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PRINCIPALS MESSAGE

The Program of Studies for the academic year 2015-2016 is a tool that students can use to plan
their course schedule. As you design your Individual Success plan, set goals and create a
pathway to achieve your goals and meet the graduation requirements, this guidebook can assist
you by describing the current course offerings for students.
In addition to courses available during the school day and during the traditional school year, (fall
and spring semester) there are new opportunities for motivated students to accelerate their
progress toward meeting their goals and the school graduation requirements. These opportunities
are described in the program of studies and include Early College course work, Innovation School
pathways and the Summer Semester.
Guidance staff, Department Chairs, Teachers and Innovation School leaders are available to
consult with students to assist in the alignment between a students goals and their course work.
Please seek these staff members out and take the opportunity to design a course of study that is
engaging and relevant to you. There has never been a time at Pentucket when students have had
the opportunities currently presented to tailor their school program to meet their individual goals.
Please seek me out if I can also support you in this exciting planning process.
Sincerely,
Jonathan P. Seymour
Principal

Click on this link to see a video version of the Principals Message


https://vimeo.com/121813969

TABLE OF CONTENTS
TOPIC
Principals Message
What is an Innovation Academy?
Graduation Requirements
Summer Semester
Rank in Class
Early College Program
Virtual High School

ENGLISH DEPARTMENT
SOCIAL STUDIES DEPARTMENT
MATH DEPARTMENT
SCIENCE DEPARTMENT
STEM INNOVATION ACADEMY
FOREIGN LANGUAGE DEPARTMENT
WELLNESS DEPARTMENT
MOVEMENT SCIENCE AND ATHLETICS INNOVATION ACADEMY
SAFETY AND PUBLIC SERVICE INNOVATION ACADEMY
BUSINESS, FINANCE AND ENTEPRENURSHIP INNOVATION ACADEMY
FINE AND PERFORMING ARTS DEPARTMENT
ARTS INNOVATION ACADEMY
THEATRE ARTS
MUSIC CONSERVATORY INNOVATION ACADEMY
GUIDANCE DEPARTMENT
SPECIAL EDUCATION
LIBRARY / MEDIA CENTER

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Pentucket is Massachusetts Innovation School Leader


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

Innovative Opportunities for Students


Innovation Academies offer students unique learning opportunities not found in most schools. All students in Public
Safety I and Sports Medicine I receive CPR certification as a part of the class. Over the past two years
approximately 350 students have taken these classes and received CPR certification.
Students also have opportunities to take Early College courses in Core academic areas as well as in their area of
interest. Innovation Academy students may also benefit from accelerated opportunities in our Summer Semester.
Courses offered in Summer Semester allow students to take highly specialized courses in their area of interest, or to
take Core classes which create flexibility in their schedule for more Academy specific classes during Fall or Spring
Semester. Students have much more choice in the courses they chose and the time of year that they best fit into the
individual students plan for success.
Another exciting opportunity for students is the ability to engage in job shadow, practicum, internship or apprentice
programs which allow them to apply their knowledge and skills in real world settings aligned to their future
education and career interests.

How do I get Involved?


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

Click here to see a video description of Innovation Schools at Pentucket


https://vimeo.com/121818069

Existing Innovation Academies


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

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

Safety and Public Service Academy


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

Innovation Academies in Development for 2015-2016 School Year


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

STEM Academy (Science, Technology, Engineering, Math)


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

Business, Finance and Entrepreneurship Academy


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

Which courses are included in the course sequence?


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

Academy
Safety and
Public Service

Movement
Science &
Athletics

Course
Public Safety I

Comments or Pre-requisites
None

Public Safety II Criminal Justice


Public Safety III Fire Science & EMS
Forensics
Topics in Literature
Anatomy and Physiology I
Anatomy and Physiology II
Environmental Science I
Environmental Science II
Sports Medicine I
Sports Medicine II
Writing Lab 9
Creative Writing
Contemporary Global Issues
Photography I and II
Video Production I and II
Robotics
Investigating Emerging Diseases
Public Safety Independent Study
Criminology
Public Safety Independent Study
Psychology of Crime
Public Safety Internship
Junior Firefighter Program
Teen CERT Program
Service Learning

PS I
PS I and II
Biology and Chemistry
English 11
Biology & enrolled in Chemistry
Biology & enrolled in Chemistry
Biology and Chemistry
Biology and Chemistry
None
SM I
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
PS I

Sports Medicine I

None

Sports Medicine II
Anatomy and Physiology I
Anatomy and Physiology II
Intro to Organic Chemistry
Biomechanics
Strength and Conditioning
Healthy Athlete Wellness

SM I
Biology & enrolled in Chemistry
Biology & enrolled in Chemistry
Chemistry
Physics or enrolled in physics
None
Wellness 9

PS I
PS I, II

Nutrition for the Physically active


Clinical Practicum I
Clinical Practicum II
Topics in Literature
Contemporary Global Issues
Sports Literature
Public Speaking
Psychology
Biology
Chemistry
Physics
Independent Wellness
Personal Fitness
Service Learning
Arts Academy

Fundamentals in Art
Drawing
Character Sculpture
Digital Sculpture
Anatomy and Physiology I
Anatomy and Physiology II
Topics in Literature
Contemporary Global Issues
Graphic Novel
Topics in Literature
Writing lab
Video Production I
Video Production II
Painting I
Painting II
3D Design
Photography I
Photography II
AP Studio Art / Senior Studio
Virtual High School courses
Dual Enrollment with Mass College of Art
Internship
Creative Writing
Service Learning

None
SM I & SM II
SM I, SM II, Clinical Practicum I
English 11
Am History I & II, application for
academy credit
English 11
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
With application for academy credit
None
Fundamentals
Fundamentals & Drawing
Character Sculpture
Biology & enrolled in Chemistry
Biology & enrolled in Chemistry
English 11
Am History I & II, application for
academy credit
With application for academy credit
With application for academy credit
Fundamentals & Drawing
Fundamentals & Drawing
Fundamentals & Drawing
Fundamentals & Drawing
Fundamentals & Drawing
Fundamentals & Drawing

Music
Conservatory
Course sequence in development
Concert Band

No pre-requisite

Concert Chorus
Percussion Ensemble
Jazz Big Band
Music Technology
Public Speaking
Musicianship I
Musicianship II
Service Learning

No pre-requisite
No pre-requisite
Audition
No pre-requisite
No pre-requisite
Permission of instructor
Permission of instructor
No pre-requisite

Course sequence in development


STEM (grade 8)
CAD I
CAD II
CAD III
CAD IV
Robotics
Engineering I
Engineering II
Problem Solving in Technology
Algebra Calculus
Biology
Chemistry
Physics
AP Biology, Chemistry and Physics
Contemporary Global Affaris
Topics in Literature
Service Learning

No pre-requisite
No pre-requisite
CAD I
CAD II
CAD III
No pre-requisite
No pre-requisite
Engineering I
Engineering I, II
Previous course
No pre-requisite
Biology
Biology and Chemistry
Entrance criteria
No pre-requisite
No pre-requisite
No pre-requisite

Course sequence in development


Business Seminar
Introduction to Personal Finance
Accounting for Business
Public Speaking
Invention
What if it never happened?
Topics in Literature
Contemporary Global Affairs
Music Technology
Engineering I
Statistics
Game Design
Service Learning

No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
Previous math course
No pre-requisite
No pre-requisite

STEM
Academy

Business,
Finance and
Entrepreneurship

GRADUATION REQUIREMENTS CLASS OF 2016, 2017, 2018 & 2019


Beginning with 9th grade, progress toward graduation depends upon the accumulation of credits. A minimum of 105 credits are required for
graduation. Students programs are checked and rechecked to make certain that each student will have adequate credits to progress with his/her
class. All students must have passed the State MCAS assessment to be eligible for a high school diploma. It is the joint responsibility of the
school, student and parent to help each student to meet these requirements. Students should know their credit total to date and be certain of what
courses they have completed in each required category.
Promotion Requirements: In order to move from one grade level to another, the following yearly credit totals are as follows:
For entrance to Grade 10: 25 credits including the successful completion of English, Math and Science from grade 9.
For entrance to Grade 11: 50 total credits including the successful completion of English, Math and Science from grade 10.
For entrance to Grade 12: 75 total credits including the successful completion of English, Math and Science from grade 11.
For graduation: 105 total credits including the successful fulfillment of each category listed below.
OUTLINE OF GRADUATION REQUIREMENTS

ENGLISH
SOCIAL STUDIES

MATH, SCIENCE &


ENGINEERING
TECHNOLOGY

WORLD
LANGUAGES

20 credits of English Literature


2.5 credits of Writing Lab
10 credits of U.S. History
5 credits of World History
2.5 credits of Political Science
2.5 elective credits
15 credits of Math
5 credits of Biology
5 credits of Chemistry
5 credits of other science (can include 2.5 credits of engineering technology)
5 credits additional credits in math or science
35 total credits in category
10 credits

WELLNESS

10 credits

COMPUTER
TECHNOLOGY

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

FINE &
PERFORMING
ARTS
MCAS

Competency Determination in ELA, Math, and Biology

MISSION AND
EXPECTATIONS
FOR STUDENT
LEARNING

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

COMMUNITY
SERVICE
TOTAL CREDITS
FOR GRADUATION

40 hours, minimum of 10 hours per year


105 CREDITS

COLLEGE ADMISSION STANDARDS FOR THE MASSACHUSETTS


STATE UNIVERSITY SYSTEM AND THE UNIVERSITY OF MASSACHUSETTS
If you are considering college after completing your program at Pentucket, it is very important that your high school program be planned with
that objective in mind.
Students should enroll in a program of studies which is the most challenging for that student. It is most important to maintain high grades
throughout high school, including the entire senior year.
Outlined below are the MINIMUM admission requirements from the Massachusetts Board of Higher Education.
We suggest that you consider these requirements when planning your courses each year. More information and guidance on these requirements
can be obtained through your guidance counselor or at the website for Mass Dept. of Higher Ed , http://www.mass.edu.
The MINIMUM 16 required college preparatory courses are:

English
Mathematics

Science

Social Sciences
Foreign Language
Electives

4 years
4 years (Algebra I and II, Geometry/Trigonometry, or comparable coursework) including
mathematics during the senior year.
3 years(drawn from the natural Science and/or Physical Science and/or
Technology/Engineering), including 3 courses with laboratory work.
Technology/Engineering courses must be designated as science courses (taken for science
credit
2 years(1 year of U.S. History)
2 years (in a single language)
2 years (choose from subjects listed above or from Arts and Humanities and/or Computer
Sciences)

Each year college admission becomes more competitive. Thus we encourage to you take the MOST challenging course of study without
overwhelming yourself.
A detailed list of additional college admissions requirements including minimum Grade Point Average and SAT/ACT scores can be found at
http://www.mass.edu.
We encourage you to meet with your guidance counselor frequently during each year to help guide you in selecting the best course of study at
PRHS and plan for college.

GRADING SYSTEM
A
B
C
D
F
I

=
=
=
=
=
=

A+
A
AB+
B
BC+
C
CD+
D

High honor grade


Honor grade
Average grade
Passing grade
Failing grade
Incomplete Grade

=
=
=
=
=
=
=
=
=
=
=

97 93 90 87 83 80 77 73 70 67 63 -

Outstanding work
Good work
Satisfactory work
Not satisfactory work
No credit allowed
No credit allowed until completed

100
96
92
89
86
82
79
76
72
69
66

DF
I

=
=
=

60 62
59 & below
Incomplete

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

AP
5.2
4.9
4.6
4.2
3.9
3.6
3.2
2.9
2.6
2.2
1.6
1.6

H
4.9
4.6
4.3
3.9
3.6
3.3
2.9
2.6
2.3
1.9
1.3
1.3

CP
4.3
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7

SUMMER SEMESTER
There are three semesters in a school year. Summer semester has traditionally only been used for credit recovery classes. Over the past two
summers the Early College Program has taken advantage of the Summer Semester to accelerate progress toward the completion of requirements.
This has created tremendous opportunities for these students. As a result, Pentucket will begin offering various courses during the summer
semester to broaden these opportunities for more students to access.
Summer Semester is an opportunity for interested students to both accelerate their program and/or catch up on requirements they have yet to
complete. Offerings are varied and encompass electives within the Innovation Academies, as well as core classes that meet requirements.
Students should be strategic with their planning to maximize their time to help meet their goals.

EARLY COLLEGE PROGRAM


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

VIRTUAL HIGH SCHOOL


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

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ENGLISH DEPARTMENT
The English program at Pentucket is designed to develop mastery of the many language arts skills. In a rapidly changing world, these skills
continue to be the basic foundation for intellectual and personal growth and are necessary for effective study in every discipline.
After successfully completing the program, students should be able:
1.
2.
3.
4.

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

The courses which follow represent the offerings of the English Department and are intended to meet the needs of all Pentucket students. Proper
class placement is essential in order to effectively serve each student. The courses offered in the English program are grouped according to
difficulty: Honors, College Preparatory, and College Preparatory Skills. It should be noted that all levels are structured to challenge students to
the maximum of their assessed ability. The differentiation between the courses of study will be, in part, based upon the use of supplemental
material, the rate at which students proceed, and the academic intensity in relation to critical and creative thinking and writing. Students wishing
to change levels should be able to offer evidence based on past performance and testing results that would support any such change. They should
also obtain the signature of the teacher and the English department head to effect the change.
College Preparatory Skills courses combine the study and development of essential literacy skills with the practice of writing.
Students will encounter the main ideas, concepts, and content presented in college preparatory level courses, but tests, quizzes, projects, and
writing assignments will be modified to allow students who struggle with reading and writing to meet with success on a regular basis.
College Preparatory courses provide students with an enriching, engaging, and meaningful academic experience. In general, students will
encounter the main ideas, concepts, and content presented in honors level courses. Students will be provided additional support in regards to difficult
abstract concepts, readings, and communication skills. Additional emphasis and focus will be provided in regard to the attainment, development, and
refining of academic skills necessary for academic success beyond high school.
Honors courses are intended to challenge students who demonstrate a strong aptitude and interest in the exploration of English language arts.
Honors courses provide an intense, fast-paced, and rigorous academic experience that requires a great deal of student initiative, participation, and
responsibility. Students are expected to independently engage in the literature, be able to demonstrate a superior ability to think analytically, and
convey a deep understanding of complex ideas through both written and oral communication.
*All English courses include mandatory summer reading*

English 9 (197)
College Preparatory Skills

5 credits

Students Who Should Consider Taking This Course: Students will be placed in English Grade 9, College Prep Skills based on past performance,
available testing, and teacher recommendation in grade 8.
Content: The College Preparatory Skills course combines the study of literature with the practice of writing. The study of literature is divided
into major units, each emphasizing a specific genre. These will include the study of short stories, poetry, drama, and at least one novel. Literary
terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically
relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in college preparatory level courses, but
tests, quizzes, and writing assignments will be modified to allow students who struggle with reading and writing to meet with success on a regular
basis.
Evaluation: Students will be evaluated through homework, quizzes, and major tests. Writing assignments will also be graded and will be used in
determining grades. In addition, oral contributions, presentations, and projects will be graded. There will be both mid-year and final
examinations.

English 9 (195)
College Preparatory

5 credits

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

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Content: The College Preparatory course combines the study of literature with the practice of writing. The study of literature is divided into
major units, each emphasizing a specific genre. These will include the study of short stories, essays, poetry, drama, and at least two novels.
Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they
specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level courses, but
students will be provided additional support in regards to difficult abstract concepts, the writing process, and study skills. Additional emphasis
and focus will be provided in regard to the attainment, development, and refinement of academic skills necessary for academic success beyond
high school. While some assignments and assessments will be modified, students will complete major assignments, such as reader response
journals, essays of literary analysis, independent reading, and interdisciplinary projects.
Evaluation: Students will be evaluated through homework completion (30 minutes a night on average), periodic quizzes, short and long writing
assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there
will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.
English 9 (192)
Honors

5 credits

Students Who Should Consider Taking This Course: Students will be placed in English Grade 9, Honors based on past performance, available
testing and teacher recommendation in grade 8. Students who consider this course should have strong reading and writing skills and should truly
enjoy the subject.
Content: The Honors level course is a demanding and fast-paced course that requires students to be able to thoroughly examine literature,
participate regularly and substantively, and to possess superior writing skills. This course also requires a great deal of student independence and
responsibility. During the year, the course will include the study several major units, each emphasizing a specific genre. These will include the
study of short stories, essays, poetry, drama, and at least three novels. Some units may be studied concurrently due to time constraints. Literary
terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as they specifically
relate to each literary selection. Students will complete major assignments, such as reader response journals, independent reading projects, essays
of literary analysis, and interdisciplinary projects.
Evaluation: Students will be evaluated through homework completion (at least 45 minutes per night on average), periodic quizzes, oral
presentations, short and long writing assignments, and major unit tests. In addition, regular participation in class discussion is expected and
evaluated. At the completion of the 2nd quarter, there will be a mid-term exam, and at the end of the year, a comprehensive final exam will be
given.

English 10 (127)
College Preparatory Skills

5 credits

Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, College Prep Skills based on past performance,
available testing and teacher recommendation in grade 9.
Content: The College Preparatory Skills course combines the study of literature with the practice of writing. The study of literature is divided
into 5 major units, each emphasizing a specific genre. These will include the study of short stories, non-fictional essays, poetry, drama, and at
least one novel. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these
terms as they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level
courses, but tests, quizzes, and writing assignments will be modified to allow students who struggle with reading and writing to meet with success
on a regular basis.
Evaluation: Students will be evaluated through homework completion (20 minutes per night on average), periodic quizzes, short and long writing
assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there
will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.

English 10 (125)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, College Prep based on past performance,
available testing and teacher recommendation in grade 9.
Content: The College Preparatory course combines the study of literature with the practice of writing. The study of literature is divided into 5
major units, each emphasizing a specific genre. These will include the study of short stories, non-fictional essays, poetry, drama, and at least one
novel. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these terms as

12

they specifically relate to each literary selection. Students will encounter the main ideas, concepts, and content presented in honors level courses,
but students will be provided additional support in regards to difficult abstract concepts, the writing process, and study skills. Additional
emphasis and focus will be provided in regard to the attainment, development, and refinement of academic skills necessary for academic success
beyond high school. While some assignments and assessments will be modified, students will complete major assignments, such reader response
journals, essays of literary analysis, independent reading, and interdisciplinary projects.
Evaluation: Students will be evaluated through homework completion (40 minutes a night on average), periodic quizzes, short and long writing
assignments, and major unit tests. In addition, oral contributions and presentations will be graded. At the completion of the 2nd quarter, there
will be a mid-term exam, and at the end of the year, a comprehensive final exam will be given.
English 10 (123)
credits
Honors

Students Who Should Consider Taking This Course: Students will be placed in English Grade 10, Honors based on past performance, available
testing and teacher recommendation in grade 9. Students who consider this course should have strong reading and writing skills and should truly
enjoy the subject.
Content: The Honors level course is a demanding and fast-paced course that requires students to be able to thoroughly examine literature,
participate regularly and substantively, and to possess superior writing skills. This course also requires a great deal of student independence and
responsibility. Students will be required to read a novel over the summer and complete several writing assignments in relation to the novel and in
relation to literature in general. During the year, the course will include the study of 5 major units, each emphasizing a specific genre. These will
include the study of short stories, non-fictional essays, poetry, drama, and at least three more novels. Some units will be studied concurrently due
to time constraints. Literary terms appropriate to each unit will be studied. Students will demonstrate the ability to recognize and illustrate these
terms as they specifically relate to each literary selection. Students will complete major assignments, such as reader response journals,
independent reading projects, essays of literary analysis, and interdisciplinary projects.
Evaluation: Students will be evaluated through homework completion (at least one hour per night on average), periodic quizzes, oral
presentations, short and long writing assignments, and major unit tests. In addition, regular participation in class discussion is expected and
evaluated. At the completion of the 2nd quarter, there will be a mid-term exam, and at the end of the year, a comprehensive final exam will be
given.

