2009-10 FHS Program of Studies

TABLE OF CONTENTS
Discrimination.......................................................................................................................................................................2
Mission Statement.................................................................................................................................................................2
Expectations for Student Learning........................................................................................................................................2
Accreditation.........................................................................................................................................................................3
Advanced Placement Program ..............................................................................................................................................3
Advancement ........................................................................................................................................................................4
Auditing a Course .................................................................................................................................................................4
Course Selection Guidelines .................................................................................................................................................4
Graduation Requirements .....................................................................................................................................................5
Guidance Services.................................................................................................................................................................5
School-to-Career Education ..................................................................................................................................................5
Higher Education Standards..................................................................................................................................................6
Homework.............................................................................................................................................................................6
Honor Roll ............................................................................................................................................................................6
Independent Study.................................................................................................................................................................6
Library/Media Services.........................................................................................................................................................7
Marking System ....................................................................................................................................................................7
Progress Reports ...................................................................................................................................................................8
Physical Education Requirements.........................................................................................................................................8
Adding/Dropping Courses ....................................................................................................................................................8
Report Cards .........................................................................................................................................................................8
Summer School.....................................................................................................................................................................9
Testing Programs – College ..................................................................................................................................................9
2009-2010 Test Dates – College Board and ACT.................................................................................................................9
Course of Study Listings............................................................................................................................................... 10-13
Course of Study – College Bound Suggested Sequence .....................................................................................................13
Course of Study – Career Bound Suggested Sequence .......................................................................................................14
Course Descriptions:
Art................................................................................................................................................................... 14-20
Technology Education .................................................................................................................................... 20-22
Theatre ............................................................................................................................................................ 22-23
Business .......................................................................................................................................................... 23-25
English ............................................................................................................................................................ 26-28
Family & Consumer Science .......................................................................................................................... 28-29
Foreign Language ........................................................................................................................................... 29-36
Math................................................................................................................................................................ 36-43
Music .............................................................................................................................................................. 43-48
Physical Education/Health.............................................................................................................................. 48-59
Science............................................................................................................................................................ 50-55
Social Studies ................................................................................................................................................. 55-60
Special Education .................................................................................................................................................60
Virtual High School........................................................................................................................................ 60-61
Dean-Franklin HS Enrichment Program...............................................................................................................61
Early Enrollment Program (Rhode Island College)…………………………………………………………...…61
Questions to consider when choosing your schedule……………………………………………………………………...62
1
FRANKLIN HIGH SCHOOL
218 Oak Street
Franklin, Massachusetts 02038-1895
(508) 541-2100
Fax No.: (508) 541-2107
SCHOOL COMMITTEE
Mr. Jeffrey N. Roy, Chairman
Ms. Paula Mullen, Vice Chairman
Ms. Cora Armenio
Mr. Ed Cafasso
Mr. Matt Kelly
Ms. Sue Rohrbach
Ms. Roberta Trahan
DISCRIMINATION/HARASSMENT (Chapter 76S.5)

The Franklin Public School Department is committed to equal educational opportunity for all students and members of the
school community without regard to race, color, religion, sex, national origin, age, sexual orientation, or handicap in all as-
pects of employment and education, and does not discriminate on the basis of age, race, color, religion, sex, national origin, or
handicap in admission to, access to, treatment in, or employment in its programs and activities. The members of the school
community include the School Committee, administration, staff, students, and volunteers working in the schools while they
work and study subject to school authorities.
The Franklin Public School Department is also committed to maintaining a school environment free of harassment based on
race, color, religion, national origin, age, sex, sexual orientation, or handicap. The Franklin Public School Department expects
all members of the school community to conduct themselves in an appropriate and professional manner with concern for the
students.
Harassment on the basis of sex, color, religion, national origin, age, sexual orientation, and handicap in any form will not be
tolerated. Such harassment includes unsolicited remarks, gestures or physical contact, display or circulation of written materi-
als or pictures derogatory to either gender or to racial, ethnic, religious, age, sexual orientation or handicapped individuals or
groups.
The following person has been designated to handle inquiries regarding the nondiscrimination policies: Maureen Sabolinski,
Assistant Superintendent of Schools, Franklin Public Schools, 355 East Central Street, Franklin, MA 02038. Telephone: (508)
541-5243.
Inquiries concerning the application of nondiscrimination policies may also be referred to the Regional Director, Office of
Civil Rights, U.S. Department of Education, J.W. McCormack Building, Rm. 222, Boston, MA 02109-4557.
MISSION STATEMENT
Franklin High School exists as a covenant among students, parents, staff, and community. This collaboration promotes a rig-
orous, safe, and nurturing environment in which students are responsible and passionate learners. In an atmosphere of equal-
ity, acceptance, and respect, students prepare to contribute to our democratic society and an interdependent world.
FRANKLIN HIGH SCHOOL EXPECTATIONS FOR STUDENT LEARNING

ACADEMIC:
In order for Franklin High School students to become responsible and passionate learners, we expect them to be able to:
1. Communicate effectively by
a. Listening
b. Speaking
c. Writing
d. Using a variety of media and techniques
2. Read critically with understanding
3. Analyze and solve problems effectively by
2
a. Working collaboratively
b. Identifying, clarifying and describing issues/problems
c. Locating, organizing and processing information from various sources
d. Utilizing thinking skills and reasoning strategies
e. Creating, testing and justifying solutions and conclusions
4. Make interdisciplinary connections through
a. Observing and understanding connections within and between disciplines
b. Articulating and demonstrating these connections
SOCIAL AND CIVIC:

In order to help prepare our students to be contributors to our democratic society and an interdependent world, we expect
them to:
1. Have respect for themselves and others
2. Be open minded and compassionate
3. Make informed decisions and accept responsibility for them
4. Be involved in school and community activities
5. Develop and cultivate knowledge of their physical, emotional, and social well-being
6. Utilize effective problem solving strategies to resolve social and emotional issues
7. Be responsible citizens
8. Be ambassadors of the school and community
To ensure that all students met the school-wide expectations for student learning, each academic department at Franklin High
School has identified those expectations most closely aligned with its curriculum and has taken primary responsibility or sup-
porting focus for those expectations. Each department in which every student is enrolled takes primary responsibility for two
or more expectations.
Elective departments that do not service all students have identified certain expectations as focus areas. In some cases, more
than one department has responsibility for a given expectation. For each academic expectation listed here, the departments
with primary responsibility or supporting focus are identified.
ACCREDITATION
Franklin High School is accredited by the New England Association of Schools and Colleges, Inc., a non-governmental, na-
tionally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offer-
ing post-graduate instruction. Accreditation of an institution by the New England Association indicates that it meets or ex-
ceeds criteria for the assessment of instructional quality periodically applied through a peer group review process. An accred-
ited school or college is one which has available the necessary resources to achieve its stated purposes through appropriate
educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable
future. Institutional integrity is also addressed through accreditation. Accreditation by the New England Association is not
partial but applies to the institution as a whole. As such, it is not a guarantee of the quality of every course or program of-
fered, or the competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities
available to students who attend the institution. Inquiries regarding the status of an institution’s accreditation by the New Eng-
land Association should be directed to the administrative staff of the school.
ADVANCED PLACEMENT PROGRAM

The Advanced Placement (AP) program, which is administered by the College Board, consists of college-level courses and
exams for high school students. AP exams are scored on a range from 1 to 5. Scores of 3 or higher often qualify the student
for college credit or advanced courses. Since its inception in 1955, the AP Program has been remarkably successful, and
many students have earned college credit or placement in advanced courses. The AP Program at Franklin High School in-
cludes the following courses: English Literature and Composition, French Literature, Spanish Literature, Spanish Language,
Biology, Chemistry, Physics, Environmental Science, Calculus, Statistics, U.S. History, European History, Economics, Studio
Art, and Music Theory. Franklin students have also taken the AP Psychology exam. All students who elect an Advanced
Placement course are required to take the AP exam in May. The cost of the exam is approximately $75.00. Students who
do not take the Advanced Placement exam will be given Honors credit for the course.
3
ADVANCEMENT
Grade placement is based upon the number of previously earned credits. To be promoted at the end of the school year, a stu-
dent must have earned the following number of credits for the grade and school year:
To Grade 10 To Grade 11 To Grade 12
25 credits 50 credits 85 credits
To graduate, a student must earn 120 credits.
AUDITING A COURSE
A student may request permission to audit a course on a non-credit basis, subject to the following:
1. The elected audited course is not a required course.
2. The elected audited course is in addition to the required minimum periods per week or with special written permission
from the Principal.
3. The elected audited course is not over-subscribed.
4. The request to audit a course should be submitted to the student’s counselor no later than 15 class days after the course
starts.
5. The teacher and the student agree on the following requirements in a written contract:
a. Classroom attendance
b. Class participation
c. Outside assignments
d. Quizzes, tests, and exams
Note: Students must meet the prerequisite for the course to audit the course.
COURSE SELECTION GUIDELINES

Courses are offered according to four criteria: instructional pace, content, classroom activities, and assignments outside the
classroom. These criteria must be considered when courses are selected:
Advanced Placement (AP)

These courses are formally recognized as Advanced Placement (AP) courses by the College Board. AP courses are college-
level courses with standardized exams. These courses provide opportunities for students to earn advanced placement and/ or
credit at college.
Honors (H)
These courses offer highly challenging content, presented at an accelerated and more intensive pace than the typical college
preparatory courses taken by a majority of four-year college-bound students. They require advanced reading, writing, verbal,
conceptual, and mathematical ability, as well as extensive outside preparation.
College Preparatory (CP)

These courses include elective courses and courses designed to prepare students to continue their education. They may require
well-developed reading, writing, verbal, conceptual, mathematical, and study abilities, as well as substantial outside prepara-
tion.
Standard (S)
These courses have a strong emphasis on fundamental communication skills and essential concepts. They usually contain
much practice and reinforcement. Assignments may be given regularly and be fully structured.
• A FINAL GRADE OF “C” MUST BE EARNED TO REMAIN IN AN HONORS COURSE.

• A FINAL GRADE OF “B+” MUST BE EARNED TO ADVANCE FROM A COLLEGE PREPARATORY
COURSE TO AN HONORS COURSE.
• A STUDENT NOT MEETING THESE REQUIREMENTS MAY REQUEST CONSIDERATION BASED ON
THE EVALUATION OF A PORTFOLIO OF RELEVANT COURSE WORK SUBMITTED FOR REVIEW
BY A FACULTY COMMITTEE.
• A FINAL GRADE OF “B+” MUST BE EARNED TO ADVANCE FROM AN HONORS COURSE TO AN AD-
VANCED PLACEMENT COURSE. THE CURRENT TEACHER’S RECOMMENDATION IS ALSO RE-
QUIRED.
4
A student not meeting these requirements may request consideration based on demonstrated, suitable achievement (top 15th
percentile) on a standardized test. A faculty committee will convene to review each request.
The best course of study for an individual student is one that is within reach, yet stretches the student’s abilities to the fullest,
satisfies the student’s needs and interests, and meets the objectives of a long-range educational or vocational plan. The course
of study selected for each student must be approved by parents and the guidance counselor. It is important to make the best
possible choice of subjects at this time, as changes are difficult to make once the scheduling process has been finalized.
Special Note to All Students and Parents:

Every attempt will be made to satisfy student requests for courses. However, budgetary constraints, staffing, availability,
course enrollment, and master schedule flexibility are factors in the scheduling process. A student’s final course selections
may have to be altered after final grades are issued in June.
GRADUATION REQUIREMENTS
(SUBJECT TO CHANGE, DEPENDENT UPON FUNDING AND SCHEDULE DEVELOPMENT)
Required Subjects and Credits:
English 20 credits
Mathematics (not to include Computer Programming) 15 credits
Science (5 credits, Biology; 10 credits, other science) 15 credits
Social Studies (5 credits World History Grade 9, 15 credits
5 credits US History I Grade 10,
5 credits US History II Grade 11)
Sequence: Foreign Language, Business, Fine Arts, Home Economics or Industrial Arts 10 credits
Health Education 7.5 credits
Physical Education: 7.5 credits
95 credits
Electives 30 credits
120 credits
Notes:
1. All graduation credits must be earned in grades 9-12.
2. Partial credit will not be given for courses that are not completed.
3. Students who pass a course may repeat that course, but no additional credits will be awarded for the repeated course
4. Students must be enrolled and in attendance at FHS for a minimum of one year. (A waiver of this requirement is at the dis-
cretion of the principal.)
5. Determination and acceptance of transfer credits is at the discretion of the principal. Transfer credits must have been earned
at accredited schools.
GUIDANCE SERVICES
Students have a primary role in determining what type of education they will seek. Students are expected to discuss their
course selections with parents and teachers. In making their course selection, students will also consult with their guidance
counselors. Counselors will help students assess their strengths, weaknesses, and goals and will explain course alternatives to
students. With the help of parents, teachers, and counselors, students are responsible for their course selections.
In addition to helping students with their course selections, counselors also help them make personal choices and decisions
about careers and post secondary education. The Guidance Department offers group programs on College Board tests, college
and career planning, and financial aid. Special evening programs on these topics are offered to parents as well. A high school
orientation series is offered to freshmen. The department maintains resource material which contains the DISCOVER guid-
ance information system, Bridges, reference books, school catalogs, and video presentations.
SCHOOL-TO-CAREER and CAREER EDUCATION

Franklin High School offers career education and guidance with a unique experiential approach. In identifying their career
interests and setting post-graduation goals, students may consult with the school’s career education coordinator/counselor or
their guidance counselor. Students may take assessments to identify their interests and career values using resources that in-
clude ACT DISCOVER and Bridges.com. To learn more about career pathways and develop their skills and strengths, stu-
5
dents may apply for internships and job shadows. The office’s bulletin board holds job postings and notices of school-to-
career events. Although students and parents are ultimately responsible for formulating appropriate life goals, the career edu-
cation coordinator/counselor is available to coach students on self-assessment, career research, career exploration, tentative
career planning, and preparation for life after high school, be it college or career.
HIGHER EDUCATION ADMISSIONS STANDARDS COMMONWEALTH OF MASSACHUSETTS

