills and prepare
students for college-level work. Students also complete a research paper.
This course satisfies the state graduation requirement for English 11.
16
Program and prepares students for the AP English Literature and Composition
Exam, which they are strongly encouraged to take.
This course meets the state graduation requirement for English 11.
Please note: Students may satisfy the senior English requirement by completing one
of the full-year courses listed below. General English elective courses do not meet
this requirement.
This course meets the state graduation requirement for English 12.
In this course, students explore representative works of classical and modern British
and world literature, but also study rhetoric in the context of those works and
nonfiction selections. Students engage in the analysis of language—diction and
syntax in particular—as it is used within a variety of genres, including poetry,
drama, short fiction, novels, and nonfiction. Core works include such texts as
Sophocles’ Antigone, Camus’s Stranger, Shakespeare’s Hamlet, and Kafka’s
Metamorphosis, Schlosser’s Fast Food Nation, Ehrenreich’s Nickel and Dimed, and
Levitt and Dubner’s Freakonomics, as well as essays such as Camus’s Myth of
Sisyphus and King’s Letter from Birmingham Jail. Throughout the course, students
write reader responses and compose analytic essays, but also use technology to
create authentic contexts for studying literature and language. Research informs
several projects throughout the year.
This course meets the state graduation requirement for English 12.
17
ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION
(1160)
Grade 12
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of junior
English
This course meets the state graduation requirement for English 12.
The five semester-length courses described below are paired and offered as full-year,
five-credit courses. Each paired option meets the state graduation requirement for
English 12. The current available pairings include the following:
18
media are used to debunk myths and explore our culture’s fascination with the
practice of law. Students write analytic papers, complete reader-response journals,
and participate in class discussions. They also may conduct mock trials, participate
in moot court arguments, and study Supreme Court opinions to enhance their
understanding of the connections between literature and law. A research paper is
required.
CONTEMPORARY NONFICTION
In this course, students experience an entry-level college composition course that is
designed to improve their critical reading and analytic writing. The texts, which
provide opportunities for interdisciplinary study in the fields of business and
economics, sports, and politics, may include such nonfiction works as Fast Food
Nation, Freakonomics, Nickel and Dimed, Seabiscuit, and Friday Night Lights, as
well as modern and contemporary essays and speeches. By examining texts closely,
students learn to read with a writer’s eye and write with a reader’s ear. Writing
assignments range from the analytic and expository to the narrative and creative.
LITERATURE OF IMMIGRATION
In this course, students study literature that explores a range of perspectives on the
American immigration experience, past and present. Students discover
philosophical approaches to readings, create projects that connect their personal
experiences with immigration to the literature, and write analytical papers. The texts,
which provide opportunities for interdisciplinary study in the fields of history,
music, and philosophy, may include such fiction and nonfiction works as How the
Garcia Girls Lost Their Accents, Enrique’s Journey, and American Born Chinese, as
well as poetry, songs, and essays. Short works of fiction by contemporary writers
from different backgrounds and cultures, such as Bharati Mukherjee, Jhumpa Lahiri,
Edwidge Danticat, and Gish Jen, provide opportunities for students to read closely
and synthesize textual ideas with research.
MODERN DRAMA
Modern Drama exposes students to such preeminent dramatists of the twentieth
century as Tennessee Williams, Edward Albee, and Arthur Miller, among others.
The course is designed to further students’ understanding of the basic conventions of
drama while introducing them to more mature thematic and symbolic threads the
aforementioned dramatists spent, or have been spending, their careers exploring.
Core selections may include Tennessee Williams’s Cat on a Hot Tin Roof, Edward
Albee’s Zoo Story; Luigi Pirandello’s Six Characters in Search of an Author; Anton
Chekov’s Cherry Orchard; Harold Pinter’s The Dumb Waiter; Samuel Beckett’s
Waiting for Godot; and Arthur Miller’s All My Sons. Students complete analytic
19
papers exploring each playwright, read an outside work by one playwright, and
participate generously in class during discussions and readings of plays. A research
paper is required.
Each paired option (full-year course) meets the state graduation requirement for
English 12.
ENGLISH ELECTIVES
Please note: The following courses do not satisfy the state graduation requirement
for any grade level of English study.
Creative Writing is designed for students who enjoy writing and would like an
opportunity to write, share, peer edit, revise, and publish creative descriptions,
character sketches, short stories, poems, and scripts. The process approach to
writing is taught and encouraged. Students keep a writing portfolio and are
encouraged to submit polished works to the school literary magazine for possible
publication.
JOURNALISM (1165)
Grades 10, 11, 12
Half Year: 2.5 Credits
Prerequisite: Student interest and successful completion of freshman English
20
involved in newspaper, yearbook, or other school publications or for those who may
pursue a career in publishing, journalism, public relations, or advertising. The role
of the media in contemporary life also is examined.
Public Speaking serves students who want to understand the communication process
and improve their speaking ability and listening skills. Students research a variety of
topics in order to write speeches designed for different purposes. They learn how to
evaluate their own performance and the performances of other speakers. In addition
to preparing and delivering formal and informal speeches, students learn how to
participate effectively as speakers and listeners in group discussions and in interview
situations.
Film Criticism introduces students to the elements of film and teaches them to view
a film, as they would read a text. Students sharpen their analytic skills by learning
how producers and directors create films and use cinematic techniques, much like
writers use literary conventions, to create mood, theme, and character. As a result,
students are expected to become discriminating critics who can write informed,
analytic reviews of films.