Grade 11 AP Humanities
Traditional AP Language and Composition and AP U.S. History courses are integrated into a core Humanities
program. Curriculum will emphasize the interconnectedness of American Literature and U.S. History, providing
students opportunities to recognize, understand, and appreciate the development of American society. Students
will need to sign up for both courses to be enrolled.

Eleventh Grade English (119)


5 credits
Journeys in American Literature - College Preparatory Skills
Students Who Should Consider Taking This Course: Students will be placed in English Grade 11, College Prep Skills based on past performance,
available testing and teacher recommendation in grade 10
Content: This course will deal with a wide variety of prose, poetry, and non-fiction selections designed to acquaint the student with basic ideas
about life reflected in traditional and contemporary literature. Such concepts as the way in which the past influences and enables us to prepare for
the future, and the effect of modern day technology on our lives will be discussed. Where possible, the literature studied follows chronologically
the scope of American literature from the Colonial period through modern 20th century novelists. Emphasis will be placed upon basic reading,
writing, and vocabulary skills.
Evaluation: This course will be evaluated on the basis of quizzes, essay tests, and essays written both in and out of class. Class participation and
occasional group work will also be evaluated. There will be mid-year and final examinations.
Eleventh Grade English (116)
5 credits
Readings/Themes in American Literature - College Preparatory
Students Who Should Consider Taking This Course: This course is designed to give students an understanding of the development of American
literature through a variety of excerpted readings, full length essays, short stories, novels, and poetry, allowing students to further develop their
reading and writing skills. Students will be placed in English Grade 11, College Prep based on past performance, available testing and teacher
recommendation in grade 10.

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Content: This course will deal with basic ideas in American literature in survey fashion. The first half will deal with writers who reflect our early
American literary heritage. Hawthorne, Poe, Thoreau, Whitman, and other writers will be discussed in terms of content and style. Emphasis will
be placed upon the reading and understanding of basic and pivotal ideas that shape American literature and that reflect our growth as a nation.
The second half of the year will deal with writers from the latter part of the 19th century to the present. These works will be discussed in terms of
content, style, and their importance to the development of American literature. Emphasis will be placed upon reading for understanding. Authors
studied include Twain, Fitzgerald, Steinbeck, and contemporary writers such as Tim OBrien and Jon Krakauer. Significant works studied may
include The Scarlet Letter, The Crucible, The Adventures of Huckleberry Finn, The Great Gatsby, and Into The Wild. The
year will culminate in a theme based project on topics such as the American Dream. Students may read from several independent books over the
course of the year to further their understanding of American literature.
Evaluation: This course will be evaluated on the basis of homework, quizzes, essays written both in and out of class, projects, notebook checks,
and class participation. There will be mid-year and final examinations.
Eleventh Grade English (113)
5 credits
Survey of American Literature Honors
Students Who Should Consider Taking This Course: This course is designed for the student seeking an in-depth understanding of American
literature Students who have displayed an aptitude for analytical reading and writing and who are highly motivated are encouraged to enroll.
Enrollment is based on past performance, available testing data, and teacher recommendation. Students must complete a variety of readings
during the summer as a prerequisite for entry into the course.
Content: The course will deal with major literary works from the time of the Puritans to the present. Students will be expected to read widely and to
carefully evaluate the works of major American writers. The first half of the course will deal with the development of the American literary tradition.
Taylor, Edwards, Franklin, Jefferson, Emerson, Thoreau, Hawthorne, and others will be read. Emphasis will be placed upon philosophical and
ideological concepts that reflect our growth and literary tradition. American Puritanism, Neo-Classicism, and Transcendentalism will be discussed at
length. The second half of the course will deal with major literary works from the latter part of the Nineteenth Century to the present time. Realism,
Naturalism, Modernism, and Post-Modernism will be carefully evaluated. In prose, Twain, Hemingway, Fitzgerald, and others will be discussed.
Major literary works such as The Scarlet Letter, The Adventures of Huckleberry Finn, The Crucible, A Farewell To Arms, The
Great Gatsby, Of Mice And Men, Into The Wild, A Prayer For Owen Meany, and The Things They Carried will be discussed at
length along with significant essays and works of poetry. Students will further their understanding of American literature with several independently
chosen books throughout the year. Essential questions such as what is American about American literature? and How does American literature
reflect the changing values, beliefs, and ideals of Americans? will be discussed throughout the year. The course will culminate with a student focused,
multi-genre paper addressing specific aspects of American literature.
Evaluation: This course will be evaluated on the basis of quizzes, essays written both in and out of class, essay tests, creative assignments, and
class participation. There will be mid-year and final examinations.

AP Language and Composition/American Literature (102)


5 credits
Advanced Placement
Students Who Should Consider Taking This Course: The AP Language and Composition course is created for the capable, independent college
bound junior who is interested in taking on the challenge of a college level English course. Due to the advanced nature of this course, enrollment
will be based on their academic record, teacher recommendations, standardized test scores, and parental approval.
Content: This course is designed as a component of the AP Humanities program. Students will also be enrolled in the AP United States History
course. Students will be required to complete both AP exams in the spring. Successful completion of those exams could result in college credit.
Where appropriate, students will participate in activities and assessments that make connections from their learning in the two courses in the
humanities program. Throughout the course, students will consider the development of American literature, considering ways in which the
literature shaped and mirrored America over the past 400 years. Works read include The Scarlet Letter, The Adventures of Huckleberry Finn, Into
the Wild, A Farewell to Arms, and The Great Gatsby. Combined with the study of American history, students will gain an in depth understanding
of an appreciation for American literature. At the end of the school year, students will participate in a culminating summative assessment that
requires students to apply their learning and understanding from both courses.
Evaluation: Students will be graded based on a combination of essays, quizzes, tests, and a variety of other assignments.

Twelfth Grade English (109)


5 credits
Selected Readings in World Literature - College Preparatory Skills
Students Who Should Consider Taking This Course: Students will be placed in English Grade 12, College Prep Skills based on past performance,

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available testing and teacher recommendation in grade 11.


Content: This course deals with a selection of short stories, poems, and drama. Vonnegut, Tolstoy, Poe, Capote and other writers as well as a
number of poets will be examined. Work will also be done in writing, grammar and vocabulary. Also, several novels and films will be studied.
Evaluation: Quizzes, tests, essays, oral contributions as well as written homework assignments will play a part in the evaluation. There will be a
mid-year and final examination.
Students enrolled in grade 12 college preparatory will choose from a variety of semester long elective course. Students must take two elective
courses to meet their graduation requirement in English. Students may elect to take two semesters of Topics In Literature with consent of the
teacher. These elective course are open to all 12th grade students for English and general elective credit.

Twelfth Grade English (107)


2.5 credits
Topics in Literature College Preparatory
Essential question: How can creating one's own course of study impact one's learning experiences?
This class functions as an alternative to Grade 12 World Literature. Instead of following the traditional course of study with literature chosen for
the entire class to read in sync, students will follow his/her own interests in literature with an accompanying action plan that would require
extensive reading, writing, and some discussion. With the guidance of the teacher, students will select a different topic, author, or genre to study
each quarter of the school year. Possible topics may include nature writing, Charles Dickens, and/or memoir. The possibilities are endless.
Sports Literature (1281)
College Preparatory

2.5 credits

Essential question: How do sports mirror society? Why are team sports so important in Western Culture? In what ways can sports be considered
art forms?
In this course students will understand literature as a timeless method of exchanging ideas and beliefs and appreciate athletics as a vehicle for
delivering themes about the human condition. Texts include The Art of Racing in the Rain by Garth Stein, The Art of Fielding by Chad Harbach
Bleachers by John Grisham, Boy 21 by Matthew Quick, and selected short stories, poems, and articles.
Service Learning (106S)
College Preparatory
Essential question: In what ways can English language comprehension, written, and oral skills assist students in service to their community?
This course is designed for students interested in exploring future college or career paths through classroom research combined with community
based projects. Building on previously developed English skills, Service-Learning is curriculum based service to a community that integrates
classroom instruction and existing academic skills with service activities. The difference between service-learning and community service is that
service-learning requires intentional preparation, curriculum based connections, and reflective analysis, whereas community service does not.
During the semester long course, students will merge critical thinking and writing skills with problem solving. Students will analyze and evaluate
content and read nonfiction in connection with a service position or activity. The central focus for the service will be based upon the students
interest in a possible college or career path. Each student will complete readings, writing assignments, a proposal, and reflections centered on a
topic of their choice. The course will focus on the application of English language skills such as technical writing, research evaluation and
interpretation, summarizing, quote integration, and oral presentations. The real world application of these skills will allow the students to see the
connection between academic skills and their application in a community setting. Due to the nature of the course, students must be able to have a
flexible afternoon schedule for field work beginning after the April break.
Morality in Literature (1282) College Preparatory

2.5 credits

Essential Question: How can novels help us become better, more ethical people?
In novels, characters often struggle with moral and ethical dilemmas. While discussing the novels, students will connect these dilemmas to
contemporary issues and personal conflicts. These novels in particular provoke interesting discussion and debate about who we are as people and
who we want to be. Possible texts include: Dantes Inferno, I am the Messenger, Lord of the Flies, A Contract with God
Dystopian Novels (1283)
College Preparatory

2.5 credits

15

Essential Question: How do dystopias reveal the truth about our current society?
In most cases, dystopias are either commentaries on our current society or warnings about where our society is headed. Students will read a
variety of dystopias and discuss them as both literature and political commentary. Possible texts include: Brave New World, 1984, Enders Game,
Handmaids Tale, The Road, Fahrenheit 451
Graphic Novels (1284)
College Preparatory

2.5 credits

Essential Question: How does one read a graphic novel? How do the words and images interact? What is it about graphic novels that creates
such a powerful reading experience?
In this class, students will consider how the words and images in graphic novels interact in order to create meaning. They will read graphic
novels that cover a variety of topics from the Holocaust to the Islamic Revolution in Iran to modern society. Possible texts include: Maus,
Persepolis, American Born Chinese, A Contract with God, The Immigrant, V for Vendetta
Film as Literature (155)
College Preparatory

2.5 credits

Essential Question: How does one read a film?


Students will analyze a classic film along with a contemporary film in order to see how society and film has changed over time. They will study
twelve different ways of reading film, including Marxist, existentialist, and psychoanalytic. They will also be expected to apply these in their
writing. Films include: Gold Diggers of 1933, Moulin Rouge, Pillow Talk, Youve Got Mail, Rebel without a Cause, Donnie Darko, Vertigo, Rear
Window, Memento
War Literature (1285)
College Preparatory

2.5 credits

Essential Question: How do writers express the horrors of war, and how do we as readers begin to understand these horrors? Is war a part of
human nature?
This course studies writers who examine the nature of war. Students will compare a wide variety of ways authors have written about these
painful parts of our history. Possible texts include: Lord of the Flies, Slaughterhouse Five, All Quiet on the Western Front, The Things They
Carried

Twelfth Grade English (103)


5 credits
Survey of British Literature - Honors
Students Who Should Consider Taking This Course: This course is designed for the student seeking an in-depth understanding of British
literature. Students who have displayed an aptitude for analytical reading and writing and who are highly motivated are encouraged to enroll.
Enrollment is based on past performance, available testing data, and teacher recommendation. Students must complete a variety of readings
during the summer as a prerequisite for entry into the course.
Content: This course introduces students to British writers and their work from the Anglo-Saxon Period through modern times. The first
semester will examine literature through the 18th Century focusing among others on Chaucer, Shakespeare, Milton, and Swift. Among the
writers under examination during the second semester will be The Romantics, Wordsworth, Keats, Byron, Shelley and others, and Victorian
writers such as Tennyson, Browning, and Hardy. Twentieth Century writers, among them Conrad, Maugham, and Joyce, and poets such as
Thomas, Eliot and Owen will be considered. The student will be expected to accomplish a considerable amount of reading and extensive
analytical writing for each period.
Evaluation: Quizzes, examinations, papers, oral participation, and presentations will be used for evaluation. A mid-term and a final examination
will be given.

AP English Literature (101)


Advanced Placement

5 credits

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

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Content: The course will concentrate on the intensive reading and interpretation of various works of literature including short stories, novels,
poetry, and drama. It will also stress writing improvement. A considerable amount of class time will be devoted to discussion and analysis of
student writing.
Evaluation: Students will be evaluated on the basis of papers written in and out of the classroom, by examinations, and by class participation and
quizzes. In addition, all students will be expected to take the Advanced Placement English Examination administered in the spring.

General English electives (do not count toward English graduation requirement)
Creative Writing (153)
2.5 credits
College Preparatory
Students Who Should Consider Taking This Course: This course is geared toward students who have a serious interest in, love of, and
commitment to writing. All students who elect Creative Writing will have completed the 9th grade and passed Freshman Writing Lab.
Content: Students will be required to keep a daily journal and will participate in weekly, in-class readings and discussions of their works. They
must be willing to give and to accept thoughtful, constructive criticism and to consider revision as a given in all finished writing. Appropriate
readings from both classroom handouts and books obtainable from the school media center will be assigned. Among the genres covered will be
the short-short story (sometimes called flash fiction), the short story, the dramatic dialogue, numerous poetic forms, the personal essay, and,
possibly, the arts review. Students will also learn the fundamentals of the submission process; they will be encouraged to enter contests and to
aim for publication.
Evaluation: While it may seem impossible to place a letter grade on creative work, it is entirely feasible to make determinations about style,
clarity, and effectiveness. Class participation, earnestness of effort in the completion of assignments, and the overall expressive quality of works
produced will be the basis for grading.

Journalism/Broadcast Journalism I (157)


College Preparatory or Honors

2.5 credits
(or 5 credits-year)

Students Who Should Consider Taking This course: This course is open to any sophomore, junior or senior interested in writing, taking photos,
designing webpages or making videos. Due to the nature of the course, students can retake this course up to three times. They can also choose
whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher, students can apply for Honors
credit by doing additional assignments and fulfilling additional roles.
Content: This course will be intended to produce a school website that will include articles, photos, and video links. Students can take part in all
of these areas or can just focus on writing.
Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.

Journalism/Broadcast Journalism II (158)


College Preparatory or Honors

2.5 credits
(or 5 credits-year)

Students Who Should Consider Taking This course: This course is open to any student who has successfully completed Journalism I with a B or
better. They can also choose whether to take if for a semester or a year. At the recommendation of an English teacher or Journalism teacher,
students can apply for Honors credit by doing additional assignments and fulfilling additional roles.
Content: This course will be a continuation of the work done in Journalism I.
Evaluation: Students will be evaluated on their daily work and on a portfolio of their work.
Journalism/Broadcast Journalism III (159)
College Preparatory or Honors

2.5 credits
(or 5 credits - year)

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

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Ninth Grade Writing Lab (199)


2.5 credits
College Preparatory
Students Who Should Take This Course: This course must be taken by every ninth grade student. It is a graduation requirement. Emphasis will
also be placed upon the elimination of grammatical and mechanical errors, and the course will include a basic grammar review as well as a study
of internal punctuation.
Evaluation: Every assignment in the 9th grade course syllabus will be outlined and discussed. Each paper will be conferenced with the teacher,
rewritten and reevaluated in terms of structure, content, grammar, usage, mechanics, overall effectiveness, and on the progress made by students
in relation to composition skills.
READING DEPARTMENT
Within a laboratory setting, students receive individualized instruction as often as it is possible to do so. Students may work at the same or at
different levels and may deal with a particular skill or with a variety of skills depending on individual need. Emphasis is placed upon increasing
comprehension, strengthening study skills, and increasing reading rate. Students may also remediate or sharpen existing skills in such areas as
vocabulary development and critical thinking.

High School Reading (141, 143)


2.5 credits
College Preparatory
Students Who Should Consider Taking This Course: Students enter the Reading Lab program by recommendation only.
Content: The Reading Lab 9-12 is designed to hone skills for students who need reading skill development. Individualized and group instruction
in the areas of reading comprehension, literal, inferential and critical reading skills, vocabulary development, and instruction and practice in study
skills and strategies are emphasized. Programs will be individualized based on each students needs. Students are required to read a book each
quarter and to complete an assigned project that demonstrates their understanding of the book as well as improvement to their reading skills.
Evaluation: Grading is based on class work, quizzes, tests, and the completion of the quarterly reading project.

SOCIAL STUDIES DEPARTMENT


Social Studies is the discipline that deals with the study of people and the social worldthe human experience. The essential elements of social
studies are knowledge about the human experience, skills which help students understand more about themselves and society, and attitudes which
help students participate more effectively in their social interactions. Social studies students study the past, but they also examine the present and
consider the future.
The Pentucket Regional School District offers students a balanced program of social studies education. Underlying the Social Studies curriculum
are two major goals:
1.
2.

To prepare students to be effective, concerned, thinking citizens.


To provide for the personal development of each student.

Students have changing abilities, interests, needs, concerns, joys and fears. Their personal growth is a primary concern of social studies teachers
and the districts curriculum.
The Social Studies program is based on a conviction that students must be actively and purposely prepared for the future. Social studies
knowledge, skills, and attitudes are taught not just as components of the curriculum, but as essential learning and preparation for life. It is towards
this end that the Social Studies curriculum has been designed.

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

18

5 credits

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

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


College Preparatory, Honors

5 credits

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

Social Studies Junior/Senior Sequence (10 Credits)


I am a human being. I consider nothing that is human alien to me.
The Junior/Senior History program is designed with the intention of allowing a student to Know Thyself. Regardless of career path, students
must have an understanding of themselves and the world which they inhabit. The Junior/Senior sequence is designed to elevate students literacy
skills through the analysis of challenging text and analytical writing assignments. Students will also be encouraged to explore experiential
learning opportunities through guest speaker programs, community outreach, and class outings. The program presents historical and
contemporary case studies, connected thematically, allowing students to explore the way in which events reverberate over time. Each of the
courses, except for AP courses, will be offered at both the college preparatory and honors levels. History is not predictive but the tools students
will develop in these courses will allow them to better understand future events. The program is designed to allow each student to acquire a
foundation in the social studies. To that end every student must successfully complete:

Two Courses in World History


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

World History
War & Peace

Politics & Philosophy


Contemporary Global Issues

Electives
AP U.S. History (full year course, juniors only)

Revolution, Politics, and


Protest

Senior Seminar in Philosophy


& Film

AP Psychology (full year course)

Genocide &
Humanitarianism

AP Government (full year


course)

Novel as History I
Novel as History II

Hero or Villain

Society and Justice In America

Introduction to Psychology

Pop Culture Around the


World

Womb to Tomb

What if it Never
Happened?