The Massachusetts State Colleges and University of Massachusetts campuses have adopted standards for admission.
Course Requirements:
The 16 required college preparatory courses are:
English: 4 years
Foreign Language: 2 years of a single language
Mathematics: 3 years (Algebra I & II, Geometry)
Sciences: 3 years (2 years with laboratory)
Social Science: 3 years (2 years of U.S. History)
Electives: 2 years (from subjects listed above or from Arts and Humanities
and/or Computer Sciences)
Grade Point Requirements:

A minimum grade point average (GPA) required in college preparatory courses is:
State Colleges – 2.90
State Universities – 3.00
Grade point averages are calculated based on grades earned in college preparatory courses. Each state college or University of
Massachusetts campus to which a student applies will calculate his/her GPA for purposes of applying the admissions stan-
dards.
If an applicant's GPA falls below the required minimum GPA, a sliding scale will apply. See your guidance counselor for
more information.
Test Requirements:
Either Scholastic Aptitude Test (SAT) or American College Test (ACT) is required.
HOMEWORK
Homework is an essential element of a student’s educational progress. Homework develops mastery of skills and material
covered in class and effectively promotes independence, creativity, and self-discipline. Student achievement rises signifi-
cantly when teachers consistently assign homework and students conscientiously apply themselves to its completion. Teach-
ers regularly assign homework activities that are directly related to classroom work. Parents help the educational progress of
their children when they provide a suitable atmosphere for doing homework in the home, check each day to see that it is done,
and provide assistance and advice as needed.
HONOR ROLL
The honor roll is published four times a year shortly after the conclusion of each of the four marking periods. Honors classifi-
cations are:
High Honors — No grade below A Honors — No grade below B-
INDEPENDENT STUDY
The administration and faculty believe that the curriculum offered is of sufficient depth and variety that independent study by
individual students is rarely necessary. However, in those few cases where independent study is necessary, the following rules
will apply:
1. Student must present his/her reasons for the need of an independent study course to the guidance counselor.
2. After the need has been documented, the student will be referred to the respective department director or administrator,
who will determine if the department has the curricular capabilities for that independent study.
3. The student will apply to an appropriate staff member* to assume the responsibilities of the independent study.
4. Final approval of the independent study is reserved to the principal.
*No teacher is required to teach an independent study.
6
Requirements for Accreditation of Independent Study:
1. The independent study must follow the course of study as outlined by the independent study teacher with the approval of
the department director or administrator.
2. It is expected that students will meet with the independent study teacher no less than twice weekly; one meeting will be a
full class period.
3. All independent study must be full year, five credit courses, with the requirement of a final exam.
4. A course outline must be submitted to the department director or administrator.
5. Copies of all projects and reports will be kept on file with the department director or administrator.
6. Independent study will not be applied to class rank.
LIBRARY/MEDIA SERVICES
The Library/Media Center has a significant collection of approximately 29,000 items. This collection provides the personal,
informational, instructional, cultural, and recreational needs of both students and teachers. In addition to books, the library
has a collection of audio books, DVDs, videocassettes, CD-ROM programs, periodicals and three daily newspapers. The
equipment that students may borrow includes a digital camera, two digital video cameras, 4 LCD projectors and a computer
laptop. The library also provides access to a variety of different databases available online from the Metrowest Regional Li-
brary System of which the high school library is a member. There are 30 student computers, which are used for research and
two stand-alone lookup stations, from which students can access the library’s online catalog.
The library is open before and after school for study and the library staff is available to answer questions and help in finding
what is needed. The library’s web page has a reference question page that is available 24/7 for anyone needing answers to
questions about their school projects. Return e-mails can be expected in 24 hours excluding holidays and weekends.
Students are given an orientation to library services during their freshman year. Research skills are taught when a project is
assigned at the teacher’s request. This approach gives students information they can use immediately and retain. Research
skills are useful in all subject areas and this method works best for students.
Most books are loaned for a three week period and may be renewed once as long as no one has reserved them. Back issues of
magazines may be borrowed for one week. Reference books, including encyclopedias, may be borrowed overnight and are
due the next school day before the first period begins. If a book is not returned after the third overdue notice, sign-out privi-
leges may be revoked until the book is returned, or paid for.
Library Hours: 7:00 a.m. – 3:15 p.m.
MARKING SYSTEM
Marks are the fundamental way we communicate with students and parents about students’ progress in reaching their educa-
tional goals. It is imperative that, as a school community, we have a common understanding about our marking system. Marks
are a measure of the level of mastery that a student has achieved in a subject. Within the policies and guidelines of the school
system and the school, teachers are charged with the responsibility of grading students. Marks must be fair and accurate and
based upon a school-wide set of criteria. Marks must include but are not limited to the following data:
a. Classroom participation
b. Homework
c. Special projects and reports
d. Tests and quizzes
e. Portfolios, journals, exhibitions
f. Special requirements in departments such as physical education, art, and music
Teachers decide what proportion of the mark each component of the marking system will have. It is very important that teach-
ers communicate their marking system to students and thus to the parents at the beginning of the marking term so there will
be no misunderstanding about the expectations of the teacher in the course.
The following are school-wide aspects of marking that are part of every teacher’s marking system:
a. Marks measure mastery of subject matter in a course and not just a good faith attempt to achieve that mastery.
b. Students must pass at least two quarters to be eligible for summer school.
7
PROGRESS REPORTS
Progress Reports are distributed mid-term to all students. The school calendar lists dates parents can expect to receive them.
PHYSICAL EDUCATION REQUIREMENTS

Students must take physical education for a full year while in grades 9, 10, and 11. The total number of physical education
credits in grades 9-11 required for graduation is 7.5. If physical education is to be waived on a regular basis, a letter from the
student’s physician must be on file each year in the principal’s office. The letter must state the exact nature and degree of
limitation and the duration of the limitation. In certain instances, psychological or religious reasons might constitute grounds
for the waiving of physical education or health education by the principal. In an attempt to meet the particular needs of each
individual student, these types of decisions and possible alternatives are agreed upon by school personnel, parents,
and any other appropriate consultants.
POLICY ON ADDING AND DROPPING COURSES

Students are discouraged from changing courses at any time. Only under extenuating circumstances should any request be
made. If a student is granted permission to effect a course change, the following actions will be enforced:
1. The course will be deleted from the student’s record if that change occurs prior to the mid-term of the first quarter of
the course.
2. A course that is dropped after the mid-term of the first quarter of the course will be recorded as either: Withdrawn/Pass
(WP) or Withdrawn/Fail (WF) depending upon the student’s current academic status for that course.
3. Any student who adds a course will be responsible for all work assigned prior to the schedule change.
4. The date for adding or dropping courses is the 21st school day.
Transfer Students/Rank in Class

1. Only courses designated as honors or the equivalent thereof at the student’s former school will be classified as honors
courses for class rank at Franklin High School. The high school administration will interpret the appropriateness of a
course designation.
2. To receive credit toward class rank at Franklin High School equaling that of the student’s former school, the course at
the student’s former school must have equivalent hours and designation.
3. Only courses credited in the curricula at Franklin High School will be considered in class rank.
4. Students must complete two full years at Franklin High School to be considered in class rank.
5. In fairness to transfer students completing less than two years at Franklin High School, an approximation of class rank
will be sent to colleges, and a letter from the student’s guidance counselor will accompany the transcript for explana-
tion.
REPORT CARDS
Report cards are issued four times during the school year. They are the official record of students’ achievement and atten-
dance. The symbols used on the card are as follows:
A Excellent
B Very Good
C Fair
D Poor
F Failing
I Incomplete
WP Withdrawn/Pass – No Credit
WF Withdrawn/Fail – No Credit
N Medical Excuse from Physical Education – No Credit
Grades are issued in alphabetical form. The numeric conversion is as follows:

A+ 97 – 100 C 73 – 76
A 93 – 96 C- 70 – 72
A- 90 – 92 D+ 67 – 69
B+ 87 – 89 D 63 – 66
B 83 – 86 D- 60 – 62
B- 80 – 82 F Below 60
C+ 77 – 79
8
Attendance: The number of absences each term in each class appears on the report card in the column marked QTRAB. This
includes all excused and unexcused absences. Consistent attendance is essential for success in all academic endeavors.
(Refer to Student Handbook for school attendance policy.)
SUMMER SCHOOL
Franklin students may earn credit during summer school provided that: in a year course, the student has passed two quarters
and has a final average of 50 or higher; in a semester course, the student has passed one quarter. A summer school course
taken for make-up credit is treated as a fifth term in determining the final grade for the course. A withdrawal from any course
during the academic year will disqualify the student from earning credit in summer school.
Students may take a course in summer school to improve their grade provided the course is taught at the same level. There are
no honors courses offered in summer school. Under special circumstances, the teacher may waive the requirement and, in
writing, recommend that the student earn or not earn credit that summer. Summer school credits for courses that were passed
but are being repeated for a better grade do not constitute additional credit toward the diploma or toward athletic eligibility
requirements.
TESTING PROGRAMS—COLLEGE
Booklets describing the following testing programs are available in the guidance office.
PSAT/NMSQT—Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test.
ATP—Admission Testing Program includes the SAT I: Reasoning Test and SAT II: Subject Tests. The SAT I is a measure of
general developed aptitude. SAT II measures how much a student has learned in a particular subject.
AP Exams—Advanced Placement Examinations. Depending on scores, colleges may exempt a student from courses. Courses
that are exempted may also count as credit toward a degree.
ACT—American College Testing Program is widely used west of the Mississippi. Some colleges require it, and others will
accept either it or the SAT I and II.
Junior Year
The PSAT/NMSQT is administered in October. Though it can be taken by sophomores for practice, it is primarily for juniors.
Because it predicts with some accuracy what score a student is likely to have later in the SATs, the PSAT helps the student,
the counselor, and the parents select an appropriate group of colleges to which the student could apply in his/her senior year.
Juniors who have sufficiently high scores on the PSAT become semi-finalists in the National Merit Scholarship Program.
The Franklin High School Guidance Department recommends that students take the SAT I in either May or June of their jun-
ior year. If a student is planning to apply to a college in the fall of the senior year under the Early Decision or Early Action
Program, he/she should consider taking one SAT II by the end of the junior year. The SAT II that is most commonly taken
by juniors is US History. Students are encouraged to discuss these exams with their guidance counselor.
Senior Year
Seniors are encouraged to take the SAT I in November for the second time. If required by colleges, the SAT II can be taken
in December or January. AP tests may be taken in May.
2009-2010 COLLEGE BOARD and ACT TEST DATES:
October 10, 2009 SAT I, SAT II

October 17, 2009 PSAT
October 24, 2009 ACT
November 7, 2009 SAT I, SAT II
December 5, 2009 SAT I, SAT II
December 12, 2009 ACT
January 23, 2010 SAT I, SAT II
April 10, 2010 ACT
May 1, 2010 SAT I, SAT II
June 5, 2010 SAT I, SAT II
June 12, 2010 ACT
9
COURSE OF STUDY LISTINGS 9-12
ART
Periods
Grade per cycle Credit Level
9, 10,11,12 Intro. to Art - I 6 2.5 H/CP
9, 10,11,12 Intro. to Art – II 6 2.5 CP
9, 10,11,12 Drawing 6 2.5 H/CP
10,11,12 Painting & Printmaking 6 2.5 H/CP
10,11,12 Ceramics 6 2.5 H/CP
10,11,12 Sculpture 6 2.5 H/CP
10,11,12 Advanced 3D Art 6 2.5 H
9, 10,11,12 Graphic Design I: Layout 6 2.5 CP
9, 10,11,12 Graphic Design: Printmaking 6 2.5 CP
10,11,12 Graphic Design II 6 2.5 CP
12 Photo Art 6 2.5 H
11, 12 Mural Making 6 2.5 H/CP
11,12 Art History 6 2.5 H
11, 12 Art in the Community 6 2.5 CP
11, 12 Portfolio Preparation 6 5.0 H
12 Studio Art/AP 6 5.0 AP
BUSINESS
Periods
10,11,12 Desktop Publishing 6 2.5 CP
9, 10,11,12 Web Page Design I 6 2.5 CP
10,11,12 Web Page Design II 6 2.5 CP
10,11,12 Accounting I 6 5.0 H/CP
11, 12 Accounting II 6 5.0 H
11, 12 Business Management 6 5.0 CP
11, 12 Every Day Business Law 6 2.5 CP
11, 12 Business Contract Law 6 2.5 CP
10, 11, 12 Investments 6 2.5 CP
10,11,12 Economics 6 5.0 CP
11, 12 Entrepreneurship 6 2.5 CP
11 Marketing Ed. I 6 5.0 CP
12 Marketing Ed II 12 10.0 CP
11, 12 Yearbook 6 5.0 H
DEAN COLLEGE/FHS
Periods
Grade per cycle Credit
12 Dean/FHS 1/2 year and/or College Credit and FHS Credit
ENGLISH
Periods
9 English 9 6 5.0 H/CP
10 English 10 6 5.0 H/CP
11 English 11 6 5.0 H/CP/S
12 English 12/AP 6 5.0 AP
12 English 12 6 5.0 H/CP/S
10,11, 12 Creative Writing 6 2.5 CP
11, 12 Journalism 6 2.5 CP
11, 12 Public Speaking 6 2.5 CP
11, 12 World Literature by and 6 2.5 CP
about Women
10
FAMILY AND CONSUMER SCIENCES
Periods
9, 10,11 Child Development I 6 2.5 CP
10,11,12 Child Development II 6 2.5 CP
12 Families and Future 6 2.5 CP
12 Intro to Devel/ Disabilities 6 2.5 CP
FOREIGN LANGUAGES
Periods
9, 10,11 French I 6 5.0 H/CP
9, 10,11,12 French II 6 5.0 H/CP
10,11,12 French III 6 5.0 H/CP
11, 12 French IV/AP Language 6 5.0 AP
11, 12 French IV 6 5.0 H/CP
12 French V/AP Language 6 5.0 AP
12 French V 6 5.0 H/CP
9, 10,11,12 Spanish I 6 5.0 H/CP
9, 10,11,12 Spanish II 6 5.0 H/CP
10,11,12 Spanish III 6 5.0 H/CP
11, 12 Spanish IV/AP Lit. & Language 6 5.0 AP
11, 12 Spanish IV 6 5.0 H/CP
12 Spanish V/AP Lit. & Language 6 5.0 AP
12 Spanish V 6 5.0 H/CP
9, 10,11,12 Latin I 6 5.0 H/CP
9, 10,11,12 Latin II 6 5.0 H/CP
10,11,12 Latin III 6 5.0 H
11, 12 Latin IV 6 5.0 H
12 Latin V 6 5.0 H
MATHEMATICS
Periods
10 Concepts in Algebra & 6 5.0 CP
Geometry
9, 10,11 Algebra I 6 5.0 CP/H
9, 10,11,12 Geometry 6 5.0 H/CP
9, 10,11,12 Algebra II 6 5.0 H/CP
10,11 Pre-Calculus 6 5.0 H
11, 12 Pre-Calculus 6 5.0 CP
11, 12 Calculus 6 5.0 H
11, 12 Calculus AB/AP 6 5.0 AP
12 Calculus BC/AP 6 5.0 AP
12 Discrete Mathematics 6 5.0 CP
11,12 Calculus 6 5.0 CP
11,12 Statistics/AP 6 5.0 AP
12 Statistics 6 5.0 H/CP
COMPUTER PROGRAMMING SCIENCE