_______________________________________
This course is designed to support student acquisition of study skills and student
learning of basic skills in content areas. There is an additional focus on mastery of
vocabulary, grammar, and writing skills. Instruction targets the educational needs of
the group, but is highly individualized. The course also is designed to help students
assimilate into the school culture while preserving their own cultural identity.
21
ESL ENGLISH (1109)
Grades: 9, 10, 11, 12
Full Year: 5 credits
Prerequisite: ESL student, school counselor recommendation
This course is designed to meet the needs of students whose English language
proficiency is limited. Through a variety of instructional methods, students will
develop their listening, speaking, reading and writing skills. Specifically, students
will learn to comprehend spoken English in social and school settings, to use English
in socially and culturally appropriate ways, and to read and write for recreational and
academic purposes. Mastery of academic language that supports student learning in
other content areas is an essential component of this course.
The course meets the state graduation requirements for language arts literacy. The
level of difficulty is adjusted for the individual as he or she demonstrates increased
proficiency. Students, therefore, may repeat the course for credit.
MATHEMATICS
This is the first course in a two-year sequence dealing with the fundamentals of
algebra. It is designed for those who need a review of math operations and number
properties before undertaking the study of algebra. Some topics included are
arithmetic operations with whole numbers, fractions, decimals, and percents;
integers; variables; solving equations and inequalities; and polynomials. The course
may be required for students with demonstrated deficiencies in computation skills as
identified by the math department or by performance on standardized tests.
This is the second course in a two-year sequence dealing with the fundamentals of
algebra. The course focuses on the properties and structure of the real number
system. It also includes a brief review of the skills from Concepts of Algebra 1: Part
A before moving into such topics as solving systems of equations, graphing,
polynomials, quadratic functions, and radicals.
22
ALGEBRA 1 (1514)
Grades 9, 10, 11, 12
Full Year: 5 Credits
Prerequisite: Department recommendation
Algebra 1 consists of a study of the properties and structure of the real number
system. Sets of integers, rational numbers, and irrational numbers are covered using
all the arithmetic operations. Other topics include graphing, solving equations and
inequalities, polynomials, problem solving, equations of a line, and set theory.
GEOMETRY (1524)
Grades 9, 10, 11, 12
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of Algebra 1
This course provides an understanding of the practical uses of geometry and the
application of deductive reasoning in proofs. Skills are developed in the traditional
topics of Euclidean geometry, which includes studies in similarity, congruence,
circles, areas, and volumes. Problem-solving aspects of this course call upon the
skills developed in Algebra 1.
This rigorous course deals with plane and solid Euclidean geometry and analytic
geometry. It is intended for highly motivated students who have been very
successful in Algebra 1 or eighth-grade algebra. Topics include properties of
similarity and congruence; applications in areas and volumes; properties of triangles,
other polygons, and circles; exercises with constructions and loci; and discoveries in
analytic geometry. A major emphasis is placed on deductive proofs.
23
CONCEPTS IN ALGEBRA 2 (1532)
Grades 11, 12
Full Year: 5 Credits
Prerequisite: Department recommendation
ALGEBRA 2 (1534)
Grades 10, 11, 12
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of Geometry
Algebra 2, a continuation of the study of the real number system, introduces the
system of complex numbers. Students work with operations on and simplifications
of polynomials and rational expressions and learn to create solutions to systems of
linear/quadratic equations and inequalities. Other topics include variation, radical
expressions, matrices, and logarithms.
This course is an option for juniors who wish to take Precalculus during their senior
year and for college-bound seniors who desire additional mathematical knowledge
beyond Algebra 2. This course includes an emphasis on essential algebraic skills as
24
well as the study of functions, conics, introductory trigonometry, sequences and
series.
PRECALCULUS (1544)
Grades 11, 12
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of Algebra 2
This rigorous Precalculus course provides a bridge between intermediate algebra and
calculus, providing a more in-depth treatment of the topics covered in Precalculus.
In addition to the topics covered in non-honors Precalculus, students also study
limits, DeMoivre’s theorem, the derivative, extrema, matrices, vectors, and surfaces
in 3-space.
CALCULUS (1552)
Grade 12
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of Precalculus
In this typical first-year college-level course, the scope is broad and the work
exceptionally demanding. Topics include the slope of a curve, the rate of change of
a function, properties of limits, derivatives of algebraic functions, maxima, minima,
Rolles theorem, the mean value theorem, polar coordinates, integration, the
trapezoidal rule, parametric equations, and differentiation of trigonometric and
25
exponential functions. The curriculum has been approved by the College Board’s
Advanced Placement Program and prepares students for the AP Calculus AB Exam.
This program provides a solid base for college-bound students, equipping them for
further study in advanced sciences, applied sciences, and engineering. The
curriculum has been approved by the College Board’s Advanced Placement Program
and prepares students for the AP Physics C Exam, specifically the mechanics exam.
The purpose of the Advanced Placement Statistics course is to introduce the students
to the major concepts and tools for collecting, analyzing, and drawing conclusions
from data. Students will be exposed to four broad conceptual themes: exploring
data by describing patterns and departures from patterns; sampling and
experimentation by planning and conducting studies; anticipating patterns by
26
exploring random phenomena using probabilities and simulations; using statistical
inference by estimating population parameters and testing hypotheses. The
curriculum has been approved by the College Board’s Advanced Placement Program
and prepares students for the AP Statistics Exam.
This course provides instruction for students who have not demonstrated proficiency
in mathematics skills appropriate to age or grade level and necessary for graduation.