Introduction to Economics

19

Human Interaction

History vs. Hollywood


History Internship

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

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

Analyze, evaluate, and reflect on documentary and narrative films

Research, write, and defend a thesis paper

Synthesize and evaluate material for essays, discussions, and debates

Communicate/Present ideas in individual and group settings

Course Descriptions
WORLD HISTORY ELECTIVES
War & Peace (206, 208)
College Preparatory, Honors

2.5 credits

Essential Question: What is humanitys natural state war or peace?


Chris Hedges has written, The failure to dissect the cause of war leaves us open for the next installment. Understanding the nature of conflict
and what leads to war is essential for the survival of our species. This course will examine historical and contemporary conflicts with a goal of
understanding the causes and costs both political and personal. Potential topics include: World War I, The Treaty of Versailles, The War on Terror,
and The United Nations.
Genocide & Humanitarianism (214, 216)
College Preparatory, Honors

2.5 credits

Essential Question: Are individuals responsible for the actions of their leaders?
This course examines two extreme sides of the human experience the desire to destroy life and the desire to save it. Through a careful
examination of genocides and humanitarian campaigns, students will understand the causes of these horrible crimes and the ways in which people
have organized to prevent them. Potential topics include: Congolese Genocide, Armenian Genocide, The Holocaust, The Cambodian Genocide,
The Rwandan Genocide, Famine Relief, Disaster Relief, world health programs, and vaccination programs.
Revolution, Politics and Protest (2091, 210)
College Preparatory, Honors

2.5 credits

I hold it that a little rebellion now and then is a good thing, and as necessary in the political world as storms in the physical. Thomas Jefferson
Essential Question: Is a little rebellion a good thing?
Revolution, Politics, and Protest examines movements which develop to challenge the status quo. The course is organized around a series of
essential questions through which students will study the political foundations of revolution and protest movements as well as the conditions
which inspire movements for change. Additional Questions for Consideration: What is revolution? Why do revolutions happen? What are the
characteristics of a revolutionary leader? What is the proper response to oppression? Can ideas be revolutionary? Can revolutions be directed
from above? Can revolutions be directed from below? Can art inspire revolutionary movements?
Hero or Villain (2171, 2181)
College Preparatory, Honors

2.5 credits

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


Biographical history is enormously important and popular. Hero or Villain examines the lives of a series of controversial figures with a special
focus on the importance of perspective and the desire to understand these people as complex human beings. Potential subjects include: Qin Shi
Huang, Julius Caesar, Napoleon Bonaparte, Otto von Bismarck, Che Guevara, and Yasser Arafat.
Global Pop Culture (2300, 2301)

2.5 credits

20

College Preparatory, Honors


Essential Question: Can pop culture give us insight into the people who create and consume it?
Pop Culture is not simply disposable. Music, film, sport, and literature is created and consumed across the globe. Understanding and analyzing a
nations popular culture can lead us to a better understanding of people and place. This course will examine human and cultural geography
through the lens of pop culture. Additional questions to consider: How does geography shape popular culture? Why does some popular culture
cross national boundaries? Can understanding a nations popular culture allow us to empathize more fully with other people? Can popular
culture unite us as human beings?
What If It Never Happened? (2281, 2282)
College Preparatory, Honors

2.5 credits

Essential Question: Does human progress have a price?


Jaron Lanier has written, The most important thing about a technology is how it changes people. This course will look at the intended and
unintended consequences of technology and its impact on the way in which humans experience the world. The course will examine critical leaps
in technology and the resulting changes to human society. The course will provide opportunities to consider current and future technologies and
the potential consequences of these changes. Potential topics include: The Printing Press, The Industrial Revolution, The Internet, and Artificial
Intelligence.
Human Interaction: Race, Ethnicity, Class and Gender in the world (2343, 2344)
College Preparatory, Honors

2.5 credits

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

POLITICS AND PHILOSOPHY ELECTIVES


Contemporary Global Issues (219, 220)
College Preparatory, Honors

2.5 credits

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


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

Senior Seminar in Philosophy and Film (2041)


Honors

2.5 credits

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


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

Society and Justice in the U.S. (2261, 2271)


College Preparatory, Honors

2.5 credits

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


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

21

PSYCHOLOGY ELECTIVES
Introductory Psychology (235, 225)
College Preparatory, Honors

2.5 credits

Essential Question: What makes each individual unique?


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

Womb to Tomb (2321, 2322)


College Preparatory, Honors

2.5 credits

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

ADVANCED PLACEMENT ELECTIVES


AP Psychology (224)
Advanced Placement

5 credits

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


This course will introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other
animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within
psychology. Students also learn about the ethics and methods psychologists use in their science and practice.
Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental approval, and
approval from the department chair. Class time will be devoted to reinforcing concepts, discussions, testing, writing and designing of
experiments. Hand-outs and video will be employed to help facilitate greater understanding of difficult topics. It is imperative that students
possess good note-taking skills. Students, who are self-motivated, responsible, possess strong reading/reading-comprehension and writing skills
and have an interest in psychology are encouraged to enroll. All students participating in this program will be expected to take the AP
Psychology exam in May.

A.P. United States Government & Politics (223)


Advanced Placement

5 credits

Essential Question: What do we want for society and how should we best work to achieve that? What is the purpose of government?
This year long course is designed to enable capable and interested students the opportunity to take a college level American Government and
Politics course. Students will be recommended to participate in this course based on their academic record, teacher recommendations, parental
approval, and approval from the department chair. Students who might best benefit from the course are those considering a future in law,
government, public policy or history. This course covers material equivalent to an introductory college course. Students will continually prepare
for the A.P. exam in May. This course will be a survey of United States Government with an emphasis placed on the study of American political
ideology and the evolution of its democratic institutions. Students will examine the rapidly changing political culture in the United States and the
way in which these changes affect voting patterns, trends and the way that government operates. Topics will include the Constitution, Political
Beliefs and Behaviors, Elections, Interest groups, the Media, Congress and Civil Rights. Student progress is monitored through class discussions
and debates, essays, oral presentations, research papers, A.P. practice tests, Free Response Questions, midterms and finals. All students
participating in this program will be expected to take the Advanced Placement United States Government exam in May.
AP course in Psychology
A.P. United States History Juniors only (201)
Advanced Placement

5 credits

22

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

OTHER ELECTIVES
The Novel as History I or II (237, 238)
College Preparatory, Honors

on-line only

2.5 credits

Essential Question: How can fiction illuminate historical truth?


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

Hollywood vs. History (2341, 2342)


College Preparatory, Honors

2.5 credits

Essential Question: Given that many people gain an understanding of history through film, do filmmakers have an obligation to present events
accurately?
Some of the most popular films are based on or inspired by actual events. In Hollywood vs. History, students will examine a number of films that
purport to recreate history and analyze them versus the historical record. Potential topics include: Lawrence of Arabia, Gladiator, Gone With the
Wind, and Malcolm X.

Introduction to Economics (222, 221)


College Preparatory, Honors

2.5 credits

Essential Question: If money makes the world go round, then how is wealth attained, retained and distributed in todays world?
The focus of this course will be to give students a real-world understanding of how the American economy works today and the challenges facing
it as America competes in the global economy. This course will provide an introduction to basic economic concepts, examine the function and
role of the stock market, and investigate critical issues in economics today. Emphasis will be placed on economic awareness and understanding
that students will need to interact with the financial system in their daily lives.

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

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learn at Pentucket to both familiar and unfamiliar circumstances that they will encounter in their lives.
The Mathematics Department offers several courses of mathematics instruction for all four years of high school. All courses are designed to
prepare the student for college and are aligned with the Common Core Standards. The differences between college preparatory and honors level
lie primarily in the degrees of abstract versus concrete thinking skills, repetition of instruction, expected mastery of previously learned material,
independent versus directly supported learning, and application of concepts to familiar versus unfamiliar circumstances. Honor level courses
require more independence in terms of thinking and work outside of the classroom. Our program offers opportunities for students to move
between college preparatory and honors level courses as their mathematical performance progresses.
Calculator Policy
Consistent with the progress in the business and home environments, we continue to integrate technology into our mathematics curricula.
Consequently, we strongly recommend that all students enrolled in Algebra II or higher purchase a graphing calculator, which will be utilized in
class work, on homework, and on assessments. We suggest that students invest in a graphing calculator beginning in the ninth grade so that they
can familiarize themselves with its capabilities in class prior to Algebra II. The Mathematics Department currently uses the TI-83 and/or TI-84
Plus graphing calculator in classroom demonstrations. Students enrolled in courses before Algebra II are strongly recommended to have at least a
scientific calculator if they choose not to purchase a graphing calculator

Geometry (330)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: This course is designed for all students that have completed Algebra I and any other high
school student who has not yet successfully completed a course in Geometry.
Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar
polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Algebraic skills are required and basic trigonometry is
also introduced.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.
Geometry (3330)
Honors

5 credits

Students Who Should Consider Taking This Course: This course is designed for all students that have successfully completed Algebra I honors
and have demonstrated academic achievement through a combination of ability and motivation.
Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar
polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Algebraic skills are required and basic trigonometry is
also introduced.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

Accelerated Geometry (333)


Honors

5 credits

Students Who Should Consider Taking This Course: This course is designed for students that have demonstrated exceptional academic
achievement in Algebra I and are planning to take Calculus in high school. This course contains considerable enrichment and
acceleration. Teachers will assume that students are able to grasp concepts on initial presentation, and will,
therefore, emphasize analysis, synthesis and problem solving.
Content: This course includes the study of angles, deductive proof, logic, parallel lines, congruent polygons, triangles, quadrilaterals, similar
polygons, circles, constructions, areas, volumes, coordinate geometry and transformations. Strong algebraic skills are required and trigonometry
is also introduced. Honors Geometry is more demanding, intensive, and extensive than Geometry Honors. Each topic will be treated in greater
depth and complexity.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, projects and presentations. Other types of evaluations may
be used at the teachers discretion.

Algebra I (342)
College Preparatory

5 credits

24

Students Who Should Consider Taking This Course: This course is designed for students who would benefit from additional work in Algebra I
before moving to Algebra II.
Content: This course includes the topics of operations on real numbers, polynomial operations, analyzing, graphing and solving linear equations
and inequalities. Students will also solve systems of linear equations, factor algebraic expressions and analyze quadratic and exponential
functions. Students will learn to use graphing calculators as a tool for analyzing mathematical relationships.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

Algebra I (343)
Honors

5 credits

Students Who Should Consider Taking This Course: This course is designed to provide students with an in-depth level of instruction, an
accelerated pace and a cooperative learning environment. The course guides students in the development of critical thinking skills and algebraic
problem solving skills which provide the foundation for real world problem-solving. It is targeted to highly motivated students.
Content: This course includes the topics of operations on real numbers, polynomial operations, analyzing, graphing and solving linear equations
and inequalities. Students will also solve systems of linear equations, factor algebraic expressions and analyze quadratic and exponential
functions. Graphic calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.
Evaluation: Student progress will be assessed through homework, quizzes, tests, projects and presentations. Other types of evaluations may be
used at the teachers discretion.

Algebra II (319)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: This course is designed for those students who would like to satisfy high school competency
in high school mathematics and want to proceed to additional math courses in high school and college. Geometry (CP), teacher recommendation
and approval of Math Department is required.
Content: Students will analyze scatter plots and functions. Students will solve and graph linear relationships and study composite functions,
vertical and horizontal translations, and direct and indirect variation. The course will also include solving one and two variable equations and
inequalities, matrices and inverse matrices, solving systems of linear equations graphically and algebraically. Quadratic equations and
polynomial expressions will also be studied. Graphic calculators are an essential tool for every student to explore graphical, numerical and
symbolic relationships.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

Algebra II (321)
Honors

5 credits

Students Who Should Consider Taking This Course: This course is designed for students planning to take Pre-Calculus and/or Calculus in high
school and who have received a grade of B/C or better in Geometry (H) or a teacher recommendation from Geometry (CP) and have exhibited
enough strength in their understanding of algebraic concepts to imply readiness for an accelerated pace in Algebra II.
Content: This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and
inequalities, linear programming, quadratic equations and functions. This course will also include polynomial functions, logarithmic,
trigonometric and conical functions and matrices if time permits. Students will develop models to solve problems involving these functions as
well as systems of equations and inequalities. They will also explore series and sequences. Graphing calculators are an essential tool for
every student to explore graphical, numerical and symbolic relationships.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

Accelerated Algebra II (3210 )


Honors

5 credits

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

25

imply readiness for an accelerated pace and complexity in Algebra II. An accelerated student has shown strong aptitude in mathematics that go
beyond grade level expectations. Teachers will assume that students are able to grasp concepts on initial presentation, and
will, therefore, emphasize analysis, synthesis and problem solving.
Content: This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations and
inequalities, linear programming, quadratic equations and functions. This course will also include polynomial functions, logarithmic,
trigonometric and conical functions and matrices if time permits. Students will develop models to solve problems involving these functions as
well as systems of equations and inequalities. They will also explore series and sequences. Graphing calculators are an essential tool for every
student to explore graphical, numerical and symbolic relationships.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations using the HOL rubric as an
evaluation tool. Other types of evaluations may be used at the teachers discretion.
Applications in Algebra (315)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: This course is designed for those students who want to proceed to additional math courses
in high school and college and have successfully completed Algebra II (CP).
Content: Students will study linear transformations, matrices, systems of linear equations, bases, projections, rotations, and determinants.
Applications may include differential equations, difference equations, least squares approximations, and models in economics and in biological
and physical sciences. This course includes the topics of rational and irrational numbers, equations and inequalities, systems of linear equations
and inequalities, linear programming, quadratic equations and functions possibly including exponential growth and decay. Graphing calculators
are used in this course.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.
Pre-Calculus (307)
Honors

5 credits

Students Who Should Consider Taking This Course: The course is designed for students who have successfully completed Algebra II (H) with a
C or better and who wish to continue and increase their knowledge of math. It provides a foundation for those students who are planning to take
Calculus and/or wish to enter college with a strong math background, possibly to pursue a math-oriented career.
Content: The course includes a review of Algebra II concepts, graphing, data analysis, trigonometric functions and identities, vectors, induction,
conic sections, limits and an introduction to calculus. Parametric and polar equations, the 3-d coordinate system, and matrices will also be studied
time permitting. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic relationships.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

Function, Statistics, Trigonometry (312)


College Preparatory

5 credits

Students Who Should Consider Taking This Course: This course is designed for students who have completed Algebra II (H) or Algebra II (CP)
with an A and may not be ready to advance to Pre-Calculus.
Content: This course is intended as a follow-up to Algebra II or an equivalent course. The course is designed to complete the study of the
elementary functions (linear, quadratic, exponential, logarithmic, and trigonometric) and will include an introduction to probability and statistics.
Computers with Fathom software are used in class and at home to analysis to real world data. Throughout the entire course modeling of real
phenomena is emphasized. Graphing calculators are an essential tool for every student to explore graphical, numerical and symbolic
relationships.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.
Calculus (303)
Honors

5 credits

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

26

Content: The topics studied include methods of differential and integral calculus, and applications of the derivative and integral. Use of
technology is integrated throughout.
This course briefly reviews analytic geometry and trigonometry and then proceeds to the calculus topics of limits, the derivative, and methods of
differentiation, applications of the derivative, the definite and indefinite integral, techniques of integration, and applications of the integral.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

AP Calculus (301)
Advanced Placement

5 credits

Students Who Should Consider Taking This Course: Students will be recommended by their teacher based on past performance and demonstrate
high academic performance in Pre-Calculus with Limits.
Content: AP Calculus AB. This is a college-level course in differential and integral calculus, equivalent to one semester of calculus at most
universities. Topics include a review of functions, an introduction to limits and continuity, derivatives and their applications, integrals and their
applications, anti-derivatives and the Fundamental Theorem of Calculus, and an introduction to differential equations using slope fields. There is
an emphasis on conceptual understanding and working with functions represented graphically, numerically, analytically, and verbally. The TI-83
graphing calculator is used extensively. The Advanced Placement Calculus AB exam is expected of all students in this course.
Evaluation: Student progress will be assessed through homework, class work, quizzes and tests. Other types of evaluations may be used at the
teachers discretion. Timely completion of all homework assignments and maintenance of a passing grade is required for continuation in this
course. All students will take the Advanced Placement Exam in May.

Statistics with Probability (310)


Honors

5 credits

Students Who Should Consider Taking This Course: This course is designed for those college bound students who have successfully completed
Algebra II and wish to increase their knowledge of mathematics. It provides a foundation in statistical and inferential statistics. Most college
students majoring in business, the sciences, education and the social sciences are required to take a statistics course.
Content: Students will learn the fundamentals of modern statistical methods. Topics include descriptive statistics, introduction to probability,
random variables and sampling distribution, linear regression and correlation, testing of hypothesis concerning one and two population samples,
confidence interval estimation of parameters and introduction to one way ANOVA (analysis of variance). Students will develop statistical
thinking involving the understanding the need for data, the importance of data production, the omnipresence of variability, and decision making
under uncertainty. This course provides students with an introductory hands-on approach to statistics, and uses the TI-83 or TI-84graphing
calculator extensively.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

AP Statistics (311)
Advanced Placement

5 credits

Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed Algebra 2 with a B+
or better and are considering a future in fields such as psychology, business/finance, the social sciences or careers that require extensive research.
AP Stats is an excellent alternative to calculus or an additional course for calculus students who are interested in experiencing another type of
mathematics. Juniors must enroll in Pre-Calculus honors and may take this course as an elective.
Content: The purpose of the advanced placement course in statistics is to introduce students to the major concepts and tools for collecting,
analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1) exploring data: observing patterns and
departures from patterns 2) planning a study: deciding what and how to measure 3) anticipating patterns: producing models using probability and
simulation 4) statistical inference: confirming models. Graphing calculators are an essential tool for every student to explore graphical,
numerical and symbolic relationships.
Evaluation: Student progress will be assessed through homework, quizzes and tests, projects and presentations. All students will take the
Advanced Placement Exam in May.

Advanced Mathematical Decision Making (340)


College Preparatory

5 credits

27

Students Who Should Consider Taking This Course: This course is designed for students who have completed Algebra II and may not be ready to
advance to Pre-Calculus or Calculus in high school but are interested in exploring applications of mathematical ideas while continuing to support
their understanding of algebraic concepts and beyond. This course curriculum focuses on answering the question, Just what is math used for?
This course will look at mathematical topics such as linear and exponential growth, percentages, finance, demographics, economics, medicine,
and the environment. These issues and related problems will be investigated in a way that conveys the power of modern mathematics.
Content: Students will use and understand mathematics using a quantitative reasoning approach. This course will include the integration and
application of mathematical concepts algebra through pre-calculus. Students will consider how mathematics plays an integral role in all real
world problems such as finance, engineering, election theory and many others and learn how the skills and concepts developed in earlier course
can be integrated and applied in various ways. Technology will be used as an instructional tool.
Evaluation: Student progress will be assessed through homework, quizzes, and tests, project and presentations. Other types of evaluations may
be used at the teachers discretion.

Web Page Design (375)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is an introductory course in computer programming designed for students who
have never created a web page.
Content: This semester course will explore how to create Web pages. Students will use XHTML and CSS coding to work with text, graphics,
links, buttons, tables, frames, forms and image mapping.
Evaluation: Student progress will be assessed through homework, class projects, quizzes, tests and a final exam.