Periods
10, 11, 12 Computer Science I 6 5.0 H
11, 12 Computer Science II 6 5.0 H
11, 12 Computer Science II/AP 6 5.0 AP
11
MUSIC
Periods
9, 10,11,12 Chorus 6 5.0 H/CP
9, 10,11,12 Chamber Choir (after school) 2 2.0 H/CP
9, 10,11,12 Concert Band 6 5.0 H/CP
9, 10,11,12 Wind Ensemble 6 5.0 H
9, 10,11,12 Jazz Ensemble I 2 2.0 H
(after school)
9, 10,11,12 Jazz Ensemble II 2 2.0 CP
(after school)
9, 10,11,12 String Orchestra 6 5.0 H/CP
9, 10,11,12 Full Orchestra (after school) 2 1.0 H/CP
9, 10, 11, 12 Music Theory I 6 5.0 CP
11, 12 Music Theory AP 6 5.0 AP
11,12 Jazz Improvisation 6 2.5 CP
10,11,12 Music Theater Workshop 6 2.5 CP
10,11,12 American Popular Music 6 2.5 CP
& Society
10, 11, 12 Recording Techniques 6 2.5 CP
10, 11, 12 Recording Techniques II 6 2.5 CP
PHYSICAL/HEALTH EDUCATION
Periods
9, 10,11 Physical Education 3 2.5 Non-leveled
9, 10,11 Health Education 3 2.5 Non-leveled
11, 12 Leadership in Wellness 6 2.5 CP
SCIENCE
Periods
9, 10, 11,12 Spatial Analysis and 6 2.5 CP
Modeling I
9, 10, 11,12 Spatial Analysis and 6 2.5 H
Modeling II
9,10 Earth Science 6 5.0 H/CP
9, 0 Biology 6 5.0 H
10,11,12 Biology 6 5.0 CP
10,11 Biology 6 5.0 S
10,11,12 Chemistry 6 5.0 H/CP
11, 12 Physics 6 5.0 H/CP
11, 12 Human Anatomy & Physiology 6 5.0 H/CP
11, 12 Behavioral Science 6 5.0 CP
12 Biology/AP 6 5.0 AP
11, 12 Chemistry AP 6 5.0 AP
12 Physics/AP 6 5.0 AP
11, 12 Environmental Science 6 5.0 AP/ CP
SOCIAL STUDIES
Periods
9 World History 6 5.0 H/CP
10 U.S. History I 6 5.0 H/CP
11 U.S. History/AP 6 5.0 AP
11 U.S. History II 6 5.0 H/CP
11, 12 Historical Research Seminar 6 2.5 H
12
11,12 American Society through 6 2.5 CP
Film
12 Introduction to Psychology 6 2.5 CP
12 Psychology 6 5.0 H
12 Economics/AP 6 5.0 AP
12 European History/AP 6 5.0 AP
12 Contemporary Issues 6 2.5 H/CP
12 Sociology 6 2.5 H/CP
TECHNOLOGY EDUCATION
Periods
9, 10, 11, 12 Video Production I 6 2.5 CP
9, 10, 11, 12 Video Production II 6 2.5 CP
11, 12 Architectural Drafting 6 5.0 H
11, 12 Engineering Drawing 6 5.0 H
11, 12 Computer Aided Drafting 6 5.0 H
10,11,12 Problem Solving in 6 2.5 CP
Engineering
9, 10,11,12 Woodworking I 6 5.0 CP
10,11,12 Woodworking II 6 5.0 CP
11, 12 Woodworking III 6 5.0 CP
11, 12 Woodworking IV 6 5.0 CP
THEATRE
Periods
10,11,12 Theatre Arts I 6 2.5 CP
11, 12 Theatre Arts II 6 5.0 CP
11, 12 Theatre Arts III 6 5.0 CP
11, 12 Technical Theater 6 2.5 CP
11, 12 Arts Management 6 5.0 CP
COURSE OF STUDY: COLLEGE BOUND SUGGESTED SEQUENCE

GRADE 9 GRADE 10
Course: Level: Course: Level:
1. English I H or CP 1. English II H or CP
2. Foreign Language H or CP 2. Foreign Language H or CP
3. Mathematics H or CP 3. Mathematics H or CP
4. Biology C or H 4. Chemistry H
Earth Science H or CP
5. World History H or CP 5. US History I H or CP
6. Elective* H or CP 6. Elective* H or CP
7. Health Education and 7. Health Education and
Physical Education Physical Education
*An elective can be a course offered in any department. It is usually selected

primarily out of student interest.
GRADE 11 GRADE 12
1. English III H or CP 1. English IV AP, H or CP
2. Foreign Language AP, H or CP 2. Foreign Language AP, H or CP
3. Mathematics AP, H or CP 3. Mathematics AP, H or CP
4. Science A P, H or CP 4. Science AP, H or CP
5. U. S. History II AP, H or CP 5. Social Studies AP, H or CP
13
6. Elective* H or CP 6. Elective* AP, H or CP
7. Physical Education and 7. Elective*
Health Education (not an Elective in grade 11)
*An elective can be a course offered in any department. It is usually selected

primarily out of student interest.
COURSE OF STUDY: CAREER BOUND SUGGESTED SEQUENCE

GRADE 9 GRADE 10
1. English I CP 1. English II CP
2. Foreign Language CP 2. Foreign Language CP
3. Mathematics CP 3. Mathematics CP
4. Earth Science CP 4. Biology CP or S
5. Government CP 5. US History I CP
6. Elective* CP 6. Elective* CP
7. Health Education and 7. Health Education and
Physical Education Physical Education
GRADE 11 GRADE 12
1. English III CP 1. English IV CP or S
2. Mathematics CP 2. Mathematics CP
3. Science CP 3. Science CP
4. U.S. History II CP 4. Social Studies CP
7. Health Education and 7. Elective* CP
Physical Education
*An elective can be a course offered in any department. It is usually selected primarily out of student interest.
11, 12 Leadership & Wellness 2.5 CP
ART DEPARTMENT
The Art Department offers a variety of two-dimensional and three-dimensional courses at three academic levels — College
Preparatory(CP), Honors(H), and Advanced Placement(AP). These courses support students’ skill development and encour-
age their exploration of new ways to solve visual problems. In addition, by providing positive experiences with art materials
and processes, the art courses help students build self-confidence and a sense of personal identity. Emphasis on the observa-
tional, analytical, and interpretive skills necessary for creating art helps students to look at their own work with a critical eye
and gain understanding of the function of art in our culture and throughout history. This approach connects with the Massa-
chusetts Art Frameworks.
Introduction to Art I: 765 College Preparatory Grades 9, 10, 11, 12

Exploration of Visual Ideas & Media Semester 2.5 Credits
Introduction to Art: Exploration of Visual Ideas & Media is a semester course that introduces students to a variety of media.
Students will explore many diverse art techniques and approaches as ways of communicating their ideas. Development of
technical skills and artistic vocabulary will include all of the elements and principles of art; formalism, realism and abstrac-
tion; aesthetics and color theory. Projects will include drawing, painting, collage, sculpture, and mixed-media, with emphasis
on critical thinking, craftsmanship, and presentation of artwork. Students are also required to keep a personal sketchbook and
study specific artists, cultures, and art historical movements. Creativity, craftsmanship, personal effort, critical thinking,
sketchbooks, and monthly homework assignments are all included in the grading process. In order to succeed in this class,
students must meet the required criteria given for all the assignments, be prepared to question and critique their own work as
well as the work of other artists and approach each art process with an open mind and positive attitude.
This semester course serves as a prerequisite for all other art courses.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2, 3A, 5
This course assesses the following Academic Expectation(s): 1E, 1D, 3C, 3D
14
Introduction to Art I: 766 Honors Grades 9,10,11,12
Exploration of Visual Ideas & Media Semester 2.5 Credits
This course is for more advanced art students who are beginning their high school studies, yet have excelled in art prior to this
introductory level course. In addition to the above information, students taking Introduction to Art at the honors level will
also be required to complete weekly homework assignments and pursue all materials and processes with greater depth and
focus (including research, technology, individual/group projects and presentations). Creativity, craftsmanship, personal effort,
critical thinking, completion of homework assignments, and a personal sketchbook are all included in the grading process. In
order to succeed in this class, students must meet the required criteria given for all assignments, be prepared to question and
critique their own work as well as the work of other artists, and approach each art process with an open mind and positive
attitude.
Introduction to Art – Part II 796 College Preparatory Grades 9,10,11,12

Semester 2.5 Credits
Introduction to Art Part II is a course geared for students who wish to continue using a wide variety of art media. As in Intro-
duction to Art, students will explore many diverse art techniques and approaches to communicate their ideas. Development of
technical skills and artistic vocabulary will include all of the elements and principles of art; formalism, realism and abstrac-
tion; aesthetics and color theory. With an emphasis on work in series, projects will include drawing, painting, collage, sculp-
ture, and mixed-media, with emphasis on critical thinking, craftsmanship, and presentation of artwork. Students are also re-
quired to keep a personal sketchbook and study specific artists, cultures, and art historical movements. Creativity, craftsman-
ship, personal effort, critical thinking, sketchbooks, and monthly homework assignments are all included in the grading proc-
ess. In order to succeed in this class, students must meet the required criteria given for all the assignments, be prepared to
question and critique their own work as well as the work of other artists and approach each art process with an open mind and
positive attitude.
Prerequisite: Successful completion of Introduction to Art.
Please Note: It is not required that a student take this course immediately following Introduction to Art. This course may
be taken at any point beyond the Introduction to Art prerequisite.
Introduction to Art –Part II 795 Honors Grades 9,10,11,12

In addition to the above information, students taking Introduction to Art Part II at the honors level will also be required to
complete weekly homework assignments and pursue all materials and processes with greater depth and focus (including re-
search, technology, individual/group projects and presentations). This course is for more advanced art students who are begin-
ning their high school studies, yet have excelled in the prerequisite Introduction to Art course. Creativity, craftsmanship, per-
sonal effort, critical thinking, completion of homework assignments, and a personal sketchbook are all included in the grading
process. In order to succeed in this class, students must meet the required criteria given for all assignments, be prepared to
question and critique their own work as well as the work of other artists, and approach each art process with an open mind
and positive attitude.
Please Note: It is not required that a student take this course immediately following Introduction to Art. This course may
be taken at any point beyond the Introduction to Art prerequisite.
Drawing: Exploration of two dimensional media 767 College Preparatory Grades 9,10,11,12
Drawing is a semester course in which students will explore a broad range of approaches to art through sketching and formal
drawing techniques. Students will learn to draw from both observation and imagination. Development of technical skills and
artistic vocabulary will include contour drawings, black and white value studies, color theory, still life, portraits, figure draw-
ing, plus alternative approaches which encourage the constant creative process of art making. Students are also required to
keep a personal sketchbook and study specific artists, cultures, and art historical movements. Creativity, craftsmanship, per-
sonal effort, critical thinking, sketchbooks, and monthly homework assignments are all included in the grading process. In
order to succeed in class, students must meet the required criteria given for all assignments, be prepared to question and cri-
tique their own work as well as the work of other artists and approach each art process with an open mind and positive atti-
15
tude.
Drawing: Exploration of two dimensional media 768 Honors Grades 9,10,11,12

Semester 2.5 credits
In addition to the above information, students taking Drawing at the honors level will also be required to complete weekly
homework assignments and pursue all materials and processes with greater depth and focus (including research, technology,
individual/group projects and presentations). Students will also complete a series of finished drawings that share a common
theme. This course is for more advanced art students who have excelled in art prior to this course. Creativity, craftsmanship,
personal effort, critical thinking, completion of homework assignments, and a personal sketchbook are all included in the
grading process. In order to succeed in this class, students must meet the required criteria given for all assignments, be pre-
pared to question and critique their own work as well as the work of other artists and approach each art process with an open
mind and positive attitude.
Prerequisite: Successful completion of Introduction to Art. See standards related to honors courses on page seven.
Painting & Printmaking 769 College Preparatory Grades 10,11,12