It may be required for those with demonstrated deficiencies as identified by the
mathematics department or by performance on standardized tests. It includes, but is
not limited to, topics from Algebra 1, Algebra 2, and Geometry, and it also
reinforces test-taking strategies, reasoning, and problem-solving skills. This course
may be taken in conjunction with another mathematics course and may be repeated.
27
PROBABILITY AND STATISTICS (1543)
Grades 11, 12
Half Year: 2.5 Credits
Prerequisite: Department recommendation and successful completion of Algebra 2
This course involves the collection and analysis of statistical data as used in business
and scientific research. Topics include data collection, numerical methods of
analyzing data, statistical distributions, probability, principles of counting, linear
correlation, and hypothesis testing. Some computer use may be included.
SCIENCE
Students are introduced to a survey of major earth science topics. The areas of
geology, oceanography, astronomy, and meteorology are covered in an
interdisciplinary, hands-on manner. Application of earth science topics to everyday
life are stressed throughout the course.
This course focuses on the earth, its materials, processes, history, and environment in
space. It is an integrated, interdisciplinary course built on the background of science
acquired in the earlier grades. Astronomy, geology, oceanography, and meteorology
are the major components of the program. Geochemistry, geophysics, space science,
and additional subject matter areas are covered as well. A lecture/laboratory
strategy, coupled with the Earth Science curriculum-project approach, emphasizes
inquiry, discovery, and interpretation of student-obtained data.
This rigorous course represents the first course of the honors science sequence. It is
devoted to studying all aspects of the Earth system, including interactions among the
geosphere, atmosphere, hydrosphere, and exosphere (universe). This course utilizes
a variety of inquiry approaches such as experiments, modeling and data analysis.
Technology-based tools are used to deepen student understanding of the course
concepts, as well as real world events and issues. As students integrate the content
28
and processes of the Earth system, they will develop their abilities to problem solve
issues related to the global, regional, and local Earth systems.
BIOLOGY (1424)
Grades 10, 11, 12
Full Year: 6 Credits
Prerequisite: Satisfactory completion of previous science course
For students desiring deeper knowledge of biology, this rigorous laboratory course
stresses in-depth comprehension of important concepts in cellular biology and
biochemistry, genetics, ecology and evolution. It is especially recommended as the
second year of a four-year honors sequence in science. A strong math background is
preferred.
29
chemistry, and consumer chemistry. The course provides relevant problem-solving
activities through the use of a laboratory-oriented approach.
CHEMISTRY (1434)
Grades 10, 11, 12
Full Year: 6 Credits
Prerequisites: Department recommendation, satisfactory completion of previous
science course, and satisfactory completion of Algebra 2 (Algebra 2
may be taken concurrently.)
This course deals with major concepts and theories of chemistry. Students develop
an understanding of matter in terms of composition and changes in composition, and
become able to solve scientific problems logically, use and write chemical formulae,
write and balance chemical equations, and use metric measurement.
Lab work is emphasized in this course. Unifying principles are developed by means
of observation and experimentation with the development of explanatory models.
The first semester presents an overview of the properties of matter and chemical
reactions. With this background, students are introduced to more detailed study of
energy effects of chemical reactions; rates of chemical reactions; and various types
of equilibrium conditions in chemical reactions, including acid-base, precipitation,
and oxidation-reduction. Finally, atomic theory and its application to chemical
reactions and chemical properties are explored.
This course presents physics and related physical science topics in a highly concrete,
interdisciplinary manner. Fundamental principles are emphasized, using
mathematics at the introductory algebraic level. The areas of scientific method,
matter, energy, motion, simple machines, sound, light, and electricity, as well as
relevant topics in physics technology, are explored. Applications to everyday life
are stressed throughout the course.
30
PHYSICS (1444)
Grades 11, 12
Full Year: 6 Credits
Prerequisites: Department recommendation, satisfactory completion of previous
science course, and satisfactory completion of Algebra 2
After a brief review of the mathematical concepts used in physics, this inquiry-
oriented course deals with motion (velocity, acceleration, momentum); work and
power; energy and its conservation; wave motions; and, if time permits, electricity
and magnetism. Demonstrations and visual materials augment the many laboratory
activities.
This course provides a systematic treatment of the main principles of physics and
emphasizes the development of problem-solving skills. It focuses on mechanics
(forces, velocity, acceleration, momentum, etc.); heat energy; wave phenomena
(primarily electromagnetic waves); optics; and, if time permits, electricity and
magnetism. Students are challenged to reason and to apply scientific principles.
The course provides a solid foundation in physics for college-bound students,
equipping them for further study in the life and medical sciences, various applied
sciences, and engineering.
31
been approved by the College Board’s Advanced Placement Program and prepares
students for the AP Calculus BC Exam.
This program provides a solid base for college-bound students, equipping them for
further study in advanced sciences, applied sciences, and engineering. The
curriculum has been approved by the College Board’s Advanced Placement Program
and prepares students for the AP Physics C Exam, specifically the mechanics exam.
This is a second-year high school chemistry course. Topics that are studied in
Honors Chemistry will be examined in greater detail. Structure and content are
typical of a first-year college general chemistry course. The work is exceptionally
demanding and incorporates a strong laboratory component to this course. The
curriculum has been approved by the College Board’s Advanced Placement Program
and prepares students for the AP Chemistry Exam.
32
ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE (1468)
Grades 11, 12
Full Year: 6 Credits
Prerequisites: Department recommendation and successful completion of biology
and chemistry
This exciting course integrates concepts from biology, ecology, chemistry and the
social sciences to examine the interrelationships of the natural world. Students in the
course analyze environmental problems both natural and human-made, evaluate the
relative risks associated with these problems, and examine alternative solutions for
resolving and/or preventing them. The course is collaborative and inquiry-based.