Web Page II (376)


College Preparatory

2.5 credits

Students who should consider taking this course: This course is a continuation of Web Page Design I. This course is for students who would like
to explore more advanced and complex web design.
Content: During this course, the student will acquire more advanced web page skills such as table format, frames, interactive, video, audio, Java
and explore basic practices that contribute to a Web sites good design and accessibility to people with disabilities.
Evaluation: Students will be assessed through homework, study guides, quizzes, tests, hands-on labs and projects.
Pre-requisite: Intro to Web Page I and prior permission of the instructor

SCIENCE AND ENGINEERING TECHNOLOGY DEPARTMENT


SCIENCE COURSES
The Pentucket High School offers a well-balanced science program to all students. Our primary goal is two-fold:
1.
2.

To establish scientific literacy so that our students, upon entering the work force, can make intelligent decisions regarding science-based
issues.
To provide a strong foundation in science for those students who plan to attend college.

Each course is structured to emphasize the process of science as a way of thinking and solving problems. The laboratory experience is a way in
which special skills are developed to achieve this goal. With emphasis placed on the laboratory, the student develops both an understanding of
and an appreciation for inquiry and scientific methodology.
The Honors classes lead to the Advanced Placement courses in the Science department. The honors courses are enriched; they offer the same
material as the college preparatory classes, in greater depth and with a faster pace. Honors courses emphasize critical and independent thinking to
produce creative applications of ideas. Students in honors classes are expected to be self- motivated and committed to their academics.
The College Preparatory (CP) classes provide a functional approach to the scientific concepts, which encourage scientific literacy. Various
classroom practices at a moderate pace allow appropriate time for students to comprehend the new scientific concepts presented to them. The CP
classes cover the same content material as the honors classes.

28

Topics in Biology (437)


College Preparatory

5 credits

Students Who Should Consider Taking This Course: Students will be placed in Topics in Biology based on past performance, available testing,
and teacher recommendation.
Content: This course and laboratory component is designed to provide a survey of biological principles. Students will explore the concepts of
the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology.
Evaluation: The teaching team uses different instructional techniques to accomplish course objectives, with a focus on hands-on activities such as
labs and projects. Evaluation is based on laboratory work, projects, and portfolio compilations, all of which can be part of class work as well as
homework. Tests and quizzes are also used as assessments. Students will take the Biology MCAS exam at the end of the course.
Biology (435)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: All freshmen must take Biology as a graduation requirement.
Content: This course and laboratory component is designed to provide a survey of biological principles. Students will explore the concepts of
the Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology.
Evaluation: The evaluation of each student will be based on periodic examinations, quizzes, laboratory assignments and homework. Students are
required to retain and organize all written work so that they are aware of their own progress. Students will take the Biology MCAS exam at the
end of the course.

Biology (431)
Honors

5 credits

Students Who Should Consider Taking This Course: Freshmen are recommended for this course on the basis of past performance, ability, teacher
recommendations, and parent approval. This course is designed for the capable and motivated student who desires more depth to his / her
secondary school science experience. Students are expected to have reading skills above grade level, the ability to work with abstract concepts
and the ability to work collaboratively and independently.
Content: This course and laboratory component is designed to provide an in-depth introduction of biological principles to students who are
interested in the subject and have demonstrated high motivation. Students will explore the concepts of the Chemistry of Life, Cell Biology,
Genetics, Anatomy and Physiology, Evolution and Biodiversity, and Ecology.
Evaluation: Student evaluation will be based on periodic examinations, including midterm and finals, quizzes, laboratory assignments, and
homework. Students are required to retain and organize all written work so that they are aware of their own progress. Students will take the
Biology MCAS exam at the end of the course.

AP Biology (401)
Advanced Placement

7.5 credits

Students Who Should Consider Taking This Course: The science department will recommend students for AP Biology on the basis of past
achievement, science teacher recommendations, performance on standardized tests (PSAT), parental approval and personal interest. This program
is designed for students who wish to complete freshman college biology in high school. Students should have completed Algebra II, Honors
Biology and Honors Chemistry. They should have received a B+ or better in all of these subjects and / or have the approval of the Science
Department Chair.
Content: This course is designed to cover a year in Biology at the college level. The program is divided into three broad categories based on the
suggestions made by The College Board Educational Testing Service: molecules and cells, genetics and evolution, and organisms and
populations. College textbooks are used and laboratory assignments are an integral part of the program.
Evaluation: In addition to examinations, homework, laboratory assignments, and multimedia projects / presentations, all AP Biology students are
expected to take the National AP Biology Examination in May. Participating colleges may grant credit and / or appropriate placement to those
students who qualify.

Topics in Chemistry (419)


College Preparatory

5 credits

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

29

Content: This course and laboratory component is designed to provide a survey of chemistry and its principles. Students will be introduced to
the fundamental terms of chemistry, the metric system, and the basic classification system of matter. Students will be able to balance chemical
equations and solve problems concerning mass. Students will gain an understanding of the periodic table, elements, compounds, metals,
solutions, acids, bases, and salts.
Evaluation: The teaching team uses different instructional techniques to accomplish course objectives, with a focus on hands-on activities such as
laboratory activities and projects. Evaluation is based on laboratory work, projects, and portfolio compilations, all of which can be part of class
work as well as homework. Tests and quizzes are also used as assessments.
Chemistry (423)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: This course is designed for students who wish to gain a greater understanding of the world
around them from the point of view of chemistry. The fundamental concepts and principles of chemistry will be addressed in the study of
practical applications. Students will learn to solve unit conversion problems. They need to be able to handle numbers in calculations involving
scientific notation. Students must be enrolled in Algebra I or a higher level math.
Content: The study of matter and energy and their interrelationships will be explored. The areas of concentration will include atomic structure,
nuclear chemistry, periodicity, ionic and covalent bonding, reactions and stoichiometry. Kinetic theory, acid/base, electro- and/or organic
chemistry will also be addressed. Underlying themes are the preservation of our environment and consumer oriented chemistry. An emphasis is
placed on the improvement of laboratory skills and problem-solving techniques.
Evaluation: The student will be evaluated by standardized as well as teacher-constructed tests and quizzes, laboratory work, and homework
assignments. Mid-term and final examinations are administered to all students.

Chemistry (421)
Honors

5 credits

Students Who Should Consider Taking This Course: Emphasis will be placed on laboratory experiences that are designed to improve critical
thinking skills. Students enrolling in this course should demonstrate sincere interest and high achievement in science and math. They should use
this course, with its emphasis on problem solving and laboratory inquiry, as a springboard to advanced study in scientific disciplines. Students
will be expected to work effectively both in teams and independently towards using chemical principles to solve problems in a logical and
efficient manner. Chemistry places a strong emphasis on the use of algebra in problem solving. Skills include the use of scientific notation,
manipulating base ten exponents, and solving rate and ratio problems using dimensional analysis . Students must have completed Algebra I
Honors with a B+ average or better and have completed honors Biology with a B average or better.
Content: The study of matter and energy and their interrelationships will be explored. The areas of concentration will include atomic structure,
nuclear chemistry, periodicity, ionic and covalent bonding, reactions and stoichiometry, and kinetic theory. Acid / base, electro-, and/or organic
chemistry may also be addressed. An emphasis is placed on the improvement of laboratory skills and problem solving techniques.
Evaluation: The student will be evaluated by standardized as well as teacher-constructed tests and quizzes, laboratory work, and homework
assignments. mid-term and final examinations are administered to all students.

AP Chemistry (424)
Advanced Placement

7.5 credits

Students who should take the course: The science department will recommend students for AP Chemistry on the basis of past achievement,
science and math teacher recommendations, performance on standardized tests (PSAT), counselor and teacher interviews, parental approval and
personal interest. This program is designed for students who wish to complete freshman college chemistry in high school. Students should have
completed Algebra II, Honors Biology and Honors Chemistry. They should have received a B+ or better in all of these subjects and / or have the
approval of the Science Department Chair.
Content: The course is designed to cover the content of freshman college chemistry. The course assumes a mastery of basic concepts covered in
Honors Chemistry I and will not include extensive review but will require understanding of these concepts as a foundation. The course topics
include thermodynamics, kinetics, equilibrium and electrochemistry. Laboratory activities will include a combination of lab problems where
students will design their own experiments and more extensive College Board approved laboratory investigations.
Evaluation: In addition to exams, homework, laboratory assignments and projects, all AP Chemistry students are expected to take the National
Advanced Placement Chemistry in May. Participating colleges may grant credit and / or appropriate placement to students who qualify.
Physics (415)
College Preparatory

5 credits

30

Students Who Should Consider Taking This Course: This course is designed for those students who wish to increase their knowledge of the
physical universe. Students who do not plan to major in the physical sciences, but who wish to take a course that meets the standards and
requirements for college entrance may select this course. Students must have successfully completed Geometry, Algebra II, Biology and
Chemistry.
Content: The topics in this course include 1- and 2-dimensional motion, forces and motion, circular motion and gravitation, and energy.
Evaluation: The evaluation of students performance will be based upon lab reports, homework assignments, tests, quizzes, mid-year and final
examinations.

Physics (413)
Honors

5 credits

Students Who Should Consider Taking This Course: This course will provide a strong foundation in the fundamental laws of Physics as well as
critical thinking and problem solving techniques. This course is recommended for any student planning to continue the study of science or
engineering. Students must have completed Honors Algebra II with a B or better, and Biology and Chemistry, or by approval of the Science
Department Chair.
Content: The topics in this course include 1- and 2-dimensional motion, forces and motion, circular motion and gravitation, and energy.
Evaluation: The evaluation of students performance will be based upon lab reports, homework assignments, tests, quizzes, mid-year and final
examinations.

AP Physics C: Mechanics (411)


Advanced Placement

7.5 credits

Students Who Should Consider Taking This Course: The science department will recommend students for AP Physics on the basis of past
achievement, science and math teacher recommendations, performance on standardized tests (PSAT), parental approval and personal interest.
Students considering a future in engineering, physics, or chemistry should consider this course. Students must take AP or Honors Calculus
concurrently in order to take this course.
Content: This course offers a conceptual and rigorous mathematical approach to physics. An advanced understanding of high school math is
assumed. Differential and integral calculus are applied to many topics. The topics included are those outlined by College Board for the AP
Physics C: Mechanics exam. They are 1- and 2-dimensional motion, forces, work, energy, power, momentum, circular motion, gravitation,
rotational motion, and simple harmonic motion.
Evaluation: The evaluation of students performance will be based upon lab reports, homework assignments, tests, quizzes, mid-year and final
examinations. In addition, all AP Physics students are expected to take the National AP Physics C: Mechanics examination in May. Participating
colleges may grant credit and / or appropriate placement to those students who qualify.

Energy and our Planet (408)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Pre-requisite: Honors or College-prep Physics.
Content: What will happen to our planet if we keep using energy the way we do? What can we do about it? This course will study what kinds of
energy humans use, where it comes from, how energy is transformed from one type to another, the effects of different energy production methods
on the environment, the future of our planet if current methods continue, and alternative and renewable sources of energy for the present and
future.
Evaluation: The evaluation of students performance will be based upon reports, homework assignments, tests, presentations, and a final
examination.

Oceanography (405)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is open to juniors and seniors who are interested in an interdisciplinary
approach to the study of oceans. Students should have successfully completed Biology and Physical Science or Chemistry.
Content: This course will cover physical, chemical, and geological aspects of the oceans. Topics in the course include the study of hurricanes,

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ocean and atmospheric circulation, sea-floor spreading, plate tectonics, bathymetry, chemistry of sea water, waves, tides, and coastlines.
Evaluation: The student will be evaluated on project-based lessons, laboratory investigations, the construction of an e-portfolio, homework, the
ability to express concepts effectively and accurately, and by periodic tests and quizzes.

Marine Biology (406)


College Preparatory

2.5 credits

Students who should take this course: This course is open to juniors and seniors who are interested in studying marine organisms. Students
should have successfully completed Biology and Physical Science or Chemistry.
Content: This course will cover the living aspects of the ocean including marine ecosystems and a survey of marine organisms. All students will
be required to create a portfolio of marine organisms including plankton, algae or plants, invertebrates, fish, birds and reptiles as well as marine
mammals.
Evaluation: The student will be evaluated on project-based lessons, laboratory investigations, the construction of an e-portfolio, homework, the
ability to express concepts effectively and accurately, and by periodic tests and quizzes.

Investigating Emerging Diseases (407, 4071))


College Preparatory, Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for juniors and seniors who are interested in learning more about the
microscopic world around us, as well as gaining valuable classroom and laboratory experience for college. Students must have successfully
completed Biology and Physical Science or Chemistry. Students that wish to earn Honors credit will be required to complete additional
assignments.
Content: Microbiology, one of the fastest growing areas of science, is the study of organisms so small that they must be viewed with a
microscope. These organisms include bacteria, yeasts, molds, protoza and viruses. Many of the most important scientific discoveries of recent
years have been made by microbiologists: since 1910, one-third of the Nobel Prizes in medicine and physiology have been awarded to
microbiologists. The course will focus on fundamental microbiological laboratory methods, including aseptic technique, growth / culture
methods, microscopy, metabolic and physiological tests, bacterial isolation and identification, and environmental microbiology. Course is
designed to be primarily hands-on, allowing students to develop techniques needed for working in a laboratory environment.
Evaluation: The students understanding will be assessed mainly through laboratory work, with some tests, quizzes, and multimedia projects /
presentations.

Anatomy & Physiology I (403)


Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is intended for sophomores, juniors and seniors who plan to major in the
medical / paramedical fields as well as physical and health education. It is also open to those juniors and seniors who express a special interest
and ability in this area of biological science. Juniors and Seniors must have successfully completed Honors Biology and Honors Chemistry with
a B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair.
Sophomores that are concurrently taking Honors Chemistry may also choose to enroll in the course.
Content: Anatomy and Physiology I is a half year course examines the structure and function of the following organ systems: integumentary,
skeletal, muscular and nervous. Emphasis will be placed on the interrelationships among the systems. Related topics such as diseases of the
systems will be integrated where applicable. Students will learn basic anatomy, and will apply that knowledge to study the workings and failures
of anatomical structure and systems. Students will examine tissues and simulate medical procedures by dissecting various animal organs.
Students who do not want to dissect animal tissues should not take this course. This course will present complicated ideas and complex
relationships that represent the essence of Anatomy and Physiology, illustrating the relationship between structure, function and homeostasis of
the human body. Material will be presented through lectures, readings, demonstrations, discussions, and laboratory experiences.
Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, and homework assignments. Each
student is required to keep a notebook of all coursework. The progress he/she makes in developing the necessary laboratory skills including a
major dissection will be monitored throughout the semester.

Anatomy & Physiology II (402)


Honors

2.5 credits

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Students Who Should Consider Taking This Course: This course is intended for sophomores, juniors and seniors who plan to major in the
medical / paramedical fields as well as physical and health education. It is also open to those juniors and seniors who express a special interest
and ability in this area of biological science. Juniors and Seniors must have successfully completed honors Biology and honors Chemistry with a
B average or better, or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair.
Sophomores that are concurrently taking honors Chemistry may also choose to enroll in the course.
Content: Anatomy and Physiology II is a half year course examines the structure and function of the following organ systems: circulatory,
endocrine, reproductive, urinary, digestive and respiratory. Emphasis will be placed on the interrelationships among the systems. Related
topics such as diseases of the systems will be integrated where applicable. Students will learn basic anatomy, and will apply that knowledge to
study the workings and failures of anatomical structure and systems. Students will examine tissues and simulate medical procedures by
dissecting various animal organs. Students who do not want to dissect animal tissues should not take this course. This course will present
complicated ideas and complex relationships that represent the essence of Anatomy and Physiology, illustrating the relationship between
structure, function and homeostasis of the human body. Material will be presented through lectures, readings, demonstrations, discussions, and
laboratory experiences.
Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, and homework assignments. Each
student is required to keep a notebook of all coursework. The progress he/she makes in developing the necessary laboratory skills including a
major dissection will be monitored throughout the semester.

Forensics (404)
Honors

2.5 credits

Students Who Should Consider Taking This Course: This program is open for juniors and seniors who express a special interest and ability in
this area of biological science. Students should have successfully completed Honors Biology and Honors Chemistry with a B average or better,
or CP Biology and CP Chemistry with a B+ or better and / or have the approval of the Science Department Chair.
Content: Forensic science is the application of basic biological, chemical and physical science principles and technological practices to the
purposes of justice in the study of criminal and civil issues. Major themes of study in this course are crime scene investigation, pathology,
odontology, toxicology, trace evidence, serology, DNA, fingerprints, impression evidence, and questioned documents. The overall goal of the
course is to develop the students problem-solving skills, using the tools and techniques of the modern forensic scientist.
Evaluation: The evaluation of students performance will be based primarily on laboratory work and other periodic assessments, including a final
examination, labs, test, presentations, and homework.

Environmental Science I (409)


Honors

2.5 credits

Students who should consider taking this course: Students must have successfully completed of Honors Chemistry with a B average or better, or
CP Chemistry with a B+ or better average. Any junior or senior who has departmental recommendation and has demonstrated achievement and
interest in previous accelerated courses may elect this course. Students should have a curiosity about the natural world and express a special
interest in application of scientific concepts and principals to the understanding and remediation of environmental problems and issues.
Content: The goal of Environmental Science I is to provide students with an understanding of the interrelationships of the natural world. This
course surveys key topic areas including the application of scientific process to environmental analysis, energy, environmental hazards and
human health, economics, and public policy. Topics also include the management of natural resources and analysis of private and
governmental decisions involving the environment.
Evaluation: The evaluation of the student will be based on reports, examinations, quizzes, laboratory work, multimedia presentations, and
homework assignments. Each student is required to keep a notebook of all coursework and a portfolio, which will also be factored into the
students evaluation.

Environmental Science II (410)


Honors

2.5 credits

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

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This course surveys key topic areas including the application of scientific process to environmental analysis; ecology; energy flow; ecological
structures; and earth systems. Topics also include the management of natural resources and analysis of private and governmental decisions
involving the environment.
Evaluation: The evaluation of the student will be based on reports, examinations, quizzes, laboratory work, multimedia presentations, and
homework assignments. Each student is required to keep a notebook of all coursework and a portfolio, which will also be factored into the
students evaluation.
Biomechanics (4100) spring
Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is intended for juniors and seniors who are either currently enrolled or have
previously taken Physics.
Content: Biomechanics is a half-year course designed to study human movement, including its patterns, forces, and control mechanisms. A focus
will be placed on anatomical considerations, including various types of tissue, as we move throughout the joints in the body. A particular piece
will be spent on gait analysis, as it incorporates the entire body. There will be both a verbal and hands-on approach to learning in the classroom.
Evaluation: The evaluation of the student will be based on examinations, quizzes, multimedia presentations, homework assignments, and
laboratory activities.
Intro. Organic Chemistry for Health Care and Science Students (4101)
Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is intended for seniors who plan to major in the health care or sciences. Seniors
must have successfully completed Honors Chemistry with a B average or better, or CP Chemistry with a B+ or better and / or have the approval
of the Science Department Chair.
Content: Organic Chemistry is the study of carbon based compounds. Seniors interested in pursuing a Science, Engineering or Nursing Degree
generally have to take this course sophomore year of college. The course will prepare students by covering topics, problems, and laboratory
exercises encountered in a standard college organic chemistry class.
Evaluation: The evaluation of the student will be based on examinations, quizzes, homework assignments, and laboratory activities.