Painting and Printmaking is a semester course in which students will explore diverse techniques and approaches to art through
paints, monoprints, collographs, linoleum block prints, dry point, and many other methods. Students will work in both two-
dimensional and three-dimensional design, learning how paintings and prints can have both textural and sculptural qualities
that extend beyond the flat page or canvas. The development of technical skills and artistic vocabulary is emphasized as stu-
dents create artwork which begins in the sketching and drawing stages, then progress into final paintings and prints, presenta-
tion of prints and bookmaking. Students are also required to keep a personal sketchbook and study specific artists, cultures,
and art historical movements. Creativity, craftsmanship, personal effort, critical thinking, sketchbooks, and monthly home-
work assignments are all included in the grading process. In order to succeed in this class, students must meet the required
criteria given for all assignments, be prepared to question and critique their own work as well as the work of other artists and
approach each art process with an open mind and positive attitude.
Prerequisite: Successful completion of Introduction to Art & Drawing.
Painting & Printmaking 770 Honors Grades 10,11,12

In addition to the above information, students taking Painting & Printmaking at the honors level will also be required to com-
plete weekly homework assignments and pursue all materials and processes with greater depth and focus (including research,
technology, individual/group projects and presentations). Students will also complete a series of finished paintings and/or
prints that share a common theme. This course is for more advanced art students who have excelled in art prior to this course.
Creativity, craftsmanship, personal effort, critical thinking, completion of weekly homework assignments, and keeping a per-
sonal sketchbook are all included in the grading process. In order to succeed in this class, students must meet the required
criteria given for all assignments, be prepared to question and critique their own work as well as the work of other artists and
approach each art process with an open mind and positive attitude.
Prerequisite: Successful completion of Introduction to Art & Drawing.
Ceramics 771 College Preparatory Grades 10,11,12

Ceramics is a semester course in which students will explore a broad range of techniques and approaches to art through hand
built and wheel thrown clay. Students will learn to approach ceramic artworks as both functional and decorative sculptural
objects. Development of technical skills and artistic vocabulary will include scoring, slipping, hand building (slab, coil and
pinch techniques), wheelthrowing, tiles, bisque firing, painting, underglazing and glazing, plus the endless alternative possi-
bilities involved with clay. Students are also required to keep a personal sketchbook and study specific artists, cultures, and
art historical movements. Creativity, craftsmanship, personal effort, critical thinking, sketchbooks, and monthly homework
16
assignments are all included in the grading process. In order to succeed in this class, students must meet the required criteria
given for all assignments, be prepared to question and critique their own work as well as the work of other artists and ap-
proach each art process with an open mind and positive attitude.
Ceramics 772 Honors Grades 10,11,12

In addition to the above information, students taking Ceramics at the honors level are also required to complete weekly home-
work assignments and pursue all materials and processes with greater depth and focus (including research, technology, indi-
vidual projects and presentations). Students will also complete a series of ceramic pieces that share a common theme. This
course is for more advanced art students who have excelled in art prior to this course. Creativity, craftsmanship, personal ef-
fort, critical thinking, completion of weekly homework assignments, and keeping a personal sketchbook are all included in
the grading process. In order to succeed in this class, students must meet the required criteria given for all assignments, be
prepared to question and critique their own work as well as the work of other artists and approach each art process with an
open mind and positive attitude.
Sculpture 773 College Preparatory Grades 10,11,12

Sculpture is an intermediate course for students who enjoy working with clay, plaster, wood, wire, and mixed media. The
course concentrates on developing technical skills and artistic appreciation of successful three-dimensional artwork. Studio
projects will be tied to discussion of art historical topics and/or uses of art in modern societies. Lessons will include studio
work and class discussions in which students are required to participate. They are also required to write about their work and
to do homework. Students should bring with them some understanding of the elements and principles of art and other con-
cepts fundamental to art-making, which will be further developed. Students will use a variety of methods, including assem-
blage, casting, carving, and modeling. Creativity, craftsmanship, personal effort, critical thinking, sketchbooks, and monthly
homework assignments are all included in the grading process. In order to succeed in this class, students must meet the crite-
ria given for each assignment, be prepared to question and critique their own work as well as the works of other artists, and
approach each art project with an open mind and positive attitude.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2, 3A, 3B, 5
Sculpture 774 Honors Grades 10, 11, 12

In addition to the above information, students taking Sculpture at the honors level will also be required to complete weekly
individual/group projects and presentations). Students will also complete a series of 3-dimensional pieces that share a com-
mon theme. This course is for more advanced art students who have excelled in art prior to this course. Creativity, craftsman-
ship, personal effort, critical thinking, completion of weekly homework assignments, and keeping a personal sketchbook are
all included in the grading process. In order to succeed in this class, students must meet the criteria given for each assignment,
be prepared to question and critique their own work as well as the works of other artists, and approach each art project with an
open mind and positive attitude.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2, 3A, 3B, 5
Advanced 3D Art 799 Honors Grades 10, 11, 12

Advanced 3D is designed for highly motivated students who are committed to continuing their 3-dimensional artistic pursuits.
In addition to the above information, students taking advanced sculpture will develop a concentration, a thematic body of
work, while expanding their knowledge of materials and process. Students will work independently, relying on critical think-
ing, problem solving, and exploration to create their own expressive work. This course is for more advanced art students who
17
have excelled in art prior to this course. Creativity, craftsmanship, personal effort, critical thinking, completion of weekly
homework assignments, and a personal sketchbook are all included in the grading process. In order to succeed in this class,
students must meet the criteria given for each assignment, be prepared to question and critique their own work as well as the
works of other artists.
Prerequisite: Successful completion of Introduction to Art, plus Ceramics CP/H
or Sculpture CP/H.
Graphic Design I: Layout 757 College Preparatory Grades 9, 10, 11, 12

Graphic Design: Layout is a semester course in which students will focus on the elements and principles of design to create
various graphic artworks including pre-print production. Each student will use the design process to create graphic artworks.
Use of desktop publishing techniques will be central in the design of all print assignments. Creativity, craftsmanship, personal
effort, critical thinking, sketchbooks, and monthly homework assignments are all included in the grading process. In order to
succeed in this class, students must meet the criteria given for each assignment, be prepared to question and critique their own
work as well as the works of other artists, and approach each art project with an open mind and positive attitude.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2, 3B, 5
This course assesses the following Academic Expectation(s): 1D, 1E, 3D, 3E
Graphic Design: Printmaking 758 College Preparatory Grades 9, 10, 11, 12

Graphic Design: Printmaking is a semester course in which students will be introduced to several printmaking techniques
including screen process printing. Students will be required to produce both poster and textile print products. Singlecolor and
multicolor products will be created through the use of computer-aided designs. Creativity, craftsmanship, personal effort,
critical thinking, sketchbooks, and monthly homework assignments are all included in the grading process. In order to suc-
ceed in this class, students must meet the criteria given for each assignment, be prepared to question and critique their own
work as well as the works of other artists, and approach each art project with an open mind and positive attitude.
Prerequisite: Successful completion of Introduction to Art
Graphic Design II 752 College Preparatory Grades 10, 11, 12

Graphic Design II is a semester course in which students will further their understanding of graphic design and printmaking.
Students will create advanced graphic artworks and designs using Adobe Photoshop and printmaking processes. This course
is geared towards those students who have an interest in declaring graphic design as their major in college. This course is de-
signed to simulate the workings of a professional graphic design studio, and students will be given “jobs” with very specific
parameters, including deadlines. Creativity, craftsmanship, personal effort, critical thinking, sketchbooks, and homework as-
signments are all included in the grading process. In order to succeed in this class, students must meet the criteria given for
each assignment, be prepared to question and critique their own work as well as the works of other artists, and approach each
art project with an open mind and positive attitude.
Prerequisite: Successful completion of Graphic Design I: Layout
Digital Photography 780 Honors Grades 10, 11, 12

Photography is essentially the study of light. In this honors level art course, students will learn to use the camera as an art
tool. They will learn what it takes to make a good photograph not just a simple snapshot. They will think about what they see,
and they will learn to design strong photographs. Communication of ideas and expression of feelings through photographic
images will be covered. Students will learn about famous photographers and analyze the work they see as well as create writ-
ten reflections on their own photographs. Students will use digital cameras as well as experiment with alternative processes of
making art with photographs. Students will learn and use Adobe Photoshop to create and manipulate digital images. Students
are required to participate in class discussions, work collaboratively, and spend a substantial amount of time working on out-
of-school projects. Students are also required to be able to manage many different projects at the same time. Creativity, strong
18
design, critical thinking, good craftsmanship, and conveying meaning through art are all included in the grading process. In
order to succeed in this class, students must meet the criteria given for each assignment, be prepared to question and critique
their own work, and approach each art project with an open mind and positive attitude.
Animation/Digital Art 764 Honors Grades 10, 11, 12

Animation/Digital Arts is the combination of two preexisting course offerings. In this course students will explore traditional
sequential image animation, digital animation, and photo based digital art. Students will learn to brainstorm, plan ,storyboard,
and execute animated segments using Flash. Students will work in groups to create a traditional claymation project and they
will create artwork by manipulating new and existing images using Adobe Photoshop. Graphic layout, the use of text, and
font styles will be addressed in the creation of digital art. Students will be required to spend a substantial amount of time
working outside of class. Creativity, craftsmanship, personal effort, critical thinking, and completion of weekly homework
assignments are included in the grading process. In order to succeed in the class, students must meet the expected criteria for
all assignments, be prepared to question and critique their own work, make necessary revisions, and approach each art process
with an open mind and a positive attitude.
Prerequisites: Successful completion of Introduction to Art, Drawing, and Photo Art or Graphic Design.
Mural Making 776 College Preparatory Grades 11, 12

Mural Making is an advanced class designed for students who wish to improve their art skills and leave their mark on Frank-
lin High School. Students do concentrated work in drawing and painting as well as work in teams to design and create murals
for the school. They will learn how to develop their ideas into public art as they improve technical skills and teamwork. Crea-
tivity, craftsmanship, personal effort, critical thinking, sketchbooks, and monthly homework assignments are all included in
the grading process. A consistent willingness to work collaboratively is especially important in this course. Students must
meet the criteria given for each assignment, be prepared to question and critique their own work as well as the works of other
artists, and approach each art project with an open mind and positive attitude.
Prerequisite: Successful completion of Painting & Printmaking.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2, 3A, 3B, 4A, 5
This course assesses the following Academic Expectation(s): 1D, 1E, 3D, 3C
Mural Making 777 Honors Grades 11, 12

In addition to the above information, students taking Mural Making at the honors level are also required to complete weekly
individual projects and presentations). Students will also complete a series of ceramic pieces that share a common theme. This
course is for more advanced art students who have excelled in art prior to this course. Creativity, craftsmanship, personal ef-
fort, critical thinking, completion of weekly homework assignments, and keeping a personal sketchbook are all included in
the grading process. A consistent willingness to work collaboratively is especially important in this course. In order to suc-
ceed in this class, students must meet the criteria given for each assignment, be prepared to question and critique their own
work as well as the works of other artists, and keep a personal sketchbook.
Prerequisite: Successful completion of Painting & Printmaking.
This course assesses the following Academic Expectation(s): 1D, 1E, 3D, 3C
Art History 789 Honors Grades 11, 12

Art History is open to students interested in learning about the integral role art has played throughout the history of our world.
Books, slides, digital images, and prints of master artworks will be shared with students so that they may develop a stronger
understanding of the visual history of our world. Students will be required to read and write with clarity. No previous art ex-
perience is required, although this course will emphasize art media covered through other art department courses in order to
help students make deeper connections between art-making and art analysis. Connections to other art courses may include
animation, ceramics, community arts, design, digital art, drawing, mural-making, painting, photography, printmaking, and
19
sculpture. Students will create at least one hands-on assignment in this course. Creativity, personal effort, critical thinking,
sketchbooks, and weekly homework assignments are all included in the grading process. A consistent willingness to work
collaboratively is especially important in this course and some projects may require time beyond the regular school day.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 3B, 4A
This course assesses the following Academic Expectation(s): 1D, 1E, 2, 3C, 3D
Art in the Community 778 College Preparatory Grades 11, 12

Art in the Community is for students interested in learning about the integral role art plays in their school and community.
Students will explore and research how businesses and service organizations use art and the careers available to artists
through contact with local companies, community groups, and artists. Students will create projects for our school and commu-
nity through collaborations with FHS clubs and Franklin community groups outside of the school itself. As a culminating
project, students are required to initiate their own art-based community service activities which might include teaching
younger children or senior citizens, creating art works for a school or community based fund raiser, or designing informa-
tional materials such as logos, pamphlets, and/or posters for a local organization. Creativity, craftsmanship, personal effort,
critical thinking, sketchbooks, and monthly homework assignments are all included in the grading process. A consistent will-
ingness to work collaboratively is especially important in this course and some projects may require time beyond the regular
school day.
Prerequisite: Successful completion with a grade of C or better in 3 semester art courses.
This course supports the following Academic Expectation(s): 1A, 1B, 1E, 5
This course assesses the following Academic Expectation(s): 1D, 3C, 3D, 4A
Portfolio Preparation 825 Honors Grades 11, 12

Full Year 5.0 Credits
Portfolio Preparation is designed for students who want to continue their artistic efforts at a more advanced level and/or in-
tend to further their education at an art school, college, or university. Students work in all areas of art with particular emphasis
on drawing, painting, and two-dimensional design. Other projects include three-dimensional design, art history, and various
strategies for looking at, discussing, and writing about their artwork and the artwork of others. Through a variety of projects
students are encouraged to look at and respond to themselves in terms of the aesthetic world around them. Students will be
given many opportunities to explore varied media, art styles, and subjects. Presentations from art schools through videos and
slide presentations are also an important part of this course. To be successful in Portfolio Preparation, students are required to
complete homework on a weekly basis and keep a thorough personal sketchbook. Students must also prepare a portfolio of
their best work for a group presentation and exhibition in the spring.
Prerequisite: Successful completion of three semester art courses (one must be Drawing).
This course assesses the following Academic Expectation(s): 1D, 1E, 3C, 3D
Studio Art/AP 828 Advanced Placement Grade 12