The curriculum has been approved by the College Board’s Advanced Placement
Program and prepares students for the AP Environmental Science Exam.
In partnership with Rutgers University, seniors at Chatham High School may enroll
in this college class that carries 3 college credits while also earning 6 credits at
Chatham High School. Earth Systems is a systematic introduction to physical
processes on earth; including earth-sun relations, weather and climate, the
hydrologic cycle, earth materials, and landforms. Emphasis is on interrelationships
among these phenomena. As well as receiving credits for their CHS diploma,
students successfully completing this course will receive a Rutgers University
transcript. Credits may be transferrable to their college as science or geography
credits. Be advised that the discounted Rutgers tuition and fees for this course are
the responsibility of the student.
This semester course is an extensive biological study that includes topics such as
biochemistry, animal cell structure and differentiation, tissue complexity, and
mammalian organs, and organ systems. Students learn the structure and function of
individual body systems and the integration of these different systems. Students
complete extensive laboratory work, including a required mammalian dissection.
33
(*) FORENSIC SCIENCE (1481)
Grades 11, 12
Half Year with Laboratory: 3 Credits
Prerequisite: Successful completion of two high school laboratory sciences
----------------------------------------------------------------------------------------------------
(*)These elective courses are not necessarily offered each year. They may be
replaced by the course listed below, depending upon student interest and teacher
availability.
SOCIAL STUDIES
This course meets the state graduation requirements for United States History I.
34
ideas. The course also requires students to build, support, defend, and effectively
communicate their own understandings of United States history.
This course meets the state graduation requirements for United States History I.
This course meets the state graduation requirements for United States History I.
This course, the second half of the state requirement, is a survey of United States
history from the late 1800s to the present. It emphasizes continued development of
social studies skills to accommodate students with special academic needs. Students
enrolled in this course will complete a variety of assessments including a short
research project and/or paper.
35
CONCEPTS IN WORLD STUDIES (1212)
Grade 11
Full Year: 5 Credits
Prerequisite: Department recommendation
Concepts in World Studies is a survey course that allows students to study the major
historical developments of the past three centuries. This course emphasizes the
development of basic social studies skills to accommodate students with special
academic needs.
This course meets the state graduation requirement for World History/Cultures.
Preparing students to engage the global challenges of the 21st century, World
Studies trains students to effectively access and analyze information, design and test
solutions to problems, and formulate realistic and responsible plans in response to
complex global issues. Using historical inquiry of the past as a tool to develop
critical-thinking skills and as a foundation to comprehend the present, this course
provides students with an opportunity to thoroughly examine issues, develop their
own informed perspectives, and interact with diverse sources of information and
technologies.
This course meets the state graduation requirements for World History/Cultures.
36
ADVANCED PLACEMENT UNITED STATES HISTORY (1238)
Grades 10
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of United
States History I
This course meets the second half of the state graduation requirement in United
States History. It is designed to help students develop analytical skills and provides
the factual information necessary to deal critically with the problems of American
history. Students learn to assess historical materials and their relevance to a given
interpretive problem, and to weigh the evidence and analysis presented by historical
scholarship. Essay writing is emphasized, and students may be expected to complete
a research/term paper or its equivalent. The program prepares students for
intermediate and advanced college courses by making demands equivalent to those
of a full-year, introductory college course. The curriculum has been approved by the
College Board’s Advanced Placement Program and prepares students for the AP
United States History Exam.
This rigorous academic course furnishes a basic narrative of events and movements
in European history from 1450 to the present. It prepares students for the demands
of a college education by providing experience in college-level reading, writing, and
responsibility for learning. Students investigate the broad themes of intellectual,
cultural and political history and appreciate how those ideas are reflected in trends of
philosophy, popular literature, and the arts. As events in history can only be
understood in terms of their social context, this course examines demographics and
the influences of social classes and gender roles on history. The course also focuses
on economic history and the role of industrialization by reviewing the development
of commercial practices and changing economic structures to recognize Europe’s
influence on the world. The curriculum has been approved by the College Board’s
Advanced Placement Program and prepares students for the AP European History
Exam.
37
behaviors and outcomes. The major goal is to ascertain the factors and influences
that impact upon the processes that drive the operations of government. Several
themes highlight the course of study: constitutional underpinnings of the United
States government, political beliefs and behaviors, development of public policy,
civil rights and civil liberties, and the power of political parties, interest groups and
mass media. Those enrolled also read extensively in primary and secondary sources.
The curriculum has been approved by the College Board’s Advanced Placement
Program and prepares students for the AP United States Government and Politics
Exam.
The purpose of this full-year course is to introduce students to the scientific study of
the behavior and mental processes of humans and, to a lesser extent, other animals.
Students learn the major vocabulary, theories and experiments of biopsychology,
behaviorism, cognitive psychology, intelligence, development personality, stress,
mental illness, social psychology, and psychological testing. They have the
opportunity to examine ethical issues in research and conduct their own research
projects. Those enrolled also read extensively in primary and secondary sources.
The curriculum has been approved by the College Board’s Advanced Placement
Program and prepares students for the AP Psychology Exam.
This course familiarizes students with African-American history from the African
diaspora to the present. The course includes, but is not limited to, such topics as the
slave trade, the institution of slavery, the Harlem Renaissance, the Civil Rights
Movement, and contemporary issues in the African-American community. The class
is student centered, and individuals who enroll are expected to engage in debates and
simulations, as well as complete a significant writing component.