Zoology A Survey of the Animal Kingdom (4102, 4103)


College Preparatory, Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is open to students that have successfully completed Biology and Chemistry.
Students that wish to earn Honors credit will be required to complete additional assignments.
Content: This semester course provides a survey of animals invertebrates and vertebrates, as well as taxonomy. Topics include basic concepts of
general zoology including the origin of animal life, animal reproduction and development, classification of major phyla of animals and the major
classes of vertebrates, structure and function of animals, and basic concepts of animal behavior.
Evaluation: The evaluation of the student will be based on examinations, quizzes, homework assignments, and laboratory activities.
Science Department Technical Assistant (400)
Honors

2.5 credits
(or 5 credits year)

Students Who Should Consider Taking This Course: This course is for seniors who have a strong interest in a science or engineering career.
These students may wish to develop laboratory skills and knowledge beyond what they learned in regular science classes. Students must have
successfully completed AP Chemistry or AP Biology and have their AP Science teachers recommendation. Science department chair will have
the final approval.
Content: The Technical Assistant will perform a variety of tasks for the Science department including, but not limited to updating the chemical
inventory the PRHS chemical database, preparing solutions and laboratory materials for all science department teachers and assist teachers in
developing new labs to be used in the classroom. The assistant may also act as an assistant to help students learn chemistry/biology and may
deliver classroom lessons. Finally, the assistant may complete a project relevant to an area he or she will study in college.
Evaluation: The evaluation of students performance will be based on their quality and accuracy of completed assignments.

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STEM INNOVATION ACADEMY


Engineering is the the discipline dealing with the art or science of applying scientific knowledge to practical problems. The primary purposes
are to familiarize students with tools, products, processes, and occupations of industry as well as social and economic phenomena of the
technological world in which we live and work. The objectives of the Engineering program at Pentucket are as follows:
1.
2.
3.
4.

To encourage self-discovery and provide an opportunity for self-expression.


To develop an understanding of industry and the methods of production, including an appreciation of good design and good workmanship.
To develop safety habits and fundamental safety consciousness.
To safe and effectively use tools and machinery.

CAD I (825)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for students who seek an understanding of Computer Aided Design
(C.A.D.) for architectural and mechanical engineering. This course is open to all students.
Content: This course will introduce the student to the use of 2D and 3D Computer Aided Design (C.A.D.) using SolidWorks and exploring areas
or architectural, mechanical, and manufacturing design.
Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All
projects are graded according to accuracy, neatness, technique, timelines and basic use of the CAD program.

CAD II (823)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD I. Students
should have successfully completed CAD I with a B or better average or by teacher approval.
Content: Students in this course will progress to more advanced commands and techniques of design in 2D and 3D with SolidWorks.
Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All
projects are graded according to accuracy, neatness, technique, timeliness and basic use of the CAD program.

CAD III (821)


Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD II. Students
should have successfully completed CAD II with a B or better average or by teacher approval.
Content: Students in this course will apply learned CAD skills to create designs while learning basic architectural, mechanical, alternative
energy, and manufacturing / product design issues.
Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance.
Students will choose their projects and work in their discipline of choice. All projects are graded according to accuracy, neatness, technique,
timeliness and basic use of the CAD program.

CAD IV (829)

2.5 credits

35

Honors
Students Who Should Consider Taking This Course: This course is designed for students who have successfully completed CAD III. Students
should have successfully completed CAD III with a B or better average or by teacher approval.
Content: Students in this course will apply learned CAD skills to create designs while learning basic architectural, mechanical, alternative
energy, and manufacturing / product design issues.
Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance.
Students will choose their projects and work in their discipline of choice. All projects are graded according to accuracy, neatness, technique,
timeliness and basic use of the CAD program.

Engineering I (820)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is open to any freshman or sophomore student who has an interest in working
with tools, machines, and materials to problem solve and build.
Content: Students will use drawing techniques and learn the engineering design process. The safe and proper use of hand tools and equipment
will be taught. A variety of construction methods will be introduced so students can build individual and group projects. Many types of materials
such as wood, metals, and plastic will be used in class. A unit in power and energy systems will also be included in the curriculum.
Evaluation: Students will be graded on the quality of their class work, tests, homework, and class participation.

Engineering II (827)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is open to any junior or senior who has an interest in working with tools,
machines, and materials to problem solve and build. Previous experience in Engineering I is NOT a requirement.
Content: Students will review drawing techniques and review the engineering design process. Sheet metal fabrication, structures, electricity /
electronics, robotics, hydraulic systems, and rocketry are some of the topics covered in this class.
Evaluation: Students will be graded on the quality of their class work, tests, homework, and class participation.

Problem Solving in Engineering (824)


College Prep

2.5 credits

Students Who Should Consider Taking This Course: This course is open to any senior who has successfully completed Engineering II and would
like to further explore areas of engineering.
Content: Students will work on projects aligned with the four technology system: communications, transportation, construction, and
manufacturing. Individual and small group activities will become more challenging throughout the semester.
Evaluation: Students will be graded on the quality of their class work, tests, homework, and class participation.
Robotics I (840)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for students who seek a basic understanding of robotics and
engineering and is open to all students.
Content: In this project-based course, students use Mindstorm / LEGO equipment to learn fundamentals of robotics and engineering. Students
design, program and construct robots to accomplish specified challenges as they build problem solving skills. Following the curriculum created
by Carnegie Mellon University, topics include basic sense & response programming, use of decision structures in programming, rotary-linear
motion assemblies. This is an introductory class designed to be a fun and interactive experience for all students.
Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance. All
projects are graded for understanding objective, exploration and building & modifying of prototypes, understanding and execution of basic
simple programming, and if robot is able to demonstrate completion of assigned task or objective.

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Robotics II (8400)
Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for students who seek to further their basic understanding of
robotics and engineering exploring Submersibles and Drones. Course is open to students in grades 10, 11 and 12.
Content: In this project-based course, students will build Submersibles and Drones to learn fundamentals of Buoyancy and Flight using cutting
edge technology from Sea Perch and 3D Robotics. Students will construct and program robots to accomplish specified challenges as they build
problem solving skills. Students will be partnering with students from other classes to use completed robots in scientific applications such as
gathering soil samples in the pond, testing salinity levels in the Merrimac, as well as exploring applications for disaster relief, surveillance, and
photography. Students will also use CAD skills to design modifications for their robots using 3D printing technology.
Evaluation: Course is designed as project based with 80% of grade from projects, 20% from class participation and attendance. All projects are
graded for understanding objective, exploration and building & modifying of prototypes, understanding and execution of basic simple
programming, and if robot is able to demonstrate completion of assigned task or objective.
Prerequisites: Robotics 1 (840) and CAD 1 (825)
Game Design (8261)

2.5 credits

College Preparatory
Students Who Should Consider Taking This Course: This course is designed for students who seek an understanding of computer programming
for the mobile and desktop platforms as well as an overall understanding of computers/computing devices.
Content: Students will create video games using a variety of tools such as Scratch, App Inventor, Python, and Java. Students will examine
cutting edge hardware components of computers and mobile devices as well Operating Systems, and Cloud based systems.
Evaluation: Course is designed as project based with 80% of grade from projects, 10% from class participation and 10% from attendance (no
homework and no tests bi-quarterly exam is a project). All projects are graded according to accuracy, neatness, technique, timelines and basic
use of applicable technology tools.

Digital Technology Literacy (828)


College Preparatory

2.5 credits

Students Who Should Consider Taking this Course: This course is designed for the capable and motivated student who is college bound and
desires more depth in digital technology skills and knowledge to advance their post-secondary goals.
Content: Students will explore concepts of Personal Productivity and security, computer proficiency, emerging technologies and careers. This
course is project and lab based, with a functional approach as well as independent and collaborative aspects.
Evaluation: The evaluation of student performance will be based on class participation, labs, written and hands-on assessments, creation and
maintenance of an e-portfolio, multi-media projects and a final presentation.
Introduction to Personal Finance (801)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This semester course is an introductory course in personal finance offered in an online
format. This course is for any student who is interested in learning how to acquire and manage their income for a lifetime of financial security.
Content: This semester course will explore the topics set forth in the National Standards in Personal Finance and Education. The following is a
guideline to the topics that will be explored. Financial Responsibility and Decision Making, Income and Careers, Planning and Money
Management, Credit and Debt and Saving and Investing. Due to the online nature of this course, independence and reading is an important
component of the course.
Evaluation: Students will be evaluated on weekly discussions, written assignments, assessments, online interactive programs and a final project
submitted at the end.

FOREIGN LANGUAGE DEPARTMENT


37

Pentucket Regional High School offers a five-year foreign language sequence in German, Latin and Spanish, introduced in an exploratory
program in the seventh grade. The eighth grade begins the foreign language concentration that continues at the high school. Advance Placement
courses are offered in German, Latin and Spanish. All classes are designed to follow the Massachusetts State Foreign Language Curriculum
Frameworks and the ACTFL Proficiency Guidelines. All modern foreign language classes are designed for students to develop the four core
language skills listening, speaking, reading and writing emphasized in areas of communication, culture, connections, comparisons and
community. As a classical language, the study of Latin encompasses reading comprehension, translation, and grammar. All languages expand
students cultural knowledge and appreciation of those diverse cultures as the study of a foreign language is indispensable in preparing students to
become global citizens. Technology in the classroom also enhances worldwide information and computer skills.
Students are encouraged to complete three full years of one foreign language and to add a second foreign language in their sophomore or junior
years. Changing language choices interferes with the mastery sequencing of grammatical and morphological information. Placement exams at the
end of the school year accommodate students abilities into appropriate courses. Students also register for the National Language Exams
(conducted in all four languages) that offer additional assessment data.
The CP (college preparatory) classes incorporate basic vocabulary and linguistic categories outlined in the MA Foreign Language Curriculum
Frameworks on a novice level of the ACTFL Proficiency Guidelines. Various practice opportunities at a moderate pace allow appropriate time
for students to comprehend, to review and to be comfortable with new materials. A functional approach provides clearly defined steps that mix
chunks of vocabulary and grammar into communicative patterns. It mirrors natural language acquisition through created classroom situations.
Student responsibility involves a commitment to being prepared and to coming to class with a desire to learn. Reading and writing samples
incorporate the classroom materials in newer presentations for more comprehension.
The Honors classes incorporate more abstract thinking skills to transfer vocabulary and grammar units into their own natural conversational
patterns. The active pace of new materials requires accurate retention and mastery of previous linguistic blocks so the language acquisition is
solid enough that students can combine different groups of information with newer ones. Student responsibilities include consistent, efficient
preparation and effective time management skills. A desire to understand and use the foreign language in the classroom is essential as only that
language will be spoken/read in explanations and class lessons. Reading and writing samples are authentic; they demand proficiency in
expression and present cultural information.
FOREIGN EXCHANGE PROGRAMS:
Pentucket provides the foreign language student with the opportunity of a foreign exchange through the German American Partnership Program
(GAPP). German students from the Landrat-Lucas-Gymnasium in Leverkusen, Germany come to Pentucket and spend three weeks attending
school here. These students are hosted by Pentucket students. During the summer, Pentucket students and their teachers visit the partner school
for a three-week period. This exchange program, in its 21 st year, provides the students with the opportunity to immerse themselves in the German
language and to experience German life and customs first hand by living with a German family, attending school and visiting cultural and
historical sites in Germany and neighboring European countries. The cost of the program and other details are available from the Foreign
Language Department Head and the teachers of German.
Pentucket also encourages individual exchanges with many foreign countries. Pentucket students wishing to exchange with a foreign student, or
simply wishing to study abroad, may receive five credits for a minimum of three months official enrollment and attendance at the foreign high
school, with further credits given for longer stays, not to exceed ten credits. In addition, particularly for longer exchanges, arrangements can be
made for the transferal of grades and credits from the foreign school to Pentucket with prior consultation with the program director and the
approval of the proper school officials. Students who stay less than three months may be assessed at the discretion of the program director and
the approval of the proper school officials. Some students may also wish simply to host a foreign student at their home here in the U.S., and this
is greatly encouraged. This requires much detailed planning, the students desire to work at becoming fluent, co-operation among parents,
teachers and administrators. All programs need approval from both sites before they can be implemented.
During February and/or April vacation weeks other foreign language immersion opportunities are available. Check with the foreign language
teachers and Department Head for updated information.

German I, Spanish I (518, 528)


College Preparatory

5 credits

Students Who Should Consider Taking This Course : Freshmen who have taken a foreign language in the middle school and need a stronger
foundation before advancing. Sophomores or juniors who have not taken a foreign language previously or want to add a second foreign language.
Content: Students start at the beginning level of a foreign language. The clearly defined materials help students develop proficiency in the four
basic language skills: listening, speaking, reading, and writing. The students knowledge and appreciation of the diverse cultures of the countries
that speak the target language are enhanced through hands-on projects. A functional approach develops oral and written communication skills
with practical vocabulary and grammar units in a variety of review activities. Question-answer roles are played in creative dialog situations.
Descriptions are expressed in appropriate modes along with the simple present tense to explain a scene. Stories and letters contain new materials
in reading or writing selections. Consistent re-entry of previous information is interwoven with new materials to expand the linguistic level.

38

Evaluation: Written quizzes and tests in a variety of formats (matching, translation, question/answer, etc.) and directed-writing assignments
accommodate different learning styles. Speaking activities include oral participation in class, dialog role-playing, answering questions, paired
conservations, etc. These are a sample of assessment tools used to test comprehension, communication and language functions. Active class
participation in the foreign language by the student is expected. Homework and other student preparations play an important role in the
evaluation process.

German II, Spanish II (517, 527)


College Preparatory

5 credits

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level I CP, available
testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and motivation.
Content: This course continues the study of the foreign language, which was begun in a Level I CP class. Students will advance through the
material at a more rapid pace and move on to the next linguistic sequence of proficiency. All four language skills (listening, speaking, reading,
writing) are practiced in the target language. More detailed descriptions of places, people and events are expressed as well as natural
communication dialogs. Comparative forms are used in both present and past verb modalities. Students can supply informational accuracy such
as ordering in a restaurant, asking for directions, explaining what happened in a scene. Grammatical expressions progress on the proficiency
guidelines.
Evaluation: Homework assignments with thorough preparation for class are essential. Short written and oral quizzes are given on a regular basis
testing comprehension and communication skills. Longer exams are given at the end of each unit. Projects enhance the cultural interests in the
countries where the target language is spoken.

German II, Spanish II (516, 524)


Honors

5 credits

Students Who Should Consider Taking This Course: Students will be recommended based on past performance, available testing and teacher
recommendation in grade 8.
Content: This course follows a higher level of proficiency language skills, proceeds at a rapid pace, and makes connections of natural language
acquisition. Multiple verb tenses express different time actions, dialog activities are complex and require comprehension for appropriate
responses. Grammatical explanations build multi-layers of interpretations and descriptors convey more than one meaning. Vocabulary categories
vary but increase in detail as the course progresses. Conversations are conducted in the target language where the student is expected to
understand and communicate well.
Evaluation: Written and oral evaluations consist of quizzes and larger unit tests. A variety of formats match the skills being demonstrated
questions and answer, essay, presentation in front of the class, verb completion, grammatical agreement, etc. Assessments require self-motivation
and time management strategies and transfer of knowledge to newer areas. Projects, readings and writing samples focus on cultural interests.

German III, Spanish III (515, 525)


College Preparatory

5 credits

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II CP, available
testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and motivation.
Content: This course uses the target language frequently to communicate. Various first source materials are introduced, such as magazines,
newspapers, readers, foreign films, and videos. Verb tenses expand to clearly mark time sequencing, and vocabulary units develop in detail to
accurately describe events, actions or people. Historical timelines and customs offer thematic experiences to broaden awareness. Oral and
written expressions are fuller with more than one way to communicate.
Evaluation: Testing entails longer spoken and written responses. A variety of assessment tools accommodate different student styles of learning,
emphasizing increased student responsibilities. Homework and oral work in class remain very important aspects of the evaluation process.
German III, Spanish III (512, 522)
Honors

5 credits

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

39

communicative dialog in the target language. The students use of the target language is reinforced with active student participation and the use of
complex grammatical structures. Reading and writing gradually expand in length and difficulty throughout the school year. Audio and visual
materials are used to develop a fine-tuned listening comprehension. Current cultural topics and historical events of countries that use the target
language promote class discussions. The course is conducted in the target language.
Evaluation: Evaluations demand that the student think in the target language to express learned materials and concepts in an abstract mode.
Written essays reveal authentic command of the language on the intermediate proficiency levels. Individual oral examinations vary in
presentation, depending on the mastery expectations. Many discussion projects support investigative research preparation to add more perspective
and depth. The National Foreign Language Exams are administered in all languages.

German IV, Spanish IV (511, 521)


Honors

5 credits

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level III, available
testing and teacher recommendation. Students need to have demonstrated advanced ability in all four language skills. This class leads to the
Advanced Placement course and starts college-level preparation expectations from the student.
Content: In this course, students language proficiency level develops from intermediate to advanced. A systematic review of grammar and
vocabulary conducted throughout the year is an essential part of this honors course. Students exclusively work with authentic materials, such as
articles, films, short stories, and novels and discuss and analyze them in the target language. Advancing students speaking to near-native ability is
emphasized in the curriculum at this level. Preparation aims toward college courses, achievement tests, and placement tests, but the course is
valuable to all students who wish a solid footing in the foreign language of their choice and who wish to use the language for their own
enjoyment in the future.
Evaluation: Longer exams and essay tests are administered. Speaking and listening skills are also evaluated with the ACTFL and College Board
guidelines of mastery. Class participation is essential and student preparation demands more commitment and depth. National, standardized tests
are given as benchmarks for comprehension of advanced language expression.

German V, Spanish V (561, 562)


Honors

5 credits

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level IV, available
testing and teacher recommendation. Students need to have demonstrated advanced ability in all four language skills. This class is an alternative
to the Advanced Placement course for the senior student.
Content: This course is designed for students to achieve a mastery proficiency level of usage and grammar understanding to create abstract
connections in language patterns that mirror native ability. Increased emphasis is put on the culture and history of the various target language
countries and the roles that they play in todays world. Discussions and conversations are presented in the target language and authentic readings
are selected from classical works. In addition, there are readings of a lighter nature for enjoyment and also those dealing with current topics. This
course prepares students to enter 200-300 level foreign language college courses, but it is valuable to all students who wish a solid footing in the
foreign language of their choice and who wish to use the language for their own enjoyment in the future.
Evaluation: Longer exams and essay tests are administered as well as performance tasks suitable for this advanced level. Speaking and listening
skills are also evaluated with the ACTFL and College Board guidelines of mastery. Class participation is essential and student preparation
demands more commitment and depth. Mid-year and final exams test the students ability to apply their skills cumulatively. National standardized
tests are given as benchmarks for comprehension of advanced language expression.