This Advanced Placement Studio Art course is designed for highly motivated students who are committed to the creation and
study of art. Using guidelines established by the Advanced Placement College Board, students must prepare a portfolio of
their best work to be submitted for discussion and evaluation at the end of the school year. Students will work in both 2-
dimensional and 3-dimensional media, including a 20-piece concentration that focuses on a theme of personal interest to each
student. To be successful in this course many of the art projects must be done outside of class. Students must have their port-
folio reviewed and the approval of the department head to enroll in Studio Art/AP. Students completing this course may sub-
mit the Advanced Placement Portfolio for college credit and/or advanced placement.
Prerequisite: Successful completion of Portfolio Preparation or approval by Art Director. See standards related to Ad-
vanced Placement courses on pages six and seven.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2, 3A, 3B,, 5
This course assesses the following Academic Expectation(s): 1D, 1E, 3C, 3D
TECHNOLOGY EDUCATION DEPARTMENT
The Technology Education Department offers elective programs in six instructional areas. The subjects presented relate to the
world of work in skill exploration and development, career exploration, and video production. In today’s rapidly changing
technological world, solving technical problems and developing the ability to obtain technical information is of critical impor-
tance. All subject areas deal with materials specific to that area, processes using appropriate materials, and the safe and proper
20
use of materials and equipment.
Intro. CAD. 703 College Preparatory Grades 9,10,11,12

Technical Drawing I is an introductory course in which students will become familiar with basic drafting procedures. Stu-
dents will learn to use drafting equipment to draw multi-view drawings, pictorial view drawings (isometric, oblique, and per-
spectives), section views and developments. Students will also
learn lettering and dimensioning techniques and experience a brief introduction to CAD.
This course supports the following Academic Expectation(s):
This course assesses the following Academic Expectation(s):
Architectural Drafting 711 Honors Grades 11, 12

Prerequisite: Intro. CAD. Full Year 5.0 Credits
Students selecting Architectural Drafting will develop a basic and practical knowledge of building construction and architec-
tural drafting. Students will learn basic drafting tools and skills, principle of architectural design, draw floor plans, wall sec-
tions, elevations, and detail drawings. Each student will design and draw plans for a small residence. Students will be exposed
to CAD systems as they relate to architectural drawing.
Engineering Drawing 701 Honors Grades 11, 12

Engineering Drawing is designed to meet the needs of students planning to enter a technical or engineering program. Students
will review multi-view projection, pictorial drawings, and then move on to study advanced drafting applications. Students
will learn to draw secondary auxiliary views, intersections, revolutions, perspectives, and cams and gears as they complete
over forty drawings and two problem-solving projects. Experiences using CAD will be provided in this course.
Computer Aided Drafting 756 Honors Grades 11, 12

Students will use computer-aided drafting (CAD) and drawing board theory to develop a working knowledge of the following
topics: multi-view drawing, pictorial-view drawing, dimensioning, sectioning, auxiliary views development, and descriptive
geometry. Students will draft five to six computer drawings for each of these topics. This course is appropriate for students
who are interested in careers in engineering or architecture as well as students who plan to enter the workforce directly from
high school. Through formal articulation agreements with Mass Bay Community College, students enrolled in Computer
Aided Drafting with a grade of “B” or better are eligible for college credits at this community college.
Video Production I 740 College Preparatory Grades 9, 10, 11, 12

This course is an introduction into the world of video production and all that it encompasses. Students will learn to shoot and
edit commercials, news stories, and short films as well as other useful production techniques that are used by professionals.
The course will cover planning a small video production, then move onto the functions of today's' modern cameras using the
Mini-DV format. Finally students will learn how to use computer editing programs to assemble the final product. In addi-
tion, students will be asked to incorporate graphics and music into their videos to complete their projects. The majority of the
class will be a hands-on learning experience where the student will be able to break into the world of video production.
This course supports the following Academic Expectation(s):1A, 1B, 2, 3B, 4A, 4B
This course assesses the following Academic Expectation(s): 1D, 1E, 3A, 3C, 3D
Video Production II 741 College Preparatory Grades 9, 10, 11, 12

Build upon the skills obtained in Video Production I and prepare yourself for a possible career in the world of television and
film. Students will use professional grade cameras and industry standard editing programs to create a variety of projects for
their "clients." Topics covered in the course will include proper camera techniques, how to record sound properly and differ-
ent methods used to make a video "visually appealing." Students will also be encouraged to engage in projects that will be
21
beneficial to FHS and the Town of Franklin.
This course supports the following Academic Expectation(s): 1A, 1B, 2, 3B, 4A, 4B
This course assesses the following Academic Expectation(s): 1D, 1E, 3A, 3C, 3D
Film Production College Preparatory Grades 10, 11, 12

Explore of the world of Filmmaking in a class designed to take a student’s idea from a concept and turn it into a completed
film. Students will spend half of the semester writing and perfecting their scripts and then spend the second half producing
their short films. At the end of the semester all completed films will be shown at Franklin High’s Film Festival. Students
should have an interest in both writing and film production as each student will be writing their own script and directing their
own movie. This course in intended for students who have taken Video Production I and have excelled in that class. Success
in Film Production will rely on a student’s ability to work both independently and in groups.
Prerequisites: B- average in Video Production I
This course supports the following Academic Expectation(s):1A, 1B, 2, 3B, 4A, 4B
This course assesses the following Academic Expectation(s): 1D, 1E, 3A
THEATRE DEPARTMENT
Theatre Arts I 061 College Preparatory Grades 10, 11

Theatre Arts I, a semester course, is an introduction to the nature of drama, including theatre, literature, and life situations
through improvisation. The course includes development of the use of body and speech, particularly in group work related to
a thematic approach. Students will also learn general directing, stage designing, make-up, and costuming skills. Students are
required to crew for at least one production per semester. This course does not fulfill the four-year (20 credit) requirement for
English.
Theatre Arts II 072 College Preparatory Grades 11, 12

Theatre Arts II is for students who have completed Theatre Arts I or auditioned for the class. This course provides an in-depth
study of movement, voice, and staging techniques focusing on scene study. Students are responsible for producing and direct-
ing a series of one-act plays throughout the year. They are also required to act in or crew for each high school production in-
cluding “Dramafest.” This course does not fulfill the four-year (20 credit) requirement for English.
Theatre Arts III 075 College Preparatory Grades 11, 12

Students will be selected for this class on an audition basis only. The class will resemble a theatre company producing one-act
plays throughout the school year. Each piece, starring each class member, will be performed at different venues, depending
upon the play’s focus. Students will work cooperatively and creatively with other theatre company members in the play selec-
tion process, developing production content, and performing for a variety of audiences. Students are also required to act in or
crew for each high school production including “Dramafest.” Course content will include drama and other literature, library
research, and original student-written material. This course does not fulfill the four-year (20 credit) requirement for English.
Technical Theater College Preparatory Grades 11, 12

This is a survey course in technical theater designed to offer students a strong foundation for working on theater productions.
Students will immerse themselves in theater safety, etiquette, set design, set construction, lighting, properties management,
sound, costuming, and stage management. They will learn design theory and build practical experience by working on school
theater and musical productions outside of the classroom setting.
22
Arts Management College Preparatory Grades 11, 12
This course will prepare students to work with artists and art institutes to promote art, raise funds, manage finances, and de-
velop strategic plans to implement arts-specific management to administrative skills. Prerequisites will be listed with the
guidance department.
BUSINESS DEPARTMENT
The Business/Computer Technology Department provides a curriculum that meets the needs of students who plan to enter
college or who plan to enter the world of work immediately upon graduation from high school. Students will learn about sev-
eral business areas that will provide lifelong consumer needs as well as basic business principles as preparation for study at
the collegiate level. As information managers of the 21st century, our students will need to be able to think critically, solve
problems, make informed decisions, and form value judgments. Basic life skills include the ability to work collaboratively, to
communicate effectively, and to use technology competently. Students will collaborate to produce projects and assignments
utilizing interactive multimedia resources and curriculum related courseware. As members of an international global commu-
nity, students will communicate with their peers via telecommunications, video, and computer technology. Expansion of
computers into business and personal use demands computer proficiency.
Desktop Publishing 561 College Preparatory Grades 10,11,12

Design high-quality documents with ease using Adobe InDesign, a premier desktop publishing program used by designers,
desktop publishers, and pre-press professionals. Create compelling visual communications with InDesign’s exceptional de-
sign and layout capabilities, typographic controls, and numerous customization options. InDesign is so versatile that students
can produce sophisticated publications including newsletters, brochures, flyers, pamphlets, magazines, and even books! Pro-
ject work will be stressed and interdisciplinary projects will be encouraged. Students who successfully complete this class
will be given the opportunity to be selected to work on yearbook layout.
This course supports the following Academic Expectation(s): 1C
This course assesses the following Academic Expectation(s): 1D, 3B, 3D
Web Page Design I 578 College Preparatory Grades 9, 10, 11, 12

Become part of the exciting field of web page design. Join millions of businesses, schools, organizations and people who
communicate through the web. Develop dynamic, interactive web sites using Hypertext Markup Language (HTML),
JavaScript and animations. Legal and ethical issues of web page development will be explored. Be prepared for the future of
e-commerce with web pages you have created.
This course supports the following Academic Expectation(s): 1A, 1B, 3C
This course assesses the following Academic Expectation(s): 1D, 1E, 2, 3A, 3B
Web Page Design II 577 College Preparatory Grades 10, 11, 12

Accounting I includes instruction in establishing and maintaining a set of accounting records for a sole proprietorship as well
as a merchandising business. Special journals, general ledger, accounts receivable ledger, accounts payable ledger, worksheet,
and financial statements will be introduced. Students will have the opportunity to demonstrate their understanding of account-
ing by completing a simulation and by applying principles of accounting on computers using Automated Accounting 8.1.
This course supports the following Academic Expectation(s): 3A
This course assesses the following Academic Expectation(s): 3B, 3D
Accounting I 594 Honors Grades 10, 11, 12

Students will receive instruction in establishing and maintaining a set of accounting records for a sole proprietorship as well
as a merchandising business. Special journals, general ledger, accounts receivable ledger, accounts payable ledger, work-
sheets, and financial statements will be introduced. Students will have the opportunity to demonstrate their understanding of
accounting by completing a business simulation. Students will also have the opportunity to use Automated Accounting 8.1 as
well as Peachtree Accounting Software. This course is open to students with no accounting experience. Grades are based on
tests, quizzes, projects and homework (30 minutes/night).
23
This course supports the following Academic Expectation(s):3A
This course assesses the following Academic Expectation(s):3B, 3D
Accounting I 522 College Preparatory Grades 10, 11, 12

Accounting I includes instruction in establishing and maintaining a set of accounting records for a merchandise business in-
cluding special journals, general ledger, accounts receivable ledger, accounts payable ledger, worksheet, income statement,
balance sheet, and capital statement. Students will have the opportunity to demonstrate their understanding of accounting by
completing a simulation and by applying principles of accounting on computers using Automated Accounting 7.0.
This course supports the following Academic Expectation(s): 1B, 1C, 1D, 1E, 3B, 3D
This course assesses the following Academic Expectation(s): 1A, 2, 3A, 3C
Accounting II 595 Honors Grades 11, 12

This is an advanced course in double entry accounting where the material covered in Accounting I is reviewed and expanded.
Instruction will include special journals, valuation of accounts, taxes, corporate and partnership accounting, cost accounting,
and economic problems. Students will have the opportunity to demonstrate their understanding by completing a simulation,
and by using Peachtree accounting software. Grades are based on tests, quizzes, reports and homework (30 minutes/night).
Prerequisite: Students must have a grade of C or better in Accounting I (Honors) to enroll in this course.
This course assesses the following Academic Expectation(s): 3B, 3D
Business Management 572 College Preparatory Grades 11, 12

Business Management students will develop an understanding of current business problems and issues. Analytical skills are
developed through the use of the case study approach for solving business problems and making effective business decisions.
Speakers from the business community are invited to discuss with the students the various issues encountered in the world of
work such as the establishment of small businesses, the work ethic, the economy and its effect on business.
This course supports the following Academic Expectation(s): 1B, 1C, 2
This course assesses the following Academic Expectation(s): 1A, 1D, 1E, 3A
Every Day Business Law 583 College Preparatory Grades 11, 12

Every Day Business Law prepares students to understand their legal rights and responsibilities using real life situations. Some
topics included in the course are: individual rights/responsibilities, courts and the legal system, torts, ethics, labor/ employ-
ment law, minors and the law, family law, and landlord/tenants. Students are encouraged to raise legal questions concerning
“real life” legal problems for class discussion. Students interested in pursuing a career in law enforcement or the legal profes-
sion would benefit from this course.
This course assesses the following Academic Expectation(s): 1D,3B, 3C
Business Contract Law 584 College Preparatory Grades 11, 12

Every Day Business Law and Business Contract Law are mutually exclusive. One or both may be taken. Contract Law covers
all aspects of business contracts including in-depth studies of each of the five contract requirements, third party rights, dis-
charge of contracts and breach of contract and remedies for settling a breach of contract. All of us are involved in different
types of contracts on a personal basis. Anyone pursuing a career in business management or entrepreneurship will benefit
from this course.
This course assesses the following Academic Expectation(s): 1D, 3B, 3C
Economics 593 College Preparatory Grades 10, 11, 12

This introductory economics course will include instruction in consumer economics, investing, and microeconomic principles
including supply and demand, the role of the consumer, personal debt, saving and investing, and competition and monopolies.
Macroeconomic principles included will be measuring the economy’s performance, money and banking, Federal Reserve
policy, economic stabilization, international trade, economic growth of developing nations, and the global economy.
24
This course assesses the following Academic Expectation(s): 3D
Entrepreneurship 579 College Preparatory Grades 11, 12