This course examines the basic concepts, structures, and issues of international
relations. By studying the historical roots of many of the world’s current conflicts,
students gain a better understanding of the global challenges and choices facing their
38
generation. Among the subjects to be addressed are political power and decision
making, causes of war and peace, trade (mis)management, economic development,
globalization, nuclear politics, nation building, and the United States’ relationship
with international organizations.
Sociology is the systematic study of social behavior and human groups. In this
course, students focus primarily on the influence of social relationships on people’s
attitudes and behavior and on how societies are established and change. They
explore such topics as families, the workplace, gangs and social deviants, social
stratification and inequities, and social movements. Students are expected to engage
in discussions and debates and to conduct their own sociological research.
Participation, interaction, and writing are heavily emphasized.
Students in this course examine the nature of human behavior, views of prejudice,
and genocide. By studying events such as the Nazi holocaust, Cambodian genocide,
Armenian massacre, Bosnian crisis, and devastation of the American Indian,
students come to understand causes of such catastrophes, their impact on history, and
how they might be avoided. The course stresses student involvement and
interaction.
-------------------------------------------------------------------------------------------------
(*) These elective courses are not necessarily offered each year. They may be
replaced by the courses listed below.
39
21st-CENTURY LIFE AND CAREERS
This course meets the state graduation requirement for financial, economic, business,
and entrepreneurial literacy (effective with the 2010-11 grade-nine class).
40
mix, international business dynamics, and corporate law and structure. Students
complete a variety of individual and team projects that include opening a franchise,
developing a new product or service, researching global expansion plans,
interpreting business news, and analyzing movies and documentaries. The Wall
Street Journal Classroom Edition and other web-based resources are used to enhance
classroom instruction. Students may also participate in a National Stock Market
Game as a means of analyzing companies and industries.
ENTREPRENEURSHIP (2235)
Grades 10, 11, 12
Half Year: 2.5 Credits
Prerequisite: Principles of Business
41
regularly scheduled, in-school class is a required part of this experience.
Satisfactory completion of this course fulfills the state graduation requirement in
career education.
This program is offered at Madison High School. Students must arrange their own
transportation to and from classes and the work site.
-------------------------------------------------------------------------------------------------
The following elective courses are not offered each year. They may be rotated in for
a given year depending upon student interest and teacher availability.
Please note: All technology courses teach and require students to use computer
skills including the production of graphically enhanced documents and projects.
The field of architecture is more than just designing buildings. Architects must
listen to the needs and expectations of their clients. They must consider the purpose
of a structure while balancing a client’s aesthetic vision with the limitations of
construction materials to create a building that is artistic and functional. In this
course, students explore the world of architecture through 3-D design programs such
as Google Sketch-Up and Chief Architect. In addition, they learn project design and
modeling techniques used in professional architectural firms.
This course is an introduction to the use of 3-D design programs being used to solve
technical challenges in professional settings. The class work includes animations,
rendering techniques, assembly drawings, and prototyping with software used by
professionals. Students gather their completed activities and other artifacts into a
portfolio they can use on college and job interviews within the technical and
engineering fields.
42
COMPUTER AIDED DRAFTING AND DESIGN II (2616)
Grades 10, 11, 12
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of CADD I
This course continues the study of computer design with an advanced industry-
proven program called Pro Engineer. This program is used by engineering majors
and industry engineers. Students interested in pursuing a career in an engineering
field would benefit from the experience this program provides.
Technology is the process and product of applying resources to satisfy human wants
and needs. This course takes students through an in-depth study and application of
technological processes to solve real world challenges. Each student experiences
design through computer applications and hands-on modeling. Models go through
rigorous tests and evaluations as students develop innovative solutions for redesign.
Students learn to use materials-processing tools and machines alongside computer
design applications, such as bridge building and vehicle construction.
Students use the Adobe Master Collection of software as critical tools to solve
various problems and strengthen communication skills. Students also use all of the
technology available to them, including video and still cameras, audio mixing
programs, photo and video editing equipment linked to computers and the Internet.
Assignments are project based and presented to the group for critique sessions. This
course has a fieldwork portion, which may be completed by the students outside of
the scheduled class timeslot. Students are responsible for completing all of the
fieldwork in order to successfully meet course requirements. This course builds on
life skills that can be applied in alternate assessments, other high school classes, and
college studies.
ROBOTICS (2625)
Grades 9, 10, 11, 12
Half Year: 2.5 Credits
Prerequisite: None
This course engages students in computer and hands-on modeling projects involving
animatronics and robotics. Students design and build devices that simulate real
world robotic movements and tasks. The use of the computer and construction
materials such as Legos helps students explore various design options to create and
build real world robots that solve real world problems.
43
TV PRODUCTION (2634)
Grades 11, 12
Full year: 5 Credits
Prerequisite: Department recommendation and successful completion of Video
Production
This course builds upon the foundation set by video production. Students study the
art of live TV, participating in live shoots in the TV studio, on location, and through
collaborative projects with other departments in the school. Students learn each of
the positions incorporated in a typical event, including director, producer, and
lighting techs, to name a few. Students produce work for the video yearbook, for the
school district’s cable channel and independent projects. This course has a fieldwork
portion, which may be completed by the students outside of the scheduled class
timeslot. Students are responsible for completing all of the fieldwork in order to
successfully meet course requirements. Students gain a working knowledge in video-
editing software that may benefit them in completing alternate assessments in other
classes.