AP German Language, AP Spanish Language (551, 552)


Advanced Placement

5 credits

Students Who Should Consider Taking This Course: This course is designed to enable capable, qualified seniors to take part in a foreign
language program that is equivalent of a college level course. Students need to demonstrate exceptional skills in previous language study. Past
performance, testing data, teacher recommendations, a written application, and an interview with members of the Foreign Language faculty will
form the basis recommendations. An average grade of "B+" or higher in Level IV Honors class is a prerequisite.
Content: This is a demanding yearlong college level course that prepares students to take the Advanced Placement German or Spanish Language
Exam in May. Required summer reading projects accelerate the curriculum. It is only for the very serious student, who is able to work
independently, with intensity and integrity. The rigorous curriculum follows guidelines put forth by the College Board and emphasizes all four
modern language skills: listening, speaking, reading and writing. Discussions and conversations are done exclusively in the target language, and
students read challenging authentic works such as plays, short stories, scripts, and novels in the target language. Lengthier writing assignments,
frequent visits to the language lab, and oral assessments are integral to the course. Students are expected to stay abreast of current events by
accessing online news broadcasts and articles. After the exam in May, individual, independent research projects are chosen by each student as

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exhibition graduation final assessments.


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

Latin I (530)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: Freshmen who have taken a foreign language in the middle school and need a stronger
foundation before advancing. Sophomores or juniors who have not taken a foreign language previously or want to add a second foreign language.
Content: Students are expected to develop the ability to read Latin at an appropriate level while also increasing their knowledge of vocabulary
and grammatical structures. Various aspects of life and history in the first century Pompeii, Roman Britain, and Egypt are discussed. Students also
become familiar with Roman and Greek mythology. There is extensive work on English vocabulary derived from Latin and on Latin
abbreviations and expressions used in English.
Evaluation: Written quizzes and tests in a variety of formats cover vocabulary, translation, reading comprehension, and aspects of Roman history
and culture. Class work, participation and homework responsibilities are essential to complete comprehension. Projects are assigned with cultural
units to enhance understanding of the historical era.

Latin II (531)
College Preparatory

5 credits

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level I CP, available
testing and teacher recommendation. Students need to have demonstrated consistent evidence of preparation and motivation.
Content: In this course, students will continue to develop the ability to read Latin. The texts will involve more complicated grammatical
structures including the passive voice and subjunctive mood. Students will also learn about life in Rome, Egypt and Britain.
Evaluation: Written quizzes and tests in a variety of formats cover vocabulary, translation, reading comprehension, and aspects of Roman history
and culture. Class work, participation and homework responsibilities are essential to complete comprehension. Projects are assigned with cultural
units to enhance understanding of the historical era.

Latin II (532)
Honors

5 credits

Students Who Should Consider Taking This Course: Students will be placed in this course based on past performance, available testing and
teacher recommendation in grade 8. This course is designed for the most academic students, who are highly motivated and committed to being
responsible for their learning.
Content: This course covers many of the same topics as Latin II CP, but at a quicker pace with more demanding standards. In addition to reading
proficiency, students will be assessed on their Latin composition abilities. Students are expected to complete their study of basic Latin grammar
in preparation for reading authentic classical texts in Level III Latin.
Evaluation: Written quizzes and tests in a variety of formats evaluate vocabulary, translation, reading comprehension, and aspects of Roman
history and culture. At this level, assessments will also include Latin compositions. Class work, participation and homework responsibilities are
essential to complete comprehension. Projects are assigned with cultural units to enhance understanding of the historical era. The National Latin
Exam is administered.

Latin III (535)

5 credits

College Preparatory
Students Who Should Consider Taking This Course: Students will be placed in this course based on past performance in first year Latin and
teacher recommendation.
Content: Students will continue to develop critical reading skills and bridge from contrived text to excerpts of authentic text from Ancient Roman
literature. Students will begin to study more complex grammatical structures and add to their vocabulary while continuously making connections
to English through word derivations. They will also continue to develop written and oral fluency in Latin. From a cultural perspective, students
will study the historical and cultural background of Rome as a republic.

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

Latin III (534)


Honors

5 credits

Students Who Should Consider Taking This Course: Students will be placed in this course based on their performance in Level II, available
testing and teacher recommendation. Students need to show a highly visible degree of self-motivation, and execute effective time-management
skills.
Content: In this course, students will read only authentic classical texts. They will ne exposed to a survey of the greatest prose and poetry from
the Roman world. Authors and texts will be chosen to fit the abilities and interests of the students. Additionally, works of literature may be read in
translation to complement the materials covered in the original language.
Evaluation: At this level, assessments will include translation of authentic classical texts (prepared and at sight), literary analysis, and metrical
analysis of poetry. Latin composition abilities will also be tested. The National Latin Exam is administered.

Latin IV (536)
Honors

5 credits

Students Who Should Consider Taking This Course: Students will be placed in Latin IV based on past performance, available testing and teacher
recommendation in Latin III. This course is designed for the most academically motivated and highly committed students who enjoy Latin,
Roman history and culture.
Content: At this advanced level, Latin IV students are expected to translate, read, analyze and discuss both synthetic and original Latin text.
Both poetry and prose from the Augustan period will be explored. In the first half of the course, the poet Virgil is presented with selections from
The Aeneid. Students will draw from their knowledge of Homers Odyssey in order to compare and contrast epic styles of Graeco-Roman
literature. Although readings are done primarily in Latin, at second semester students will read excerpts from Caesars Gallic Wars culminating
in a comparative study of military both then and now.
Evaluation: Assessment will include translation of authentic classical texts (both prepared and sight), Latin vocabulary enrichment activities,
derivative analysis, literary analysis, independent exploration, student teaching and research paper. The National Latin exam is administered.

Latin V (537)
Honors

5 credits

Students Who Should Consider Taking This Course: Students will be placed in Latin V based on past performance, available testing and teacher
recommendation in Latin IV. This course is designed for the most avademically motivated and highly committed students who enjoy Latin,
Roman history and culture.
Content: At this advance level, Latin V students are expected to translate, read, analyze and discuss original Latin text. Authors from various
genres from the Augustan period will be explored, compared and contrasted. In the first half of the course, the poet Ovid is presented with
selections from Metamorphosis, Amores and Ars Armatoria. Although readings are done primarily in Latin, at times literal English translations
are explored to compliment the readings. In the second semester, authors are selected based on student interest.
Evaluation: Assessment will include translation of authentic classical texts (both prepared and sight), Latin vocabulary enrichment activities,
derivative analysis, literary analysis, independent exploration, student teaching and a research paper. The National Etymology Exam for
Advanced Latin students is administered.

German Exchange Seminar: (563)

2.5 credits - summer

Students who should consider taking this course: Students who are participating in the German American Partnership Program (GAPP) exchange
in 2013-2014.
Content: This course begins with several preparatory sessions and individual student research. During the home stay experience of 3-4 weeks,
students write in a journal, present lessons in schools, design a presentation on-site and investigate a topic resulting in a multi-media
demonstration of their experiences upon their return.
Evaluation: Near fluent level of proficiency will be evaluated in the four language skills as they demonstrate advanced communication in
German. Evaluations from the GAPP program teachers add more assessment tools.

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

A. WELLNESS
Grade 9

2.5 credits

Content: This freshmen course will integrate comprehensive health topics of Family and Consumer Science, Health, Physical Education as well
as guidance topics in an interdisciplinary format. Topics covered include managing the stress and expectations of transition to high school,
healthy relationships, communications skills, responsibility, the effects of alcohol, marijuana and drugs on the developing adolescent brain,
nutrition and first aid basics. Physical education content could include project adventure, team soccer, volleyball, speedball/handball, basketball,
pickleball, touch football and fitness training.
Evaluation: Student progress will be measured through unit testing and quizzes, homework, individual and group projects, knowledge and
demonstration of sport skills, strategies and rules, fitness concepts and practices and appropriate personal and social skills. Students receive a
letter grade and a conduct and effort rating.

B. WELLNESS
Grade 10

2.5 credits

Content: This course will integrate comprehensive health topics of Family and Consumer Science, Health, Physical Education as well as
guidance related topics in an interdisciplinary format. The curriculum is designed to build upon current knowledge and help students develop
skills that will allow them to make informed, responsible decisions about their personal wellness. Some of the topics covered include mental
health and disorders, substance abuse education, sexuality, nutrition, and career exploration. Physical education topics may include tennis, fitness
training, softball, CPR training, and stress reduction strategies.
Evaluation: Student progress will be measured through unit testing and quizzes, homework, individual and group projects, knowledge and
demonstration of sport skills, strategies and rules, fitness concepts and practices and appropriate personal and social skills. Students receive a
letter grade and a conduct and effort rating.
Healthy Athlete Wellness (9704)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for students in grade 10. Students will have learned tools and
resources to use in the real world to help them be a successful, healthy athlete.
Content: The healthy athlete curriculum is designed to build upon current knowledge and help students develop skills that will allow them to
make a positive and informative decision about their physical fitness, nutrition, injury prevention, stress management, time management, and how
to handle pressure from coaches, parents, teammates, and self. This course will integrate comprehensive health topics of Family and Consumer
Science, Health, Physical Education as well as guidance related topics in an interdisciplinary format.

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

C. WELLNESS 11 & 12
College Preparatory

2.5 credits

Coaching 101-(970)
This course will teach students how to coach youth sports. Each student will be required to partner with a youth sports team for application of
what is learned in class.
Collaboration and Team Games (972)
This class will focus on teaching and practicing group dynamics as applied to traditional team sports.
Independent Wellness (987, 988)
A junior or senior may fulfill one semester requirement through completing an Independent Wellness course (you cannot complete Independent
Wellness twice). Approval must be received from your guidance counselor and a wellness teacher.
Individual Sports and Life Long Activities (975)
This class will focus on teaching how to live an active lifestyle through learning about individual games and sports.
Personal Fitness (976)
This class will focus on teaching students how to develop a plan for improving personal fitness though aerobic, anaerobic activities as well as
learning the role of nutrition.

MOVEMENT SCIENCE AND ATHLETICS INNOVATION


ACADEMY
Strength & Conditioning (9702)
College Preparatory

2.5 credits

Content: Strength & Conditioning includes a wide variety of exercises, lifts, agilities, and techniques designed to maximize ones overall total
fitness, strength, and agility. Throughout this course, we will cover weightlifting, fitness, and agility topics that will enhance our students
understanding of the human body. The student will gain a better understanding of the human musculature and how to target specific areas that
will enable them to reach personal goals. Finally, this course will enable athletes to benefit from sport-specific movements allowing each student
more functional strength. Students will have the opportunity to try different techniques and develop workout plans for sport specific scenarios.
There will be classroom days and weight room days with this course.
Evaluation: Students will be evaluated using practical application, quizzes & tests, projects, and other activities. Students will learn how strength
and conditioning alters the human body, how to perform exercises properly, how to properly instruct and demonstrate exercises to clients and
athletes, and how to put together different workouts to make clients/athletes better athletes.
Nutrition for the Physically Active (9703)
College Preparatory

2.5 credits

Content: This class allows students to study the relationship between physical activity, proper nutrition, sports performance and general
wellness. Students will learn what foods are needed for healthy lifestyles and peak performance. This course strengthens health promotion and
disease prevention through increased knowledge of nutrition and physical activity. Students will study macronutrient and micronutrient
recommendations during training, competition/performance, and recovery. Each student will learn how to create nutrition plans.
Evaluation: Students will be evaluated using practical application, quizzes & tests, projects and other class activities.
Sports Medicine I (960)
College Preparatory

2.5 credits

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

44

Content: The course includes theory and practical applications in the following areas: prevention, treatment, and rehabilitation of sports injuries,
increased athletic performance, taping and wrapping of injuries, first aid, CPR, emergency procedures, nutritional guidelines, sports psychology,
anatomy and physiology, fitness/conditioning/strength programs, protective equipment and sports medicine careers. After this course students will
possess skills that are fundamentals for pursuing post-secondary education. All students will have the opportunity to become certified through the
American Heart Association in CPR/AED for professional rescuer and first aid.
Evaluation: Student evaluation will be in the form of tests, quizzes, projects, presentations, and classroom activities.
Sports Medicine II: Injury Prevention, Evaluation, and Rehabilitation (964)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Injury Prevention, Evaluation, and Rehabilitation is designed for students who have
successfully completed the Introduction to Sports Medicine course and are interested in pursuing careers in Health Care or Athletic related field
such as athletic training, physical therapy, orthopedics, general medicine, fitness, coaching, physiology of exercise, kinesiology, and strength and
conditioning as well as other related fields.
Content: This course will include theory and practical application allowing students to learn different techniques in prevention, recognition, and
immediate care of athletic injuries; physical conditioning; equipment fitting; rehabilitation of athletic injuries; basic nutrition; taping and
wrapping techniques and other related medical conditions. Classroom learning is enhanced through clinical education experiences. After this
course students will possess skills that are fundamentals for pursuing post- secondary education as well as prepare them for careers. All students
will have the opportunity to further their interest while performing job shadowing in fields that specifically interest them.
Evaluation: Student evaluation will be in the form of tests, quizzes, projects, presentations, and classroom activities.
Clinical Practicum I- Sports Medicine Internship (9640)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This practicum is for the serious sports medicine student, particularly a student considering
post-graduate study in a sports medicine related position. Students should have successfully completed Introduction to Sports Medicine and
Sports Medicine II. This practicum will provide students advanced professional preparation to continue development of their sports medicine
portfolio.
Content: Supervised clinical experience in sports medicine with emphasis on developing techniques of clinical skills required by sports medicine
professionals. Students will practice skills evaluating, treating, rehabilitating, documenting, and preventing sport related injuries and illnesses.
Students will be exposed to many different situations and will apply skills needed to solve problems.
Evaluation: Student progress will be assessed through competency check offs, real world application of skills, and other various assessments.
Students will demonstrate skills such as self- motivation, communication, independence and collaboration and self- assessment is expected.
Students may be required to be in attendance during periods when regular classes are not in session.
Clinical Practicum II- Sports Medicine Internship (9641)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This practicum is for the serious sports medicine student, particularly a student considering
post-graduate study in a sports medicine related position. Students should have successfully completed Introduction to Sports Medicine, Sports
Medicine II, and Sports Medicine Clinical Practicum I. This practicum will provide students advanced professional preparation to continue
development of their sports medicine portfolio.
Content: Supervised clinical experience in sports medicine with emphasis on continued development of clinical skills required by sports
medicine professionals. Students will practice skills evaluating, treating, rehabilitating, documenting, and preventing sport related injuries and
illnesses. Students will be exposed to many different situations and will apply skills needed to solve problems.
Evaluation: Student progress will be assessed through competency check offs, real world application of skills, and other various assessments.
Students will demonstrate skills such as self- motivation, communication, independence and collaboration and self- assessment is expected.
Students may be required to be in attendance during periods when regular classes are not in session.

SAFETY AND PUBLIC SERVICE INNOVATION ACADEMY


Public Safety I (961)
College Preparatory

2.5 credits

This introduction to Public Safety course is designed for students interested in pursuing careers in fields such as Fire Science, Fire Fighting,

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

Public Safety II: Criminal Justice (962)


College Preparatory

2.5 credits

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

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

2.5 credits

This course is designed for students, who have completed PS I & PS II, and are interested in pursuing careers in Fire Science, Fire Fighting,
Incident Command, Emergency Medical Services, Community Emergency Response Teams, and other related fields. The course includes theory
and practical applications in the following areas: first aid, CPR, emergency procedures, disaster response skills, fire suppression, protective
equipment and proper gear, leadership training, search and rescue, SCBA, forced entry, auto extrication, search & seizure, and pumps and
hydraulics. After this course students will possess skills that are fundamental for pursuing post-secondary education. All students will have the
opportunity to become certified through the American Heart Association in CPR/AED and first aid. The student will also have an opportunity to
be trained and certified as a TEEN Citizen Emergency Response Team (TEEN CERT) Member.
Public Safety Independent Study-Criminology (9631)
College Preparatory

2.5 credits

This course first will examine why laws were created and how they evolve over time in response to societys needs. Then, the focus will move to
the theoretical perspectives of criminal behavior, including biological, psychological and sociological theories. Students will delve into the minds
of serial killers, thieves, drug dealers, and even corporate criminals while examining notable and notorious criminals. Finally, the class will
explore the treatment of criminals by the correctional system. Students will be asked to design a policy statement for crime prevention and
treatment programs for criminals.
Public Safety Independent Study-Psychology of Crime (9632)
College Preparatory

2.5 credits

Students will learn how psychology applies to questions and issues relating to law and the legal system. The course will include all aspects of the legal
system including police, the trial and corrections. Topics will include: recovered memories, children as victims and offenders, violence and murder,
strategies for interviewing witnesses, expert testimony, and factors influencing the credibility of witnesses, victims and offenders and insanity. Students
will also examine the relationship of psychology and law in the educational and work settings.
Safety and Public Service Internships
College Preparatory
Prerequisites: Students must have completed Public Safety I and II to be considered.
Students can earn credits in the fields of Public Safety through internships. The number of credits earned generally depends on the number of hours that
the student accrued under the internship experience (2.5 5.0 possible credits).
All internship positions must be directly relevant to Safety and Public Service, and must involve tasks that are appropriate within the specific field(s).
Students wishing to undertake internships are advised to contact Mr. Evans or Mr. Sherman to assist either with the selection of an area of concentration
or placement for fieldwork. In every case, the permission of Mr. Evans or Mr. Sherman is required before any site or agency can be authorized for
undertaking an internship.
Public Safety Summer Workshops/Courses:
** The NIMS, First Responder/CPR training, TEEN CERT and JR FF Program are offered to students and teachers throughout the district.
Recent graduates are also encouraged to sign up for the courses.

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NIMS (National Incident Management System): 10 Hours


Instructor: Steve Cutter Dep. Fire Chief: Sanford, ME & Lieutenant: West Newbury Fire Dept.