Take charge of your life! An entrepreneur is a person who starts and operates his/ her own business. There has been a tremen-
dous surge of interest in this field. This course is designed to allow students to investigate specific career/ entrepreneurship
areas. Using computers and the Internet, students will learn how to identify interest areas and learn the major steps in creating
a successful business. Students will learn how to create a business plan, how to apply for a loan, and how to obtain the neces-
sary licensing. They will learn how to market their businesses through the use of advertising, both in print and on the Internet.
Some outside research will be required, and a basic calculator is recommended.
This course supports the following Academic Expectation(s): 1B, 1D, 2
This course assesses the following Academic Expectation(s): 1A, 1C, 1E, 3A
Financial Literacy 580 College Preparatory Grades 10, 11, 12

Financial decision making is a fact of modern life. This course will help prepare students to make wise financial decisions.
Topics to be covered include: banking, credit, stocks, mutual funds, bonds, money management, identify theft and insurance.
Students will take part in a stock market simulation.
This course supports the following Academic Expectation(s): 1B, 1C
This course assesses the following Academic Expectation(s): ,3B, 3C
Marketing Education I 555 College Preparatory Grade 11

Marketing/Distributive Education I is designed to introduce the field of marketing and distribution to those juniors who are
interested in retailing, wholesaling, business management, salesmanship, and service occupations. Students will participate in
DECA activities that include researching a business problem, and designing strategies and solutions. Students are expected to
attend DECA conferences and participate in competitive marketing events. Students are also expected to participate in the
DECA store activities. This course supports the following Academic Expectation(s):1C
This course assesses the following Academic Expectation(s): 1C
This course assesses the following Academic Expectation(s): 1B, 3B
Marketing Education II 556 College Preparatory Grade 12

Marketing/Distributive Education II has as a major focus the application of management skills and operational procedures
learned in the first year of the program in the operation of the school store. Students will be assigned responsibilities accord-
ing to an organizational chart created at the beginning of the school year. The school store is the laboratory for the D.E. Pro-
gram. Students will use an electronic programmable cash register as well as a computerized merchandise inventory control
system. Marketing research projects are emphasized. Students must have the permission of the D.E. Coordinator in order to
take this course. This is a 10-Period/10-Credit course.
This course supports the following Academic Expectation(s): 1B, 1D, 2, 3B, 3C
This course assesses the following Academic Expectation(s): 1A, 1C, 1E, 3A
Yearbook/ School Publications 557 Honors Grades 11, 12

Students in this class will be responsible for designing, editing, and producing the annual OSKEY Yearbook on computer
with desktop publishing software. This includes page design, copywriting, proofreading, and photography. A commitment
by all students will be required to participate in certain after-school/ evening functions. Students will perfect their com-
puter skills and learn new ones. Students will also be involved in producing publications, flyers, and brochures for other
school clubs and organizations. Students who elect this course are expected to know desktop publishing.
Prerequisite: successful completion of Desktop Publishing
This course supports the following Academic Expectation(s): 1A, 1C
This course assesses the following Academic Expectation(s): 3A, 3B, 3C, 1D, 1E
25
ENGLISH DEPARTMENT
The English curriculum is based on the Massachusetts English Language Arts Framework. Students read a variety of litera-
ture from classical to contemporary and learn to write clearly and logically, recognizing that writing is a means of developing
their own thoughts as well as communicating with others. Students follow stages of the writing process and rules for standard
written English. All courses provide opportunities to develop speaking and listening skills, and all require a half-hour to an
hour of homework per night.
English 9 011 Honors Grade 9

English 9 Honors covers the literary genres of the short story, novel, essay, and poem through a chronological study of
American literature (Colonial Period to present). This course is for students who are self-motivated and who have mastered
basic grammatical skills and the five-paragraph essay. In addition to extensive assignments in the literature anthology, stu-
dents will read four novels for classroom oral and written analysis. The focus of instruction in writing is the thesis paper, in-
corporating textual support. A 3-4 page thesis paper based on two novels read independently is required. Grammar and vo-
cabulary instruction are integrated weekly.
This course supports the following Academic Expectation(s):1B, 3D
This course assesses the following Academic Expectation(s):1C, 2
English 9 012 College Preparatory Grade 9

English 9 CP establishes and reinforces critical reading and skills in reading, writing, grammar, spelling, and speaking. Stu-
dents read several novels, one Shakespearean drama, and a selection of short stories and poems. All students must master the
five-paragraph essay and are required to write five-paragraph thesis papers on assigned and independent texts.
This course supports the following Academic Expectation(s):1B, 3D
This course assesses the following Academic Expectation(s):1C, 2

English 10 Honors, a follow-up to honors-level 9th grade, is a chronological study of English literature and its relationship to
the historical periods that produced it. Students will study plays by Sophocles and Shakespeare, as well as two Victorian nov-
els and a variety of poems, essays, and short stories. Critical reading and analysis are emphasized this year as we continue to
foster higher level thinking skills. Students will also read three additional novels independently and write formal analytical
papers based on those outside readings in addition to literature studied in class. Grammar and vocabulary are regular compo-
nents of this course.
This course supports the following Academic Expectation(s): 3B
This course assesses the following Academic Expectation(s): 1C, 2

English 10 CP includes the study of tragedy (Greek, Shakespearean, modern), as well as short stories, poetry, the novel, and
short essays. Students will be assessed on vocabulary and grammar instruction and speaking skills. Two thesis essays and a 3-
4 page literary analysis with secondary sources are major writing requirements. Students are also responsible for a variety of
other writing assignments. In addition to literature assigned for class, students will be required to read two selections from
an assigned independent reading list.
This course supports the following Academic Expectation(s): 1A, 1B, 1E, 3A

English 11 Honors is intended as a follow-up for students who have already taken honors-level 10th grade English. Students
are expected to master advanced grammar, vocabulary, speaking, listening, and writing skills. An eight-page, formal paper is
required. The course also includes College Board preparation and literary analysis of selections from the epic, short story,
drama, novel, and poetry from American and European literature. LENGTHY READING ASSIGNMENTS ARE PART OF
THE CURRICULUM. They include Crime and Punishment, The Iliad, The Odyssey, The Great Gatsby, and Hamlet, as well
as works read independently for the research paper.
This course supports the following Academic Expectation(s): 1A, 1B, 3A, 3B, 3C
26
English 11 CP focuses on early twentieth century American literature. Students will demonstrate proficiency in descriptive,
persuasive, narrative, and literary analysis writing. Reading comprehension, critical thinking, and both literary and media
analysis skills will be applied to The Sun Also Rises, The Great Gatsby, Inherit the Wind, Death of a Salesman, and Catcher
in the Rye, as well as to short stories and poems. Students are expected to use all conventions of standard English to edit their
writing. Vocabulary study and College Board preparation are also emphasized. Several short formal papers are required, in
addition to a 6-8 page research paper.
This course supports the following Academic Expectation(s): 1A, 1B, 3A, 3B, 3C
English 11 033 Standard Grade 11

English 11 S emphasizes written and verbal language skills necessary to communicate clearly, including spelling, grammar,
and vocabulary. In addition to a content-based research paper, students use electronic media to research careers for a required
project. Literature studied includes twentieth century American novels, short stories, and plays.
This course supports the following Academic Expectation(s): 1A, 1B, 1E, 3C, 3D
English 12 AP 040 Advanced Placement Grade 12

English 12 AP is designed for students who are willing and able to do college level work. Teacher recommendation and a
prerequisite of B+ are required for enrollment. Sophisticated oral and written analyses of several novels and plays, as well as
numerous short stories and poems are required. Those completing this course take the Advanced Placement Exam in Litera-
ture for college credit and/or advanced placement. Mastery of all grammatical skills is expected of students when they enter
the course.
Prerequisite: Refer to information and requirements on page three and four.

English 12 Honors is designed for students who have taken previous honors-level English. It is a rigorous course focusing
thematically on literature of the Western World. A formal ten-page research paper is required, as well as written analyses of
works studied and independent reading assignments. Continuing emphasis is placed on oral presentations, vocabulary study,
and College Board review. Students are expected to use all conventions of standard English to edit their writing.
This course supports the following Academic Expectation(s): 3A, 3C
This course assesses the following Academic Expectation(s):1A, 2

English 12 CP focuses on American and European literature. An eight page, literary research paper is required. Skills of read-
ing comprehension, analytical writing, speaking, vocabulary, and College Board review are emphasized. Students are ex-
pected to use all conventions of standard English to edit their writing, which includes analysis of works by Bronte, Shake-
speare, Potok, and Williams.
This course supports the following Academic Expectation(s): 1A, 1B, 3B, 3C, 3D, 4A
English 12 043 Standard Grade 12

English 12 S focuses on the basic skills of reading, writing, speaking, and listening while integrating grammar and vocabu-
lary. School-to-career activities are taught to assist in personal career development and to connect school knowledge and
skills to future vocations. Literature studied includes 20th century American and European authors in addition to a required
research project.
This course supports the following Academic Expectation(s): 1A, 1B, 1E, 3B, 3C, 3D, 4A
27
Creative Writing 079 College Preparatory Grades 10, 11, 12
The Creative Writing course is a semester length class devoted to writing and the analysis of it. Students will read and analyze
literary forms: poetry, drama, fiction, non-fiction, and write in a variety of these genres. Students will write on a daily basis
and will be assessed through a process involving peer and teacher evaluation. Dedication to the writing process and sincerity
of effort will be factors when assigning a grade to a student’s creative work and to the final portfolio. This course does not
fulfill the four-year (20 credit) requirement for English. A student who wishes to take Creative Writing for a second semester
must obtain approval of the instructor. Approval will be based on an observed commitment to the standards and expectations
of the course.
This course supports the following Academic Expectation(s): 1D, 1A, 1B
This course assesses the following Academic Expectation(s): 1C, 1E
Journalism 053 College Preparatory Grades 11, 12

This course is dedicated to teaching students the skills needed to communicate in print and web based media. Although the
emphasis is on writing skills, the course will also include the following activities: interviewing, researching, observing, re-
porting, reacting, synthesizing, and designing layout. Students will also learn to become knowledgeable consumers of media
information. They will learn to improve editing skills as they work with their own articles and participate in peer editing ses-
sions. Student work will be published on the high school web site after it has been approved by the course instructor/s. An
important goal of the course will be to raise awareness in journalism as a career.
This course supports the following Academic Expectation(s): 1A, 1B, 1E, 3A
This course assesses the following Academic Expectation(s): 1C, 1D, 2
Public Speaking 051 College Preparatory Grades 11, 12

This class provides an overview of the essential skills necessary for effective oral communication. Students will be given op-
portunities to build self-confidence and engage in both formal and informal speaking situations. Areas of study will include
the following: participating in and facilitating group discussions, informative, persuasive and impromptu speaking, interview-
ing techniques, and an overview of debate techniques. Students will also improve the speaking skills that accompany Power-
Point presentations. Students will be expected to speak in front of the class, as this will be part of the grading process. In addi-
tion, students will be expected to engage in both print and electronic research as they prepare their speeches.
This course supports the following Academic Expectation(s): 1A, 1D, 1E
This course assesses the following Academic Expectation(s): 1B
World Literature by and about Women 054 College Preparatory Grade 11, 12
Students will read a selection of Modern and Contemporary non-fiction, fiction, drama, and poetry that explores female iden-
tity in a variety of societies. The texts will come from cultures such as: African American (Toni Morrison's Sula), Caucasian
American (Glaspell's Trifles, Mary Pipher's Reviving Ophelia), European (Virginia Woolf 's A Room of One's Own), Indian
(Jhumpa Lahira's Interpreter of Maladies), African (Ama Ata Aidoo's Our Sister Killjoy), and Asian (Maxine Hong King-
ston's The Woman Warrior.) Students will also engage in a mixture of both personal and academic writing.
This course supports the following Academic Expectation(s): 3C, 3D
FAMILY AND CONSUMER SCIENCES
The Family and Consumer Sciences Department provides the life skills essential for all students in today’s changing world.
This program is directed toward preparing students for successful lives in their homes and communities. Time is provided for
students to explore related career opportunities. The Family and Consumer Sciences program is one that has the flexibility to
meet the needs, capabilities and interests of all students. Homework and projects are given daily.
Child Development I 601 College Preparatory Grades 9, 10, 11

What is your first memory as a child? Child Development will explore how attitudes and values acquired as a child influence
your life In Child Development, we will study the child from conception until age one. Students will learn effective parent-
ing methods that will be helpful in raising responsible, independent children. Emphasis is placed on pregnancy and prenatal
care. This is a great opportunity for future teachers, social workers, and parents to begin their study of children.
28
This course assesses the following Academic Expectation(s): 1A, 1C, 5
Child Development II 612 College Preparatory Grades 10, 11, 12

Child Development II emphasizes the study of a child’s developmental years. The focus will be on children’s behavioral and
developmental patterns. Disabilities in all areas including behavioral, emotional, physical, intellectual, educational, and lan-
guage will be evaluated and studied. The course will also include children’s reactions to crisis situations such as child abuse,
neglect, death, illness, divorce, and separation.
This course assesses the following Academic Expectation(s): 1C, 1D, 1E, 2
Families and Future 694 College Preparatory Grade 12

This course is designed to prepare students for the real world. The goal is to help them become successful members of society
by setting goals, and taking responsibility for their lives through sound decision-making. As students graduate from high
school, they will find themselves living on their own at college, in the military, or on the job. To meet these challenges, Fami-
lies and Futures offers means of approaching these problems head on. Students will explore a wide range of topics, such as
career choices, dating, relationships, preparing nutritionally balanced meals, housing options, finances, and handling family
crisis. These skills are planned with an eye to making Families and Futures relevant for all students by helping them develop
to their fullest.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 1D, 1E
This course assesses the following Academic Expectation(s): 5
Introduction to Developmental 620 College Preparatory Grades 11, 12