This course is an exploration into the art and business of video production. Students
participate in hands-on projects using state-of-the-art cameras, lighting, and editing
equipment. Activities include idea generation, script writing, storyboard
development, video projects, directing, lighting, and set development. Students
participate in various contests, shows, and workshops in house and on location. This
course has a fieldwork component, which may be completed by the students outside
of the scheduled class timeslot. Students are responsible for completing all of the
fieldwork in order to successfully meet course requirements. Students gain a
working knowledge in video-editing software, which may benefit them in
completing alternate assessments in the future.
Practical uses of the Internet have grown in epic proportions in the last few years. As
a result, employment opportunities in some of the fastest growing industries continue
to rise, especially for applicants who have skills in designing and supporting the
Internet. In this course, students research, design, and create websites using state-of-
the-art technology, equipment, and software. Emphasis is placed on visual literacy,
design concepts, and relevancy of content. Peer and self-critiques are forms of
assessment. This course has a fieldwork component, which may be completed by the
students outside of the scheduled class timeslot. Students are responsible for
completing all of the fieldwork in order to successfully meet course requirements.
Students interested in the Internet and web creation are invited to enroll. The skills
44
learned are relevant to career opportunities and can be applied in alternate
assessments, other high school classes, and college studies.
This program is offered at Madison High School. Students must arrange their own
transportation to and from classes and the work site.
_______________________________________
Students in this course build upon the fundamentals of Foods and Nutrition to
develop more advanced skills and use specialized techniques in food preparation.
Artistic food presentation and food planning for specialty entertaining is included.
Meal preparation is based on a variety of regional and world cuisines. Nutrition as it
relates to health, weight, and athletics is also covered. Enrollment may be limited
due to space availability.
45
THE YOUNG CHILD (2340)
Grades 11, 12
Full Year: 5 Credits
Prerequisite: None
ART
Introduction to Studio Art was created for students with no previous high school art
experience. The course aims to integrate the visual arts across the curriculum, as
well as to introduce techniques, materials, and resources that are available on the
high school level. Projects are designed to highlight the connections to concepts
from other disciplines such as math, science, language arts, social studies, and other
“non-visual arts” courses. This cross-curricular approach allows students with
academic strengths to bring new perspectives to the art-making process. Students are
exposed to art media, including drawing, painting, sculpture, and paper processes,
among others.
In this course, students learn the fundamentals of graphic design and gain experience
using Adobe Photoshop and Illustrator. Projects provide students with opportunities
to work with businesses in the Chatham community, enter design contests, or serve
the school with its design needs. These real-world design challenges offer students
the opportunities to apply their skills in meaningful contexts, work for real purposes,
and reach wider audiences.
46
METAL AND FIBER ARTS (2139)
Grades 9, 10, 11, 12
Half Year: 2.5 credits
Prerequisite: Introduction to Studio Art (previously Experiencing Art)
This course exposes students to unique art materials. Through the creation of jewelry
and small objects, students are introduced to the metal-working techniques of cutting
with a jeweler’s saw, riveting, etching, enameling on metal, engraving, and more.
Students also gain experience with the fiber arts, including paper crafts and textiles.
Projects include silk screening on fabric, leather-working, creative book-binding
techniques, and the development of wearable art.
CERAMICS (2135)
Grades 9, 10, 11, 12
Half Year: 2.5 credits
Prerequisite: Introduction to Studio Art (previously Experiencing Art)
In this course, students learn techniques of hand-built and wheel-thrown pottery and
explore the different aesthetic finishing methods of glazing, staining, and painting.
Typical projects invite students to create functional vessels, masks, and various
decorative pieces. Research about contemporary artists provides inspiration for
concepts, subject matter, and materials, which students use to create their own
original pieces.
SCULPTURE (2133)
Grades 9, 10, 11, 12
Half Year: 2.5 credits
Prerequisite: Introduction to Studio Art (previously Experiencing Art)
Additive and subtractive sculpture techniques in multiple media are taught in this
course. Using wire, paper, tape, small-found components, and plaster, students learn
the techniques of additive sculpture and delve into the third dimension. Subtractive
sculptures may be created using traditional and alternative techniques and media
such as wood, stone, soap, wax, clay, and plaster. Upon mastery of the basic
techniques, students explore these ideas in greater depth and begin work on site-
specific installations, thematic series, and found-object and larger-scale sculptures.
DRAWING (2115)
Grades 9, 10, 11, 12
Half Year: 2.5 credits
Prerequisite: Introduction to Studio Art (previously Experiencing Art)
This course provides an overview of drawing, commercial art, figurative art, design,
and studio arts. The course offers students the opportunity to broaden their
understanding of drawing as an art form by introducing a variety of methods,
techniques, mediums, and subject matter. Assignments explore aesthetics, art
history, and art criticism, as well as the production of art. Instruction is based upon
the components of arts education, including development of visual perception and
47
illusionistic control, creative expression in original art works, and development of
aesthetic critical judgment in the visual arts.
PAINTING (2113)
Grades 10, 11, 12
Half Year: 2.5 credits
Prerequisite: Drawing (previously 2D: Drawing and Painting)
PRINTMAKING (2117)
Grades 10, 11, 12
Half Year: 2.5 credits
Prerequisite: Drawing (previously 2D: Drawing and Painting)
Please note: Course numbers for the two yearlong components of this program
follow the overall course description immediately below.
48
Admission to this AP program is based on demonstrated interest, ability, and
department recommendation. Students should have already taken Introduction to
Studio Art, Drawing, and Painting. Experience in 3-D art is also desirable. Because
of the strenuous requirements of the AP curriculum, students interested in taking this
program begin their portfolio in their junior year. In unique cases, with teacher
recommendation, students may begin the portfolio as seniors.