1.0 credit

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

TEEN CERT Program: 20 Hours (2 weeks)

1.5 credits

Instructor: Ben Jennell - Deputy Director, WN Emergency Management & Lieutenant, West Newbury Fire Dept.
The Community Emergency Response Team (CERT) Program educates people about disaster preparedness for hazards that may impact their
area and trains them in basic disaster response skills, such as fire safety, light search and rescue, team organization, and disaster medical
operations. Using the training learned in the classroom and during exercises, CERT members can assist others in their neighborhood or workplace
following an event when professional responders are not immediately available to help. CERT members also are encouraged to support
emergency response agencies by taking a more active role in emergency preparedness projects in their community.
First Responder/CPR Training: 20 Hours

1.5 credits

Instructors: Ben Jennell Captain/EMT West Newbury Fire Department


Keith Sherman FF/EMT Merrimac Fire Department
Kyle Cutcliffe FF/EMT West Newbury Fire Department
Would you know what to do in a cardiac, breathing or first aid emergency? The right answer could help you save a life. With an emphasis on
hands-on learning, this course will give you the skills to save a life. Students will have the option to take a practical and written test for
certification through the American Heart Association upon successful course completion.
Junior Firefighter Summer Program: 10 Nights (Weds) 2 Hours (6-8pm)

1.5 credits

Instructors: Dave Evans Lieutenant - West Newbury Fire Department


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

BUSINESS, FINANCE AND ENTEPRENEURSHIP INNOVATION


ACADEMY
Accounting for Business (8100)
College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Any student interested in a career in business, finance or entrepreneurship.
Content: An introductory course which emphasizes the principles and practices of beginning accounting. Accounting simulation practice
problems will be utilized throughout the course of instruction both manually and on the computer. All materials reflect real-world business
procedures that focus on the fundamentals of accounting practices.
Evaluation; Grading will be based on homework, quizzes, tests, manual and/or computerized simulations and final exams.
Additional courses related to this area of study:

Business,
Finance and
Entrepreneurship

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Course sequence in development


Business Seminar
Introduction to Personal Finance
Accounting for Business
Public Speaking
Invention
What if it never happened?
Topics in Literature
Contemporary Global Affairs
Music Technology
Engineering I
Statistics
Game Design
Service Learning

No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
No pre-requisite
Previous math course
No pre-requisite
No pre-requisite

FINE AND PERFORMING ARTS DEPARTMENT


An education in the Arts cultivates the whole child incorporating the Five Essential Elements of Powerful Learning, encouraging children to
think, problem solve, create and reflect. The Fine and Performing Arts Department at Pentucket High School is organized around three core
concepts: learning in the arts is grounded in production and performance, learning in and through the arts develops imagination as well as critical
and reflective thinking and learning in and through the arts requires an understanding of cultural and historical contexts. A comprehensive arts
program adds depth and breadth to learning. Our offerings in Theatre Arts, Visual Arts and Music provide opportunities for students to enhance
skills explore new modes of communication and increase understanding of the ways in which the arts shape, reflect and transform cultures and
society. The discipline, self-confidence and independence developed through experiences in the Fine and Performing Arts will enhance your
childs experience as a student at Pentucket High School. All courses in the Fine and Performing Arts Department embrace the Habits of
Learning; communication, independence, creative exploration, collaboration and thinking.
College Preparation (CP) classes provide students with the basic foundation, skills and vocabulary to explore the disciplines of Visual Art, Film,
Music and Theatre. These courses are designed for both the students with the interest in learning a new skill or avocation and the student who
wishes to seriously pursue an art discipline in preparation for advanced study. Students are expected to actively participate in learning activities
and respond to their own work and that of others using the vocabulary specific to the discipline both orally and as written reflection. All courses
in the Fine and Performing Arts Department require students to demonstrate their skill development by participating in level appropriate
performance or exhibition.
Honors Courses are designed for students who enjoy participating in Theatre, Video, Art or Music and/ or who desire more advanced study in
preparation for college and university study. Students are expected to display knowledge of basic skills and proficiency in their discipline and be
motivated to challenge themselves artistically. Students are required to exhibit and perform as part of their assessment. In the Visual Art program
Senior Studio is offered as either Honors level or Advanced Placement Studio Art.

ARTS INNOVATION ACADEMY


The Art Department provides courses open to students of all grade levels (9-12). The overall goals of the Art program at Pentucket are to teach
the fundamentals of design, drawing, painting, video production and sculpture, to introduce students to the art of other cultures, to increase visual
awareness, and to develop a sense of appreciation for the arts. Through a wide variety of experiences, students develop basic skills and explore
their creative potential.
A student interested in pursuing a Visual Art program should request Fundamentals of Art in the fall semester and Drawing in the spring of
their Freshman year. Fundamentals of Art and Drawing are foundation courses for all art forms. Students might benefit most from the Art
program by following the sequential program suggested by the department:
1st year
2nd year

Art Student
Art Student

Fundamentals of Art/ Drawing


(Fall) Drawing and

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3rd year

Art Student

4th year

Art Student

(Spring)Painting/Graphic Design/3D Courses/Video/Photography/Character Design


Painting, Video, Photography, Graphic
Design, Sculpture, Character Design, Digital Sculpture
AP Studio, Senior Studio, Apprenticeship, any other elective
of their choice.

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

Fundamentals of Art-semester (922)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Any student who enjoys art and is interested in developing his/her artistic abilities. This
course is a prerequisite for all other art courses
Content: This course is an introduction to drawing, painting, sculpture and graphic design. Students will explore the elements and principals of
art through a variety of media. Equal emphasis is given to the making of art, criticism and analysis of art and art history. A sketchbook is
required and regular assignments will be given.
Evaluation: Student progress will be assessed through studio work, projects, outside assignments and technical competency.

Drawing -semester (911)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Any student, who has successfully completed Basic Design or Fundamentals of Art and has
a serious interest in his/her art. This course is a prerequisite for all other fine art courses. A sketchbook is required and regular assignments will
be given.
Content: Drawing with a variety of approaches and media: emphasis on visual man-made objects, as well as, figure and portrait drawing.
Evaluation: Student progress will be assessed through studio work, projects, outside assignments, and technical competency.

Painting I-semester (905)


Honors

2.5 credits

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and
Drawing and who has a serious interest in learning the mediums, tools and techniques of oil painting.
Content: Students will explore color theory through color rendering, color theory exercises, and the use of tempera paint and oil paint. The
principles of art will be addressed as well as art history and critique. A sketchbook/journal is required.
Evaluation: Student progress will be assessed through engagement in studio work, outside assignments and technical competency.

Painting II -semester (906)


Honors

2.5 credits

Students Who Should Consider Taking This Course: Any student who has successfully completed Painting I and has an interest in building on
his/her painting skills, experiences and artistic techniques.
Content: Students will explore the mediums of acrylic and watercolor and the concepts of abstraction and realism. A sketchbook journal is
required.
Evaluation: Students will be assessed through their engagement in studio work, outside assignments and technical competency.

Sculpture and 3D Design-semester (924)


College Preparatory

2.5 credits

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

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Content: This course is an introduction to 3D Sculpture and Design. Students will learn the basic concepts and principles of three dimensional
art and design. A foundation course that will investigate the elements and principles and how they relate to the 3 dimensional art form. Through
a series of hands on projects using a variety of materials, students will develop the necessary skills needed for designing and constructing the
three dimensional form. A sketchbook will be provided and regular assignments will be given.
Evaluation: Student progress will assessed through studio work, sketchbook quality and content, outside assignments and technical competency.
Character Design-semester (925)
College Prep

2.5 credits

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and
Drawing and who has a serious interest in learning the mediums, tools and techniques of sculpting the human form.
Content: Students learn the basic principles of anatomy, gesture, form and design as they spend the term creating an 12-inch clay Marquette.
While many of the characters and creatures in films and games today are created digitally, a solid foundation in physical sculpture provides the
best basis for developing skills in digital modeling.
Evaluation: Students will be assessed through their engagement in studio work, outside assignments and technical competency.

Digital Sculpture-semester (926)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and
Drawing and who has a serious interest in learning the tools and techniques of sculpting the human form on the computer.
Content: Students learn the basic principles of anatomy, gesture, form and character design as they spend the term creating digital sculptures.
Students will learn how to sculpt digitally using the program Z-Brush, which is used by professionals in the animation, gaming and special effects
industry. Students will work with drawing tablets on iMac computers and develop skills with the selected software.
Evaluation: Students will be assessed through their engagement in studio work, outside assignments and technical competency.

Graphic Design I-semester (923)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is for any student who has successfully completed Basic Design or
Fundamentals of Art and Drawing and is interested in learning the basic principles and techniques of visual communication and graphic design.
Content: This course focuses on introducing students to basic graphic design principles and techniques for the digital age. Students will learn to
be proficient with Photoshop. Students will also have the opportunity to use their own or the schools smart devices on class projects. The
concepts of this course will be explored through demonstrations, group projects and individual projects.
Evaluation: Students progress will be assessed on their participation and engagement through studio work, projects, outside assignments and
technical competency.

Photography I-semester (903)


Honors

2.5 credits

Students Who Should Consider Taking This Course: Any student who has successfully completed Basic Design or Fundamentals of Art and
Drawing and who has a serious interest in the introduction to the technical aspect of black and white film photography.
Content: Student will learn the technical skills needed to produce B&W photographs from film. Content includes the operation of a 35mm SLR
manual camera and the processes of B&W film photography in the Darkroom. Students are responsible for group and individual projects and
should be self-motivated in that regard. Recommendation of Department Chair and Photography teacher required.
Evaluation: Student progress will be assessed on their engagement in studio and darkroom work, outside assignments, tests, and technical
competency.

Photography II-semester (904)


Honors

2.5 credits

Students Who Should Consider Taking This Course: Any student who has successfully completed Photography I and has a serious interest in

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exploring black and white film photography and Digital Photography.


Content: Students will continue their study of B&W film photography, as well as, Digital Photography in this advanced course. Aesthetics and
composition is the focus. Students will have options to explore composition through a variety of techniques, styles and special effects. An in
depth study of Portraiture will be covered; however, student interest will drive the inspiration for your work. Students are responsible for working
independently and should be self-motivated in that regard. Recommendation of Department Chair and Photography teacher required.
Evaluation: Student progress will be assessed on their engagement in studio and darkroom work, outside assignments, technical competency.
Senior Studio-year (901, 902)
Honors or Advanced Placement

5 credits

Students Who Should Consider Taking This Course: This course is for the serious art student, particularly a student considering post-graduate
study at an art school, as an art major or minor at a college or university, and who has successfully completed Basic Design or Fundamentals of
Art and Drawing. Successful completion of Painting I recommended for this course. Students will participate in a portfolio review.
Content: Semester one concerns itself with portfolio preparation pursuant to post-graduate art school study or an art major or minor at a college
or university. Students will experience a variety of design challenges that provide creative exploration and create strong portfolio pieces.
Semester two contains both design challenges and the opportunity for independent studio assignments for highly motivated students, often on a
contractual basis. A sketchbook/journal is required.
Evaluation: Student progress will be assessed through engagement in studio work, outside assignments, written assignments and technical, as
well as aesthetic, competency. Demonstration of 21 st Century skills; self- motivation, communication, independence and collaboration and selfassessment is expected. Students are required to mount an exhibit a body of work in May.

Video Production I -semester (915)


College Preparatory

2.5 credits

Students Who Should Consider Taking this Course: Any student with an interest in the technical or creative aspect of creating videos or movies.
This course is a prerequisite for Video Production II and/or Pentucket TV.
Content: This course is designed as an introduction to professional video production. From script writing and storyboarding to working in the
field, students will work in groups for the entire class learning the basic roles of video production. Students will also create their own soundtrack
to each video. All work is done on Macintosh computers using cutting edge programs to create new and uniquely original videos.
Evaluation: Students progress will be assessed though group, independent projects, class participation, quizzes, technical knowledge and outside
projects.

Video Production II-semester ( 916)


College Preparatory

2.5 credits

Students Who Should Consider Taking this Course: Any student who has successfully passed Video Production I and wants to enhance their
skills in the field further.
Content: An extension of Video Production I; students delve deeper into the subtle art of video production. More emphasis is put on
screenwriting and being able to tell a story visually.
Evaluation: Students progress will be assessed though group, independent projects, class participation, quizzes, technical knowledge and outside
projects.

Pentucket TV-semester (941)


College Preparatory

2.5 credits

Students Who Should Consider Taking this Course: Recommendation of the Department Chair and Video Production teacher is required. Any
student who has successfully completed Video Production II and has a serious interest in the field of broadcasting. Students that have
successfully completed Video Production I may be considered to take this course with teacher and Department Chair approval.
Content: The Pentucket TV class will create a monthly television show, aired on the Internet and all local public access stations, showing what is
going on throughout the entire school district. Students who take this class will learn the process of television programming and broadcasting to
the Web and TV. Additionally, students will have the opportunity to create their own original programming.
Evaluation: Students progress will be assessed though group, independent projects, class participation, quizzes, technical knowledge and outside

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projects.

Apprenticeship in Video Production-semester (9151)


Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering postgraduate study in the video field. This student has successfully completed the PRHS Video course offerings. Recommendation of Department
Chair and Video faculty required.
Content: Students will build on prior knowledge and expand their understanding of the medium through participation in real-world experiences.
The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to
include a culminating activity/event which measures their level of mastery. Proposals will be reviewed by the Department Chair and teacher for
approval prior to enrollment.
Evaluation: Students will be evaluated through , independent work, class and outside participation, technical knowledge and communication with
the teacher. The final exam for this course is the culminating activity / event outlined in the approval process.

Apprenticeship in Visual Arts-semester (9152)


Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering postgraduate study in visual arts. This student has successfully completed the foundational courses which support their apprenticeship.
Recommendation of Department Chair and Art faculty required.
Content: Students will build on prior knowledge and expand their understanding of the medium through participation in real-world experiences.
The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to
include a culminating activity/event which will measure their level of mastery. Proposals will be reviewed by the Department Chair and teacher
for approval prior to enrollment.
Evaluation: Students will be evaluated through independent work, class and outside participation, technical knowledge and communication with
the teacher. The final exam for this course is the culminating activity / event outlined in the approval process.

THEATRE ARTS
The Theatre Department provides courses to students of all grade levels (9-12). The goal of the theatre program is to teach fundamental skills of
voice, movement, characterization, theatre history, period acting styles, comedy, directing, production, communication, self- expression, and
empathy. The theatre courses at Pentucket are designed to foster a sense of self-esteem and to expose students to the art and craft of theatre.
Through a range of activities, students will develop basic skills and explore their potential in this art form.
Students would benefit by following the sequential program suggested by the department.
1st year
2nd year
3rd year
4th year

Theatre Skills I
Theatre Skills II and Musical Theatre
Musical Theatre and/or Advanced Acting
Musical Theatre II and/or Advanced-Acting, Apprenticeship

Theatre Skills I-semester ( (935)


College Preparatory

2.5 credits

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

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Content: Students are introduced to beginning acting techniques by examining the fundamental skills of improvisation, pantomime, physical
comedy, voice, movement, storytelling, and scene study. Class projects will include individual and group performance work.
Evaluation: Students will be evaluated on performances, participation, progress, written and class work.

Theatre Skills II-semester (933)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Any student who is interested in taking their acting abilities a step further should take this
course. Become more comfortable in front of people, pursue an interest in performance or acting, improve public speaking, and/or explore their
creativity and challenge their imagination. Successful completion of Theatre Skills I is required.
Content: Students explore further techniques of acting and are introduced to basic principles of monologue study, audition technique, long form
improvisation, intermediate scene study, and original ensemble work. Class projects will include individual and group performance work.
Evaluation: Students will be evaluated on performances, participation, progress, written and class work.

Advanced Acting-year (932)


Honors

5 credits

Students Who Should Consider Taking This Course: This course is designed for those students with a strong desire and commitment to further
their study of the principles of acting and directing. Successful completion of Theatre Skills I and Theatre Skills II is required. Open to students
in grades 11-12, or by permission of instructor.
Content: Content will include advanced voice and movement work, Shakespearean acting, Greek theatre, directing, contemporary scene study,
long-form improvisation, and original ensemble work. Class projects will include individual and group performance work.
Evaluation: Students will be evaluated on performances, participation, progress, written and class work.

Apprenticeship in Performing Arts (9153)


Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering postgraduate study in one of the performance arts. This student has successfully completed the foundational courses which support their
apprenticeship. Recommendation of Department Chair and Theatre faculty required.
Content: Students will build on prior knowledge and expand their understanding of the medium through participation in real-world experiences.
The student will take an active role in their learning. With the support of their teacher, the apprentice student will propose a course of study to
include a culminating activity/event which will measure their level of mastery. Proposals will be reviewed by the Department Chair and teacher
for approval prior to enrollment.
Evaluation: Students will be evaluated through independent work, class and outside participation, technical knowledge and communication with
the teacher. The final exam for this course is the culminating activity / event outlined in the approval process.

Public Speaking-semester (940)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: Open to Grades 9-12. For students who have a desire to gain confidence in communication
and improve their public speaking ability.
Content: Students will learn beginning techniques of public speaking by examining the skills of articulation, diction, projection, self-confidence,
impromptu speaking, oral reading, persuasion, and debate. Through class work students will learn techniques to combat presentation anxiety and
project confidence in communication and presentation.
Evaluation: Students will be evaluated on oral presentations, participation, progress, written and class work.

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PENTUCKET MUSIC CONSERVATORY INNOVATION ACADEMY


The arts should be an integral part of the general education of all students. It is the broad goal of the Music Department to develop in each
student an aesthetic sensitivity to all musical experiences and to create for each student a meaningful and permanent relationship with music
through participation and performance.
Music classes are available for the musically experienced or for the student new to music study. Our performing groups provide a service not
only to our general student population but also to the three communities that make up the Pentucket District.
Enrollment in one of our in-school performance groups is a requirement for students who wish to participate in our award winning afterschool jazz ensembles with exception to guitar and percussion.

Chorus (957)
College Preparatory-semester
Fall/Spring

2.5 credits

Students Who Should Consider Taking This Course: Any student interested in participating in a choral ensemble. No prior musical or singing
experience is required.
Content: Students will rehearse and perform a program of easy to moderate level choral and vocal music. The program may include music of
various time periods, languages, and genres. Basic choral and vocal techniques will be covered throughout the semester, and the participation in
two to four concerts each semester is mandatory.
Evaluation: Students will be evaluated based on participation and preparation in rehearsals, use of technical aspects as demonstrated through
successful singing with the group, and participation in all in- and out-of-school concerts. Students will be graded upon basic sight singing
assignments, music theory quizzes, and tests based on lessons and material.
Concert Chorus- year (956)
Honors

5 credits

Students Who Should Consider Taking This Course: Open to juniors and seniors with acceptance based on the successful completion of the
Choral/Vocal Chorus or by individual audition.
Content: Students will rehearse and perform a program of moderate to moderately difficult choral and vocal music. The program may include
music of various time periods, languages, and genres. Basic choral and vocal techniques will be covered throughout the semester, and the
participation in two to four concerts each semester is mandatory, solo and audition for districts is an expectation of the student who takes
this Honors course.
Evaluation: Honors Concert Chorus requirements include all criteria for the Choral/Vocal Chorus, along with emphasis on individual vocal
performance and contribution, and participation in all in- and out-of-school concerts. A final year-long project that relates to the National
Music Standards. Students must be able to perform in four-part harmony/small ensemble, and audition for the Northeast Senior District Vocal
Auditions.

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Concert Band- year (953)


College Preparatory

5 credits

Students Who Should Consider Taking This Course: Open to any student who plays an instrument. This course is a continuation of the
instrumental program offered throughout the district. Concert Band/Marching Band is a full year course. In addition, through enrollment in
Concert Band, students will have the opportunity to participate in either jazz band or other ensemble study after the school day.
Content: We are a performing ambassador organization that is a source of pride to the school and community by providing valuable performance
experiences for our musicians. The main focus of this course will be the study and performance of concert band, marching band, chamber
ensemble and solo literature. Students will perform quality marching band literature at all home football games as well as community
celebrations and local parades. Students must move at least one tier on the band evaluation system within the school year.
Evaluation: Students will be assessed on class participation, community performances and assignments in the tiered musicianship curriculum
(solos, scales, listening assignments, ear training, rhythm and composing).

Concert Band- year (951)


Honors

5 credits

Students Who Should Consider Taking This Course: Open to any student who plays an instrument. This course is a continuation of the
instrumental program offered throughout the district. Concert Band/Marching Band is a full year course. In addition, through enrollment in
Concert Band, students will have the opportunity to participate in either jazz band or other ensemble study after the school day.
Content: We are a performing ambassador organization that is a source of pride to the school and community by providing valuable performance
experiences for our musicians. The main focus of this course will be the study and performance of concert band, marching band, chamber
ensemble and solo literature. Students will perform quality marching band literature at all home football games as well as community
celebrations and local parades. Students must move at least two tiers on the band musicianship evaluation system within the school year. It is
highly recommended that Honors Concert Band students audition for the Northeastern Junior and Senior District Festivals.
Evaluation: Students will be assessed on class participation, community performances and assignments in the tiered musicianship curriculum
(solos, scales, listening, ear training, rhythm and composing).