Disabilities Semester 2.5 Credits
This course provides a hands-on approach to education and working with disabled students. We will use our classroom
knowledge to develop on-to-one activities for students in a special needs program. Some of the requirements will be to learn
about the laws for disabilities, to plan lessons and games for the students, and to participate in various learning activities. This
class is a must for anyone seeking a future in education or special education but can be valuable to all. It will be educational
and fun. Projects and reports are part of this course.
Prerequisite: C or above in Child Development I or approval of teacher.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 1D, 1E
FOREIGN LANGUAGE DEPARTMENT
The Foreign Language Department offers a five-year sequential curriculum in French, Latin and Spanish. Students who have
successfully completed the middle school curriculum should enter the Year II sequence of the chosen language. The foreign
language programs are structured to develop the standards of the Foreign Languages Curriculum Frameworks as promul-
gated by the Massachusetts Department of Education and the American Classical League’s Standards for Classical Language
Learning: Communication, Cultures, Connections, Comparisons and Communities. The study of a foreign language is a cu-
mulative task, demanding daily oral practice and memorization and a constant review of vocabulary and verb forms. Success
in learning a foreign language is predicated on this self-discipline and homework is assigned daily that reflects the need for
consistent review and practice. Colleges look for at least two years of credit in one foreign language, but more selective uni-
versities prefer three to five years of sequential foreign language study. Early Enrollment Program: The Early Enrollment
Program is a school/college partnership which offers high school seniors and select juniors an opportunity to earn college
credits while they are completing their high school diplomas. Spanish IV AP and Spanish V AP are currently part of the Early
Enrollment Program at Rhode Island College.
French I 100 Honors Grades 9, 10, 11

French I Honors is for the self-motivated student who is able to work at an accelerated pace. It includes all that is covered in
the French I CP course plus additional units on making vacation plans and asking directions. Supplemental readings are also
required at this level. Projects exploring francophone countries and culture are expected to be broad in content. At the end of
this course students will be able to express needs, likes and dislikes, shop in stores, order in a restaurant, and talk about them-
selves and their families. They will be able to write full-page letters, read short passages, and be able to understand brief
29
conversations in French. Oral and/or written homework (20-30 minutes) is assigned daily.
This course supports the following Academic Expectation(s): 1D, 4A, 4B, 1C, 1E, 2
This course assesses the following Academic Expectation(s): 1A, 1B
French I 102 College Preparatory Grades 9, 10, 11

French I introduces students to the basic language patterns and grammatical constructions of the French language. Students
will advance from having little or no knowledge of the language to the fundamentals of basic communication. Listening,
speaking, reading, and writing skills are equally developed. Basic vocabulary and grammatical structures are learned and ap-
plied to real-life situations. An overview of French-speaking countries and communities such as France, Quebec, Abidjan,
and Martinique is presented. Assessment includes test, quizzes, short writing assignments, skits, videos, small projects and
class participation. Oral and/or written homework (15-20 minutes) is assigned daily.
This course supports the following Academic Expectation(s): 1D, 4A, 4B, 1C, 1E, 2
French II 111 Honors Grades 9, 10, 11, 12

French II Honors is an intensive course for the self-motivated student who has been especially successful in the two-year mid-
dle school program or the Year I course at the high school. More material is covered than in the college preparatory course
through additional vocabulary and more complex grammatical structures. While all communicative skills are expanded, more
emphasis is put on creative oral exercises, written reports, and the reading of short passages. More oral, written, and video
reports are required than in the college preparatory course. Assessment includes quizzes, tests, class participation, oral, writ-
ten, and video reports, and research projects. Oral and/or written homework (20-30 minutes) is assigned daily.
French II 112 College Preparatory Grades 9, 10, 11, 12

French II is the normal sequence for students who have successfully completed the two-year middle school program or the
Year I course at the high school. The course integrates and recycles Year I material while introducing new and more ad-
vanced vocabulary and grammatical structures. All communicative skills continue to be expanded with increased emphasis on
more spontaneous speaking and structured writing exercises. Cultural awareness of the French speaking world is promoted by
oral and written reports, skits, role-playing, and special video and/or research projects. Current events as well as the history of
francophone countries are included in the report topics. Assessment includes quizzes, tests, class participation, oral and writ-
ten reports, and student-generated videos. Oral and/or written homework (20-30 minutes) is assigned daily.
French III 121 Honors Grades 10, 11, 12

French III Honors is a more rigorous course for the self-motivated student. Students continue to develop their communicative
skills in the context of culturally authentic situations. Students will read from primary and secondary sources and write short
essays based on their reading and their study of various aspects of the French speaking world. Other cultural activities may
include biographical studies, the world of French art, French cuisine and customs of francophone countries. Assessment is
based on quizzes, tests, essays, class discussions, and special projects. Students must have a French-English dictionary. Daily
assignments include reading and writing in preparation for classroom discussions (30 minutes or more).
This course supports the following Academic Expectation(s): 2, 4A, 4B
This course assesses the following Academic Expectation(s): 1C, 1D
French III 122 College Preparatory Grades 10, 11, 12

This intermediate level course introduces more complex forms of French expressions while reviewing and further developing
grammatical concepts covered in French II. Practical vocabulary and cultural content are introduced through short stories and
cultural vignettes to which students respond in oral and written form, including role-playing and short, thematic compositions.
Much of the class is conducted in French. All four language skills are assessed through quizzes, tests, reports, skills, role-
playing, and listening comprehension exercises. Students are expected to own a French-English dictionary. Oral and/or writ-
ten homework (30 minutes estimated) is assigned daily.
30
French IV/AP Language 130 Advanced Placement Grades 11, 12

This course is part of a two-year cycle that emphasizes the use of language for active communication at the Advanced Place-
ment level. It is, therefore, designed for highly motivated students. The focus will be on understanding spoken French in vari-
ous contexts, being able to read and analyze magazine articles and literary texts, and expressing oneself with reasonable flu-
ency and accuracy in both written and spoken French. A thorough review of grammar is included, as is a general study of
French history and culture. Literary texts will include classic as well as contemporary plays, novels and poetry. At the end of
a two-year cycle, students will be prepared to take the AP French Language Examination. Assessment will include tests, quiz-
zes, essays, skits, listening and reading comprehension and short oral reports. Homework assignments (30-40 minutes) are
given daily.
Prerequisite: B+ in previous course and teacher recommendation.
This course assesses the following Academic Expectation(s): 1A, 1B, 2
French IV 131 Honors Grades 11, 12

French IV Honors is an accelerated course for the self-motivated student. This is the first of a two-year cycle that emphasizes
a rigorous program of developing reading, writing, speaking and listening skills. The course focuses on reading adapted texts,
short stories and fables of Francophile authors to encourage discussion and analysis through oral and written work. Classes
are conducted almost totally in French. Students are assessed through quizzes, tests, written compositions, oral exercises and
reports, role-playing, reading comprehension, and class participation. Homework assignments are given daily (30 minutes or
more).
This course supports the following Academic Expectation(s): 1D, 1E, 2, 4A, 4B
This course assesses the following Academic Expectation(s): 1A, 1B, 1C
French IV 132 College Preparatory Grades 11, 12

This course is part of a two-year cycle, which applies the skills of speaking, listening, reading, and writing to communication
about everyday life situations. Writing is emphasized through creative essays and thematic compositions, followed by role
playing or oral reports. Cultural content includes short stories, audio tapes, and films about the francophone world followed
by comprehension exercises and interpretive oral and written responses. Classes are conducted almost totally in French. Stu-
dents are expected to own a French-English dictionary. Much work is done in pairs and small groups. Assessment includes
tests and quizzes, oral and written reports and class participation. Oral and/or written homework (20-30 minutes) is assigned
daily.
French V/AP Language 140 Advanced Placement Grade 12

This second year of the two-part cycle builds on and expands the skills developed in French IV/AP Language with different
themes, readings and grammar review. The focus continues to be on understanding spoken French in various contexts, being
able to read and analyze magazine articles and literary texts, and expressing oneself with reasonable fluency and accuracy in
both written and spoken French. At the end of the two-year cycle, students will be prepared to take the AP French Language
Exam. Assessment will include tests, quizzes, essays, skits, listening and reading comprehension and short oral reports. As-
signments (30-40 minutes) are given daily.
This course assesses the following Academic Expectation(s): 1A, 1B, 2
French V 141 Honors Grade 12

This course is the second of a two-part syllabus and builds on and expands the skills developed in French IV Honors. A dif-
ferent series of readings is the basis for enhancing communication skills and further developing fluency and accuracy in the
language. Classes are conducted almost totally in French. Assessment is accomplished through quizzes, tests, written compo-
31
sitions, oral exercises and reports, role-playing, reading comprehension, and class participation. Homework assignments are
given daily (30 minutes or more).
French V 142 College Preparatory Grade 12

The second year of the two-part cycle builds on and expands the skills developed in French IV. The second cycle of themes,
readings, grammar review, short stories, and films is distinct from the fourth program, while the basic thrust of the course—
enhanced communication—remains the same. Classes are conducted almost totally in French. Assessment includes tests,
quizzes, oral and written reports, and class participation. Oral and/or written homework (20-30 minutes) is assigned daily.
Spanish I 154 Honors Grades 9, 10, 11, 12

Spanish I, Honors, is for the self-motivated student who is able to work at an accelerated pace. It includes all that is covered
in the Spanish I CP course plus additional units. Supplemental readings are also required. Projects exploring Hispanic coun-
tries and culture are broad in content. At the end of this course students will be able to express needs, likes and dislikes, shop
in stores, order in a restaurant, and talk about themselves and their families. They will be able to write full-page letters, read
short passages, and be able to understand brief conversations in Spanish. Oral and/or written homework (20-30 minutes) is
assigned daily.
This course supports the following Academic Expectation(s): 1C, 1D, 1E, 2, 4A, 4B
Spanish I 152 College Preparatory Grades 9, 10, 11,12

Spanish I introduces students to the basic language patterns and grammatical constructions of the Spanish language. Students
will advance from having little or no knowledge of the language to the fundamentals of basic communication. Listening,
speaking, reading, and writing skills are equally developed. Basic vocabulary and grammatical structures are learned and ap-
plied to real-life situations. An overview of Hispanic countries and communities such as Spain, Mexico, Florida, and Ecuador
is presented. Assessment includes tests, quizzes, short writing assignments, skits, videos, small projects, and class participa-
tion. Oral and/or written homework (15-20 minutes) is assigned daily.
This course supports the following Academic Expectation(s): 1C, 1D, 1E, 2, 4A, 4B
Spanish II 161 Honors Grades 9, 10, 11, 12

Spanish II Honors is a more intensive course for the self-motivated student who has been especially successful in the two-
year middle school program or the Year I course at the high school. More material is covered through additional vocabulary
and more complex grammatical structures. All communicative skills are expanded, with increasing emphasis on creative oral
exercises, original writing, and readings of greater length and difficulty. Cultural units include Andalucia, Mexico, Texas, the
Caribbean, the Andes, and California. Thematic units include self-portraits, staying fit, shopping, the environment, and vaca-
tion planning. Oral, written, and video reports are more frequent than in the college preparatory course. Assessment includes
quizzes, tests, class participation, writings, oral and video reports, and research projects. Oral and/or written homework (20-
30 minutes) is assigned daily.
This course assesses the following Academic Expectation(s): 1A, 1B, 1E
Spanish II 162 College Preparatory Grades 9, 10, 11, 12

Spanish II is the normal sequence for students who have successfully completed the two-year middle school program or the
Year I course at the high school. The course integrates and recycles Year I material while introducing new and more ad-
vanced vocabulary and grammatical structures. All communicative skills continue to be expanded with increased emphasis on
more spontaneous speaking and structured writing exercises. Cultural awareness of the Spanish speaking world, including
Spain, Mexico, Texas, and the Andes, their history as well as current events, is promoted by oral and written reports, skits,
role-playing, and special video and/or research projects. Assessment may include quizzes, tests, class participation, oral and
32
written reports, and student-generated videos. Oral and/or written homework (15-30 minutes) is assigned daily.
This course assesses the following Academic Expectation(s): 1A, 1B, 1E
Spanish III 171 Honors Grades 10, 11, 12

Students in this class are being prepared to go into the AP program. Reading comprehension is emphasized through a variety
of short stories from the classical, Hispanic repertoire and the study of indigenous peoples. Student responses to these read-
ings are through oral and written reports. Much of the class is conducted in Spanish. Students are expected to own a Spanish-
English dictionary. Daily assignments include reading and writing in preparation for classroom discussions (30 minutes or
more).
Spanish III 172 College Preparatory Grades 10, 11, 12

This intermediate level course introduces more complex forms of Spanish expression while reviewing and further developing
grammatical concepts covered in Spanish II. Practical vocabulary and cultural content are introduced through short stories
and cultural vignettes to which students respond in oral and written form, including role-playing and short, thematic composi-
tions. Much of the class is conducted in Spanish. All four-language skills are assessed through quizzes, tests, reports, skits,
role-playing and listening-comprehension exercises. Students are expected to own a Spanish-English dictionary. Oral and/or
written homework (20 minutes or more) is assigned daily.
Spanish IV/AP – Literature and Language 180 Advanced Placement Grade 11

Spanish IV AP is the first of a two-year cycle that prepares students at an advanced level in language and literature. This is a
college level course that seeks to improve speaking and reading skills. A heavy emphasis is placed on language acquisition
through literary analysis and critique. Communicative skills in Spanish are improved and refined through an intensive review
of grammar and through listening comprehension exercises. Students are required to maintain a comprehensive notebook and
must have a Spanish-English dictionary. Assessment is based on oral participation, quizzes, analyses, essays, presentations,
skits and projects. Daily assignments may include readings, resumes, essays and grammar exercises (30-60 minutes). A sum-
mer reading is followed by a test taken in the fall. Students must have teacher recommendation to enroll in this course. Note:
Students have the option of taking this course for college credit (3 credits).
Spanish IV 181 Honors Grades 11, 12