MUSIC
Students in grades 11 and 12 may apply and audition to elect the following classes
for weighted credit: Wind Ensemble, Select Choir, Chatham Voices, and Chamber
Orchestra. Students in grades 11 and 12 who are full-time accompanists for Concert
Choir and Choraliers are also eligible for honors credit. The application process must
be completed by May of the preceding year. Students should see a music
department faculty member for application, audition, and additional course
requirements.
INSTRUMENTAL MUSIC
49
To earn maximum credit, students must participate in all scheduled performances.
This class may be repeated for credit.
50
ORCHESTRA (2466)
Grades 9, 10, 11, 12
Full Year: 5 Credits
Prerequisite: Department recommendation and high-school-level proficiency on a
bowed stringed instrument
This course is performance based and includes students who play the violin, viola,
cello, or double bass. Students develop their technical skills and musicianship
through the study of a wide range of new and established string orchestra repertoire
from the 1600s to the present day. Musical styles explored include Baroque,
Classical, Romantic, 20th century, Contemporary, Popular, Folk, and Jazz. The
ensemble focuses on many aspects of instrumental technique, including scales, left
hand shifting, and bowing styles. Sight-reading and listening skills are emphasized.
Enrichment activities are provided for students including CHS Pops Orchestra, small
chamber ensembles such as quartets or trios, and the Pit Orchestra for the CHS
musical. Students who audition for Region and All-State Orchestras are selected
from participants in this course. Orchestra students also may have the opportunity
(if scheduling allows) to collaborate with Symphonic Band or Wind Ensemble
students to perform music from the symphony orchestra repertoire.
VOCAL MUSIC
CHORALIERS (2440)
Grades 9, 10
Full Year: 5 Credits
Prerequisite: A treble voice
This course is for students with treble voices who enjoy singing and want to develop
their skills. It covers a wide variety of musical styles, including standard, secular,
sacred, popular, jazz, rock, patriotic, folk, Broadway, and contemporary literature.
Voice building and vocal technique are taught through the study of breath control,
vocal production, diction, diatonic/chromatic scales, and sight singing/ear training.
Students who audition for Region and All-State Choral ensembles are selected from
participants in this class.
Primarily an a capella ensemble, this chorus allows the experienced treble singer to
perform in a small ensemble. Students recommended for this ensemble will study
51
and prepare advanced choral literature of many styles including sacred, secular,
patriotic, pop, barbershop, and vocal jazz. Students also may have opportunities to
prepare and perform solo/small ensemble pieces. Members are encouraged to pursue
opportunities in Region and All-State Choral ensembles.
The course covers standard sacred and secular repertoire; advanced choral literature;
and popular, patriotic, and contemporary works. Voice building and vocal technique
are taught through the study of breath control, vocal production, diction,
diatonic/chromatic scales, and sight singing/ear training. Students may be considered
to audition for Regional and All-State Chorus.
Primarily an a capella ensemble, this course allows the advanced singer to perform
in a small ensemble. Students study and prepare advanced choral literature of many
styles, including sacred, secular, patriotic, and vocal jazz. Students also have
opportunities for small group ensemble work. Members of the Select Choir are
strongly encouraged to pursue opportunities in Regional and All-State Choral
ensembles.
This course affords students with limited or no background in music a “hands on”
practical study of the digital piano, using the CHS MIDI (Musical Instrument Digital
Interface) piano lab. Reading and interpreting standard music notation are explored
at various levels. The course focuses on individual playing and includes private
52
evaluation of student class projects. This self-paced course may be repeated for
credit, space permitting.
THEATER
This course is designed to introduce students to the vast world of theater. The main
focus of Theater Arts 1 is building self-esteem through the acting process and
becoming aware of each student’s physical, emotional, and vocal expressions. The
students explore self-expression through characters in participatory exercises, theater
games, scene work, monologues, improvisations, movement, and vocal work. In
order to fully understand and develop believable characters, students examine play
structure and analyze characters. Students also become familiar with the basics of
technical theater by learning stage geography, common theater terminology, and the
process of mounting a production. Finally, students have greater social and global
awareness by learning the history of the theater and how it has evolved to its present-
day form.
The main focus of Theater Arts 2 is the advanced development of the acting process
and script analysis as it pertains to the actor. A careful examination of scene
elements such as structure, setting, character, conflict, dialogue, and subtext provides
students with a full understanding of the scene-building and writing processes.
Students explore the differences between representational and presentational
character development through intensive monologue work. Using Stanislavski’s
53
methods of acting, students experience a new venue of performance as they create
improvisation-based characters in a student-produced film.
The Theatre Arts Studio class is designed for serious theatre students who are
looking to deepen their understanding of the acting process and explore new forms
of characterization and theatre performance. The units in this course are designed
for individuals who are focused and willing to be active participants. Whether the
area of focus is acting, directing, design, dramatic writing, or technical theatre,
Theatre Arts Studio allows students to explore their interests at a deeper personal
level. Students also apply what they have learned in previous courses and expand
that knowledge by designing their own projects to execute either individually or with
group members. Examples of such projects include writing and performing a one-
act play, directing a scene or play, executing design, performing at the Bucks County
Playhouse Competition, or producing a short fictional film.