Percussion Performance (9154)


5 credits
College Preparatory
Students Who Should Consider Taking This Course: Open to any student wishing to gain a better understanding and
appreciation for percussion literature through lessons and performance.
Content: Students will gain ownership of percussion fundamentals including concert, marching, and hand drum
instruments. Students will perform in the concert band, marching band, and percussion ensemble performances for
the entire school year. It is strongly suggested students purchase a stick bag, 4 marimba mallets, Vic Firth SD-1
drumsticks, concert tambourine with head, and a triangle.
Evaluation: Students will be evaluated through playing tests, performance attendance, and class participation.
Orchestra
- year (943)
5 credits
College Preparatory
Students Who Should Consider Taking This Course: Open to any student who plays a string instrument. This course
is a continuation of the instrumental strings program offered throughout the district.
Content: The main focus of this course will be the study and performance of orchestral literature. Students will also
study the history of the different orchestral time periods.
Evaluation: Students will be assessed on their performance in rehearsals along with playing assignments on Google
Voice. All students will learn and be evaluated on the 12 major scales. Listening tasks will be assigned on School
Loop.
Musicianship I-semester (9155)

2.5 credits

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Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering postgraduate study in music and is enrolled in a performance ensemble at Pentucket Regional High School or a pianist. Recommendation of
Department Chair and Music faculty required.
Content: Students will rehearse solo literature and will work the Eastman School of Music Theory Fundamentals course. The curriculum focuses
on pitch, scales, the minor mode, intervals, rhythm/meter, melodic characteristics, and introduction to two-point counterpoint, triads, inversions,
figured bass, seventh chords, cadences and connecting chords.
Evaluation: Students will be evaluated through online assessments and in-person performances. The final for this course is a jury performance in
front of the music faculty and performance at a solo/ensemble festival.
Musicianship II-semester (9156)
Honors

2.5 credits

Students Who Should Consider Taking This Course: This course is for the highly motivated student, particularly a student considering postgraduate study in music and is enrolled in a performance ensemble at Pentucket Regional High School or a pianist. Recommendation of
Department Chair and Music faculty required as well as successful completion of Musicianship I.
Content: Students will rehearse solo literature and will work on the following details: Define the elements of music (rhythm, melody, harmony,
texture, medium, form, expression), demonstrate pitch and rhythm writing in treble and bass clefs, demonstrate standard notation practices,
recognize fifteen major key signatures, with relative minors, notate rhythms in duple and triple meters, sing scales using solfge syllables in
major, minor, and chromatic, recognize perfect, major, minor, diminished and augmented intervals by sight and sound, sight singing melodies that
move by step and melodies that outline tonic and dominant chords, perform rhythm examples in duple and triple meters, recognize
major/minor/augmented and diminished triads aurally and sing them.
Evaluation: Students will be evaluated through online assessments and in-person performances. The final for this course is a jury performance in
front of the music faculty and performance at a solo/ensemble festival.

Music Technology I-semester (952)


College Preparatory

2.5 credits
Fall semester only

Students Who Should Consider Taking This Course: Open to any student with a desire to use state of the art technology to record and produce
original forms of media. We provide valuable practical knowledge to the self-taught musician as well as the student who plays an instrument or
sings well but needs a better understanding of the language of music.
Content: Students will create meaningful media in a collaborative environment and are challenged to go beyond their current musical
experiences in order to create and reflect. Students will learn how to create and manipulate music and video tracks, arrange loops, compose
music, build web pages, and evaluate the latest media technologies. A guest speaker series will help connect the music industry to the content
being created in the classroom. The capstone project of the class will be interdisciplinary in nature with emphasis of another core subject
area. Previous projects can be viewed at www.pentucketmusic.com.
Evaluation: Students will be able to work from their own level of musical ability when they enter the class. Students will be evaluated on class
participation, on-line questions of the week, homework assignments, participation, and reflection essays.

Invention: Make It!-semester (942)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course: This course is designed for students who seek a platform to explore and create. Thinking
outside of the box and studying the art of inventing will play a major role in the curriculum.
Content: Over the course of the semester, students will follow a sequential curriculum in creating board games, gestural installations using
Scratch and MakeyMakey, websites, iPod applications, and a final project focused on creating and advertising a new invention. Additionally,
students will gain understanding of both copyright and patent laws as they relate to coursework.
Evaluation: Students will be evaluated using rubrics for each project, an electronic Weebly portfolio, and a final presentation/business plan for
the final invention project.

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AFTER SCHOOL PROGRAMS


Competitive Percussion Ensemble - year (92A)
College Preparatory

3 credits

Students Who Should Consider Taking This Course: This ensemble is geared towards students who would like to prepare and perform advanced
percussion ensemble literature at competitions through the New England Scholastic Band Association circuit. The ensemble rehearses two hours
a week along with mandatory participation in five NESBA competitions scheduled on weekends throughout the winter time.
Content: The Competitive Percussion Ensemble will perform advanced literature featuring all the mallet instruments, timpani, auxiliary
percussion, and battery percussion. Students will be required to review the performances of other high school percussion ensembles performing
at the NESBA competitions.
Evaluation: Students will be evaluated on rehearsal/performance attendance, listening assignments on School Loop, and playing assignments via
Google Voice. Students will also be required to listen and reflect on the adjudication tapes from the competitions.

Orchestra - year (93A)


College Preparatory

1 credit

Students Who Should Consider Taking This Course : Open to any student who plays a string instrument. This course is a continuation of the
instrumental strings program offered throughout the district.
Content: The main focus of this course will be the study and performance of musical works written for string orchestra. Students will also study
the history and performance practices of the different orchestral time periods.
Evaluation: Students will be assessed on their performance in rehearsals and concerts along with playing assignments on Google Voice. All
students will learn and be evaluated on all major and minor scales with up to four sharps or flats. Listening tasks will be assigned on School
Loop. Students will also be expected to participate in all performances both during and outside of the school day.

Beginning Jazz Improvisation (98A)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course : Students should be able to read music and must be able to play, write, and verbally spell a
major scale, though some exceptions may be made. Students must have proficiency on the instrument they intend to play in class. This class
meets for 90 minutes once a week after school for optional credit.
Content: Beginning Jazz Improvisation is the starting point for students interested in learning to improvise musically. ALL instruments are
welcome. In this class you will be exposed to jazz through listening, playing, writing and performing. Other course activities will include
composition, music theory, and transcription. There are two concerts called Cafe Jazz over the course of the year, and the Beginning Jazz
Improvisation class performs at them both. This class is limited to 15 students at registration time. Additional students may be added, at the
instructors direction, as instrumentation permits.
Evaluation: Students will be evaluated on rehearsal/performance attendance, completion of weekly assignments, and general effort.

Big Band year (95A)


College Preparatory, Honors

5 credits

Students Who Should Consider Taking This Course: Students must be able to read music well and must be able to play, write, and verbally spell
a major scale. Students must have proficiency on the instrument they intend to play in class. Rehearsals are scheduled in two-hour blocks twice
a week in the evening. That time is split between sectional and full ensemble rehearsal. Beginning Improvisation is a prerequisite for this class
unless waived by the instructor.
Content: An instrument-appropriate group of approximately 20 players is assembled each fall. The group will study level-appropriate ensemble
literature in the jazz idiom. Additional course work will include listening, ear training, improvisation, and music theory. Members are expected to
participate in all concerts, festivals and events as determined by the director.
Evaluation: Students will be evaluated on rehearsal/performance attendance, completion of weekly assignments, and general effort.
*additional responsibilities required

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Jazz Combo year (96A)


Honors

5 credits

Students Who Should Consider Taking This Course : This group is by audition only each June in preparation for the upcoming school year.
Students must demonstrate a high level of proficiency on their instrument, and advanced knowledge of music theory. Rehearsals are held after
school for two hours twice a week. Beginning Improvisation is a prerequisite unless waived by the instructor.
Content: Students will continue the study of jazz improvisation at a higher level. Class work includes intensive listening, ear training,
composition, transcription, and chord/scale analysis. This is a performance based class with many concert, festival, and competitive
performances required of all members throughout the year.
Evaluation: Students will be evaluated on rehearsal/performance attendance, completion of weekly assignments, and general effort.

A Cappella Ensemble- year (97A)


College Preparatory

2.5 credits

Students Who Should Consider Taking This Course : Any level student interested in participating in an A Cappella chorus. Current enrollment in
a Pentucket music ensemble (or other musical elective with special permission) and audition required. Auditions will take place in the spring.
Content: Students will rehearse after or before school for two hours, twice a week. They will perform a variety of moderate to moderately
difficult unaccompanied vocal music. Ensembles will consist of 12-16 singers each. Out of school performances throughout the year are
mandatory.
Evaluation: Students will be evaluated on rehearsal and performance attendance, participation, and individual effort. Students will also be
responsible for positions within the groups including recording part assignments, promotional events, scheduling extra sectional rehearsals, and
arranging sheet music.

GUIDANCE DEPARTMENT
The High School Guidance Program supports student learning by providing academic, social and emotional skills to students in order to
maximize their potential for success. The developmentally based program provides all students with the knowledge and skills necessary to make
well-informed post-secondary decisions based on their interests and abilities. College and career preparation are an integral part of the high
school guidance program. These services are provided through the classroom setting, small and large group settings, individual meetings with
counselors and various other related activities.
The guidance curriculum focuses broadly on the following topics over throughout grade 9-12. Some of the activities students will explore with
guidance are listed with each grade level.

A. GRADE 9
Transition from middle school begins for freshmen by helping them to becoming an active participant in his/her education by taking a challenging
academic curriculum, becoming involved in co-curricular activities and accessing educational supports such as tutoring, extra help, etc. when
needed. School counselors meet with every freshman through a series of guidance lessons. Assisting with the transition to high school and
increased demands, topics center around the following: study skills, organizational skills, time management tools, goal setting, personal
responsibility and self advocacy. Additionally, counselors meet with students to discuss any issues the student may be experiencing in and out of
the classroom setting affecting their learning. During course selection time, students meet individually with their counselors to review their class
recommendations for the upcoming year and discuss their four year academic plan.

B. GRADE 10
Career Exploration is an important component of the guidance curriculum for sophomore students. Students meet with counselors to begin
exploring their career interests and abilities through the Naviance college and career program. This program offers students 3 career interest
inventories to help them explore their interests. The program provides information about formal education and training required for various
professions. Convenient for both parents and students, Naviance is a web based program that is accessible from home. Based on the sophomore
studentsresults, the careers of most interest will be represented by professionals for a series career speaker sessions. During these sessions
students will have the opportunity to ask questions and make connections in order to more fully explore various career options in depth. We
would also encourage students to explore intern opportunities in a particular career they may be interested in during this year. Sophomore
students have the opportunity to take the Preliminary Scholastic Aptitude Test (PSAT) in October at the high school. The PSAT is primarily

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designed for junior students as a preparation for the SAT in the spring.

C. GRADE 11
College and Career Planning becomes the major focus for junior students within the guidance department. In the fall, it is recommended that
juniors take the Preliminary Scholastic Aptitude Test, (PSAT) in preparation for the SAT in the spring. College representatives are invited to
come to the high school during this time to impress upon students the importance of maintaining high academic standards for themselves during
this year. Guidance counselors meet with their students in small group settings to discuss the post-secondary planning process in detail. Through
the online Naviance program, students are able to build upon their portfolio in Naviance from grades 9 and 10. Naviance provides students with
many resources to begin researching colleges with the goal of visiting colleges later in the spring and summer. Parents also have access to this
program as well as guidance counselors to work cooperatively to support students post secondary plans. The guidance staff sponsors an
Evening for Junior Parents to share this information with parents as well. Counselors follow up in the spring with individual student
appointments to create a plan specific to their goals. Junior students are invited to participate in a Job Shadowing Day as another opportunity to
explore career options. Increased communication among student, parent and counselor is encouraged during the junior year to help ensure that
the college exploration process is as productive and enjoyable as possible. Juniors are also invited to participate in a Technology Career and
Education Fair where they can learn about career opportunities available in technical fields, as well as institutions that offer post-secondary
training options.

D. GRADE 12
College Admissions and Career Planning begins in early fall when students return to school. Students meet with their counselors individually and
in small groups. Completing college applications and essays, obtaining teacher and counselor recommendations, and meeting deadlines while
maintaining high academic standards become the focus for these meetings. The guidance staff works closely with seniors throughout the year to
coordinate the college application process. Many college representatives visit the high school and students have the opportunity to meet with
them during the college mini-fairs offered in the cafeteria. Parents are invited to a workshop in early fall to meet with a college representative
and the guidance staff to review the college application process. Guidance staff work with the Massachusetts Educational Financing Agency to
sponsor a Financial Aid Workshop for parents in early December to discuss college funding from a state and national perspective. The
guidance staff provides information about and oversees the application process for scholarships that are made possible by local individuals and
organizations. Information on these scholarships is mailed home to families in late winter. Students are also invited to participate in field trip to
the local community college to explore first hand this convenient post-secondary option.

Instructional Aide
Students Who Should Consider Taking This Course: Any students in grades 10 12 who enjoys working with and helping others.
Content: Students are placed in a variety of educational settings based on their grade, area of interest, and skill level. These may include, but are
not limited to, regular and special needs classrooms at the Middle School and High School.
Evaluation: Students will be evaluated based on attendance and performance. Credit is earned according to the number of periods assigned.

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

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

SPECIAL EDUCATION DEPARTMENT


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

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Assistive Technology
Consultation with parents, students, school personnel
Diagnostic Testing
Inclusive Classes (general educators & special educators team teaching)
Occupational Therapy
Physical Therapy
Pre-Vocational Training
Speech and Language Therapy
Supportive Employment
Transitional Planning (in conjunction with the Guidance Department)
*Please note that each individual program will determine credit.

Academic Support (9-12)


Students Who Should Consider Taking This Course : Students in grades 9-12 who qualify for Special Education services and their I.E.P. requires
this service.
Content: This course is designed to assist students in developing skills and strategies to compensate for specific disabilities in order for them to
be able to access the curriculum and work toward making effective progress.
Evaluation: Students will be evaluated on their attendance effort and application of skills and strategies reviewed in Academic Support.

Discovery Program (9-12)


Students Who Should Consider Taking This Course: Students in grades 9-12 who qualify for Special Education services and their I.E.P. requires
Academic Support services and individual or small group counseling.
Content: This course is designed to assist students in developing skills and strategies to compensate for learning and/or emotional disabilities in
order for them to be able to access the curriculum and work toward making effective progress.
Evaluation: Students will be evaluated on their attendance, effort, and application of skills and strategies reviewed in Academic Support.
Social Pragmatics Program (9-12)
Students Who Should Consider Taking This Course: Students who qualify for Special Education services and their I.E.P. requires this
substantially separate program. These students may benefit from additional instruction and support in areas including: speech & language
services, reading program, social & group pragmatics, abstract/inferential reasoning, and/or individual or small group counseling.
Content: This program is designed to assist students in developing skills and strategies to compensate for a significant communication based
disability in order for them to be able to access the curriculum and work toward making effective progress. Small group classes are offered based
on individual student needs as well as a lunch group.
Evaluation: Students will be evaluated on their classwork, participation and application of skills and strategies.
Language Based Program
Students Who Should Consider Taking This Course: Students with a language based learning disability who may require the services of a
program.
Content: This program is designed to include a combination of small group and inclusion classes. Students may require a small group reading or
writing program as well as other related services as determined by the team process.
Evaluation: Students will be evaluated on their classwork, participation and application of skills and strategies.
Connections II A Life Skills based program 9-12 (53)
Students Who Should Consider Taking This Course: This program is for students who may benefit from intensive instruction in functional
reading, writing, and math skills. In order to take this course, the student must have an IEP that requires this service.
Content: This program is designed to include individualized functional reading, writing, and math skills curriculum as well as basic daily living
skills.

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

Community Living Skills (54)


Students Who Should Consider Taking This Course : Students who are preparing for the transition from school to work and may benefit from
intensive community skills instruction. In order to take this course, the student must have an IEP that requires this service.
Content: This career, community exploration, and community living curriculum will focus on developing the skills necessary for the transition
from school to work. This may include employability skills, social skills, and pragmatic language skills.
Evaluation: Students will be evaluated based on application of skills pertaining to real-life settings, portfolio assessments, teacher observations
and completion of class and homework assignments.

Visions Program (18 -22 year olds)


Students Who Should Consider Participating In This Program: Students between the ages of 18 and 22 who qualify for Special Education
services and their IEP requires this program.
Content: This program is specifically designed to serve as a transitional program for students leaving high school and preparing to enter the work
force through adult programming. All students will work from their individual education plans. Students will participate in hands-on learning
assignments which promote vocational skills, independent living skills, teamwork and cooperation. Students will have opportunities for
community awareness activities which may include internships, community service, and field trips.
Evaluation: Students will be evaluated based on application of skills pertaining to real-life settings, teacher observations and completion of class
work

Individualized Transitional Support (55)


Students Who Should Consider Taking This Course: Students who are preparing for the transition from school to work or post- secondary level
may benefit from job identification, development of an individualized success plan and support at school or at a community-based work site. In
order to take this course, the student must be on an IEP that requires this service.
Content: This program is designed to include individualized transitional planning.
Evaluation: Students may be graded on job performance, including ability to relate to staff and students. Credit is earned based on the number of
periods assigned.

LIBRARY/MEDIA CENTER
The library media center strives to be at the heart of the educational program at Pentucket for every student. A full range of information resources
print, audiovisual, and electronic are offered to students as resources to support the research and reading required by the curriculum.
The Library Media Center offers:
A book collection of approximately 11,000 titles including
standard reference works, searchable 24/7 at
http://pths.schoolloop.com/catalog
A video collection of approximately 600 VHS/DVDs.
Access to Online databases, which provide students with the most relevant, timely, and authoritative sources.
Visit http://pths.schoolloop.com/Librarydatabases on the high school website to view the entire list of databases.
A computer lab with internet connections to link learners to resources throughout the country and the world as well as web2.0
applications to support the curriculum.
Work space for individuals or groups before and after school as well as during study halls and lunches.
The library page with its resources pages on the school website (http://pths.schoolloop.com) is another platform for student access to information
for learning. The Massachusetts Board of Library Commissioners provide a wealth of free materials via the Web. A link to these resources is

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provided on the library page of the schools web page (http://pths.schoolloop.com/library). User names and Passwords are available from the
librarian.
The library media staff welcomes any opportunity to individually assist learners in honing their information literacy skills. All freshmen receive
an orientation to the services and sources offered as well as a multi-day research skills lesson. Pentucket has a research guide online to aid
students (http://pths.schoolloop.com/researchguide) in their research, and presentation of that research. It is located on the library page of the
school website. The library staff collaborates with the subject area departments, i.e. Social Studies, English, and Fine Arts to integrate information
literacy into the curriculum in a holistic approach. Additionally, the library staff offers after school workshops to assist students in honing basic
study skills i.e. note taking, test taking, and study skills.
The Librarians goal is to develop information literate students.
Information literate students will be able:

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

To locate information from a variety of sources effectively and efficiently

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

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

To understand that there are a variety of formats and materials available to


accommodate ability levels and learning styles.

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