This theatre course is based on the belief that the best way to understand and to
experience Shakespeare’s plays is to perform them. By approaching Shakespeare
from an actor’s point of view, students obtain a deeper understanding of his
characters, themes, and, especially, his language. Students approach scenes from a
number of Shakespeare’s plays, both comedic and tragic, using improvisations,
games, and a variety of performance-based activities. By exploring the meaning,
psychology, and poetry of Shakespeare’s characters through performance, students
discover the power and fun in Shakespeare’s language. Several plays are studied in
this course, but there is a particular focus on Twelfth Night. Some classes may
participate in the annual Shakespeare festival, Shakesperience, sponsored jointly by
the Shakespeare Theatre of NJ and the Folger Shakespeare Library. After
completing this course, students find the works of Shakespeare more accessible and
feel comfortable tackling complex classical characters.
…………………………………………………………………………………………
(*)The Board of Education has approved the following elective courses that may be
offered in subsequent years depending upon teacher availability and student
interest:
____________________________________
54
WORLD LANGUAGES
As the first part of a two-year sequence, this course is designed for those students
who have had no previous experience in the study of a world language. Through
exposure to Spanish language, students begin to develop basic skills in listening,
speaking, reading, and writing. They also develop functional knowledge of basic
elements of language, vocabulary, and structure. The curriculum employs variety in
instruction and assessment to help students develop basic language proficiency.
Specifically, students read and write dialogues and short stories, listen to Spanish
songs and conversations, participate in oral drills and skits, and create projects in
Spanish. In addition, students gain cultural awareness through the study of various
aspects of life in the Spanish-speaking world. Students are expected to use the target
language in all appropriate situations in the classroom.
This course is the second part of a two-year sequence and is designed for students
who have not studied a world language prior to high school. Through additional
exposure to the Spanish language, students continue to develop basic skills in
listening, speaking, reading, and writing. Students also expand their functional
knowledge of basic elements of language, vocabulary, and structure. Instruction is
multi-modal, employing a variety of approaches such as Total Physical Response,
creative dramatics, song, and deductive and inductive approaches to understanding
language in context. Students are evaluated by a variety of assessment types. Their
cultural awareness also continues to grow and develop as they deepen their study of
various aspects of life in Spanish-speaking countries.
This course is designed for true beginning students or for those who have
experienced little previous success in the study of a world language. Reading,
writing dialogues, working with language tapes, and participating in oral drills and
classroom discussions enable students to carry on elementary conversations and
write basic compositions, correspondence, and notes. Videos, audiotapes, and
electronic media are used, often in connection with the language laboratory, to
facilitate the development of communicative skills. These materials also provide
55
insight into the history, geography, and practices of target cultures. Students are
expected to use the target language in all appropriate situations in the classroom.
Student enrollment will affect the offering of all introductory level language classes.
The level 2 courses continue to stress the skills of language interpretation and
production and aim to heighten cultural awareness through literature, media, and
authentic experiences. Grammar study is more formalized than it is in level 1.
Reading assignments increase comprehension and stimulate discussion.
Compositions, oral participation, and presentations give students opportunities to
express themselves in everyday situations and to discuss topics that interest them. In
addition to the communicative tasks they perform in the language laboratory,
students are expected to use the target language in all appropriate classroom
situations.
This course is designed to develop accurate and fluent oral use of the language and
to increase knowledge of the finer points of expression through the study of
vocabulary (including idioms) and advanced grammatical constructions. Readings
include novels, short stories, and poetry, as well as contemporary and historical
articles of cultural interest. Various other materials dealing with everyday life are
used to stimulate conversation and written assignments. Students are expected to
use only the target language in all appropriate classroom situations.
56
ADVANCED PLACEMENT FRENCH, GERMAN LANGUAGE, SPANISH
(1305) / (1315) / (1325) /
Grade 12
Full Year: 5 Credits
Prerequisite: Department recommendation and successful completion of level 4
This course offers intensive development of listening, speaking, reading, and writing
skills. Readings include novels, plays, short stories, and newspaper and magazine
articles. These readings serve as the basis for class discussion and written work.
Grammar is studied through mini-lessons and in context during literary analysis and
classroom conversation. Such study is also reinforced through the editing and
rewriting of student compositions. Students communicate almost exclusively in the
target language in the classroom. The curriculum has been approved by the College
Board’s Advanced Placement Program and prepares students for the AP language
exam.
CHINESE 1 (1361)
Grades 9, 10, 11, 12
Full Year: 5 Credits
Prerequisite: None
This course is designed for beginning students who would like to learn Chinese.
Instruction is organized around thematic units for everyday communication. The
planning, activities, and assessment of each unit reflect the three modes of
communication and culture: interpersonal, interpretive, and presentational. In
addition to an emphasis on listening and speaking, the basic elements of the pinyin
system are introduced, and commonly used characters are taught for reading and
writing. Games, songs, and language activities simulating daily life situations are
conducted to enhance student interest and to encourage application of skills. This
course also has been designed to encourage students to pursue further exploration of
the Chinese language and to develop an appreciation of Chinese culture.
57
CHINESE 2 (1362)
Grades: 10, 11, 12
Full Year: 5 Credits
Prerequisite: Chinese 1
In Chinese 2, students continue their study of the Chinese language and culture at the
intermediate range of the ACTFL proficiency guidelines. Each unit of study is
designed to address the three modes of communication and culture: interpersonal,
interpretive, and presentational. In addition, the units have been created to engage
students, to increase their understanding and retention of vocabulary structures, and
to develop their language skills in reading, writing, listening, and speaking.
Throughout the course, students read authentic materials, identify themes related to
their personal experiences, follow directions, exchange opinions, discuss ideas, ask
and answer questions, write simple text, and create presentations based on learned
material. Students continue to learn new vocabulary structures by using both the
pinyin (simplified) form and the traditional Chinese characters. Assessments include
quizzes, tests, projects, homework, and class participation.
58