Spanish IV Honors is an accelerated course for the self-motivated student. In addition to the development of competence in
grammatical structure and vocabulary dealing with more complex situations, there is a more intensive emphasis on reading
and writing skills through the study of stories, essays and short classical selections from major Hispanic and Spanish authors.
Classroom instruction, discussions and students’ interpretive reports are in Spanish. Assessment includes tests and quizzes,
short essays, written and oral reports, and class participation. Daily homework (30-40 minutes) includes reading and writing
assignments.
Spanish IV 182 College Preparatory Grades 11, 12

This course is part of a two-year cycle which applies the skills of speaking, listening, reading, and writing to communicate
about everyday life situations. Writing is emphasized through creative essays and thematic compositions, followed by role
playing or oral reports. Cultural content includes short stories, audio tapes, and films about the Hispanic world, which form
the basis for comprehension exercises and interpretive oral and written responses. Classes are conducted almost totally in
Spanish. Much work is done in pairs and small groups. Assessment includes tests and quizzes, oral and written reports, and
33
class participation. Oral and/or written homework (20-30 minutes) is assigned daily.
Spanish V/AP – Literature and Language 190 Advanced Placement Grade 12

This course is the second year of the two-year AP cycle and includes the second half of the literature syllabus as well as a
continuing thorough review of grammar. See the description for Spanish IV AP – Literature and Language for further details
relative to expectations. Note: Students have the option of taking this course for college credit (3 credits).
Spanish V 157 Honors Grade 12

This course is the second of the two-part syllabus begun with Spanish IV Honors. The thematic situations of this cycle are
totally different from the previous cycle but continue the development of competence in grammatical structure and vocabu-
lary. The thematic projects are based on current events and a different cycle of readings from major Hispanic and Spanish
authors. All classroom work is done in Spanish. Assessment includes tests and quizzes, short essays, written and oral reports,
and class participation. Daily homework (30-40 minutes) includes reading and writing assignments.
Spanish V 192 College Preparatory Grade 12

The second year of the two-part cycle builds on and expands the skills developed in Spanish IV. The second cycle of themes,
readings, grammar review, short stories, and films is distinct from the fourth-year program, while the basic thrust of the
course—enhanced communication—remains the same. Classes are conducted almost totally in Spanish. Assessment includes
tests, quizzes, oral and written reports, and class participation. Oral and/or written homework (20-30 minutes) is assigned
daily.
Latin I 193 Honors Grades 9,10,11,12

This course is an accelerated introduction to the grammar and syntax of the Latin language. It presupposes a student’s good
verbal ability in English, and a high degree of self-motivation. Some fairly sophisticated language concepts are introduced
early in the course, and a great deal of memorization is required. A student who is good with, and enjoys his own language—
as a reader or writer— may find the honors level an exciting challenge. A student whose English skills are weak, or has diffi-
culty reading or writing English or another foreign language, may find this level a frustrating experience. Special attention is
given to understanding Roman culture of the first century C.E., in the context of daily public or private life, and to introduc-
ing more generally the cultural legacy of the ancient world.
This course supports the following Academic Expectation(s): 1A, 1C, 2
This course assesses the following Academic Expectation(s): 3A, 3C
Latin I 194 College Preparatory Grades 9, 10, 11, 12

This course is an introduction to the basic language patterns and constructions of Latin. It reinforces and strengthens English
language skills by comparing the structure and vocabulary of the two languages. The introduction to Latin itself is less intense
than in the honors level, with more emphasis placed on vocabulary building and grammatical drill. Students also study the
cultural contributions of the ancient Romans, especially their myths and legends. Both levels will complete a project on some
aspect of Roman life.
34
Latin II 195 Honors Grades 9, 10, 11, 12
Students who have been successful in middle school Latin, or in high school Latin I, and have demonstrated self-motivation,
should continue their study of Latin at the Honors level II. This course begins with a thorough review of the material learned
in Latin I, and continues the introduction to the language through more extended readings of adapted Latin. Emphasis on the
various language skills, the connections between English and Latin, and the contributions of classical civilization remain the
same, as the narrative structure of the textbook expands the repertoire of linguistic constructions, and broadens the view of
first-century life in the Roman empire. This course will prepare students for the advanced levels of Latin.
Latin II 196 College Preparatory Grades 9, 10, 11, 12

This course completes the basic introduction to Latin grammatical forms, to give the student a clear
understanding of the principals of an inflected language. Special emphasis is placed upon the contribution of Latin to English
vocabulary, the use of Latin phrases and abbreviations commonly encountered in English, and strategies for recognizing and
decoding Latin roots in English. Through supplementary readings and projects, students will also become more aware of
Rome’s role in the development of Western civilization. This is the terminal course of the college preparatory program.
This course assesses the following Academic Expectation(s): 3A, 3C, 3D, 4A
Latin III 197 Honors Grades 10, 11, 12

In this honors course, highly motivated students begin to master some of the more complex grammatical forms and syntacti-
cal structures of Latin prose, and will begin to develop some familiarity with the more common meters of Latin poetry. After
a thorough review of previously learned material, students will continue their investigation of life in Rome in the first century
through the narrative of the textbook, and through brief passages of authentic Latin of various authors. Students will examine
both primary and secondary sources to gain insight into the life of the ancient world.
This course assesses the following Academic Expectation(s): 3D, 4A
Latin III 187 College Preparatory Grades 10, 11, 12

In this course, students will continue to acquire Latin grammatical forms and syntactical structures. They will also examine
more sophisticated transformations of Latin vocabulary forms to English derivatives, and increase their ability to decipher the
Latin roots of complex English words. With a judicious use of English translations compared to authentic Latin, students will
examine events, ideas, and people from the ancient world that have had a lasting influence on Western civilization.
Latin IV 198 Honors Grades 11, 12

At this stage the student will complete the introduction to Latin structures. All the ordinary forms found in classical Latin
prose will have been used and practiced in the context of the continuing narrative of the text. Students will also consolidate
their understanding of the history of the Roman Republic and Empire, and of the major features of the private and public life
of the Romans. They will begin a closer investigation of the period of transition from Republic to Empire through the ac-
counts of Eutropius, Cicero, Julius Caesar, Augustus, and Pliny.
Latin IV 101 College Preparatory Grades 11, 12

Students will complete their acquisition of Latin forms and structures. They will continue to increase their mastery of English
word formation through an introduction to Greek roots. The focus in Roman culture will be the development of the Roman
political system from kingship, through republic, to empire.
35
Latin V 185 Honors Grade 12
This is the culminating course of the high school honors sequence. It is a course in reading and interpreting Latin literature.
The highly motivated, well-prepared, and independent student who undertakes this course will be expected to become en-
gaged in selecting authors and genres of interest to him or her, to read extensively in both primary and secondary sources, to
research and write at some length on the style, significance and content of the chosen authors. In recent years, students have
read Pliny, Vergil, the lyric poets, and Petronius. Students will be expected to investigate their authors in English in the sum-
mer preceding this course.
This course assesses the following Academic Expectation(s): 3A, 3C, 3D, 4A
MATHEMATICS DEPARTMENT
The Mathematics Department offers a wide range of courses to provide students with opportunities to actively participate in
learning the structure and the nature of mathematics, while developing analytic skills that will help them apply basic princi-
ples to other areas of study and everyday living. Students begin their mathematics program at FHS at different points, based
on their middle school programs. The basic sequence of mathematics courses is Algebra I, Geometry, and Algebra II. Many
students enroll in higher-level mathematics courses after successful completion of Algebra II. All mathematics courses make
use of technology in the form of computer software, such as Geometry Sketchpad, Minitab and/or graphing calculators. Tech-
nology allows students to visualize the mathematics that they are learning as well as lessening the burden of voluminous and
complicated numerical computation. Students should check with their current mathematics teachers for recommendations
about appropriate types of graphing calculators. The Mathematics Department requires that students purchase their own cal-
culators (which will be used throughout their math program at the high school and beyond).
Concepts in Algebra and Geometry 201 College Preparatory Grade 10

Concepts in Algebra and Geometry is a course that continues the development of algebraic thinking established in Algebra 1
CP. The content of this course is designed for those 10th grade students who need more time to assimilate the basic algebraic
concepts necessary for the continuation of mathematics. Concepts in Algebra and Geometry will focus on the following con-
cepts: polynomials and operations with polynomials, solving equations and inequalities, relations, systems of equations and
inequalities, rational expressions, nomenclature of geometry, and deductive reasoning. For success in Concepts in Algebra
and Geometry, students will need familiarity with number facts and operations and a commitment to work hard both in class
and on the daily homework (30 minutes or more). Students will be expected to participate actively in class, both as individu-
als and as team members. Students will use graphing calculators and are required to have their own calculators to complete
assignments both in class and at home. Grades in this class will be based on homework, class work, tests, and quizzes. Com-
pletion of Concepts in Algebra and Geometry will provide students with a solid foundation in a comprehensive algebra pro-
gram as well as a foundation in the principles of geometry, which will afford them greater success in more advanced mathe-
matics courses.
Upon completion of this course, students will be able to enroll in Geometry CP or Honors based on grades and recommenda-
tion from Concepts of Algebra and Geometry teacher.
Prerequisite: Completion of Algebra 1 CP and recommendation from Algebra 1 CP teacher
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 1D, 2, 4A, 4B
This course assesses the following Academic Expectation(s): 3A, 3B, 3C, 3D
Algebra I 202 College Preparatory Grades 9,10,11,12

Algebra I is an entry level course offered in the college preparatory program. The major topics to be covered include the prop-
erties of the real number system, polynomials and operations with polynomials, factoring, exponents, solving equations and
inequalities, relations, functions, systems of equations and inequalities, and rational expressions. These algebraic topics will
be integrated in real world problems that also explore topics from discrete mathematics, such as statistics, probability, graphs,
and others. A major goal of the course is to introduce the language of algebra and foster the integration of geometry and tech-
nology in real world situations. Students will evaluate formulas, apply the Pythagorean Theorem, Triangle Sum Theorem,
Triangle Inequality Theorem. They will determine algebraic expressions, solve linear equations and inequalities, graph solu-
tions, interpret graphs, and other work that will prepare them with a foundation for further study in mathematics. Since alge-
bra permeates all of mathematics, a strong foundation in this first course is essential for success in future courses. For students
to experience success in algebra they will need familiarity with number facts and operations and a commitment to work hard
both in class and on the daily homework (30 minutes or more). Students will be expected to actively participate in class, both
36
as individuals and as team members. Since technology is becoming increasingly more important, it is integrated into our les-
sons. Students are required to have a graphing calculator for this course in order to complete assignments both in class and at
home.
tion of Algebra 1 CP teacher
Prerequisite: Recommendation of 8th Grade Math Teacher
Algebra I 245 Honors Grades 9

Algebra I Honors is the entry level course offered in the honors program. Topics are introduced at a high level of rigor and
precision. The major topics to be covered include the properties of the real number system, polynomials and operations with
polynomials, factoring, exponents, solving equations and inequalities, relations, functions, systems of equations and inequali-
ties, and rational expressions. These algebraic topics will be integrated in real world problems that also explore topics from
discrete mathematics, such as statistics, probability, graphs, and others. A major goal of the course is to introduce the lan-
guage of algebra and foster the integration of geometry and technology in real world situations. Students will evaluate formu-
las, apply the Pythagorean Theorem, Triangle Sum Theorem, Triangle Inequality Theorem. They will determine algebraic
expressions, solve linear equations and inequalities, graph solutions, interpret graphs, and other work that will prepare them
with a foundation for further study in mathematics. Since algebra permeates all of mathematics, a strong foundation in this
first course is essential for success in future courses. For students to experience success in algebra they will need familiarity
with number facts and operations and a commitment to work hard both in class and on the daily homework (30 minutes or
more). Students will be expected to actively participate in class, both as individuals and as team members. Since technology is
becoming increasingly more important, it is integrated into our lessons. Students are required to have a graphing calculator for
this course in order to complete assignments both in class and at home.
tion of Algebra 1 CP teacher.
Prerequisite: Recommendation of 8th Grade Math Teacher
Geometry 211 Honors Grades 9, 10, 11, 12

Geometry Honors takes a formal approach to the discipline. Topics are developed with a high degree of rigor and precision
and include angle relationships, line relationships, congruent and similar triangles and polygons, circles, quadrilaterals, con-
structions, and area and volume of plane and solid figures. The development of the course will integrate algebra and discrete
topics that will also be examined analytically. Transformation functions will be employed in the analysis of plane figures that
are reflected, rotated, dilated or translated. Three-dimensional figures, measurement and connection with other disciplines are
also given much attention in the course. Developing the student’s mathematical power to explore, make conjectures, and rea-
son logically is a major goal. Students who elect this course will be expected to work hard. A graphing calculator is required
for this course. Computer technology and other graphics utilities will be employed to explore, conjecture, and simplify learn-
ing. Activities, real world applications, continual review and the use of graphics technology will be part of the pedagogical
tools that will assist student learning. Students will be assigned homework daily and will be expected to actively participate in
class activities and complete out-of-class projects.
Upon completion of this course, students will be able to enroll in Algebra 2 Honors or CP based on grades and recommenda-
tion of Geometry Honors teacher.
Prerequisite: Completion of Algebra 1 Honors with minimum grade of C or completion of Algebra 1 CP with minimum
grade of B+ and recommendation of Algebra 1 CP teacher.
This course supports the following Academic Expectation(s): 4A, 4B
Geometry 212 College Preparatory Grades 9, 10, 11, 12

The major topics covered in Geometry CP include angle relationships, perpendicular and parallel lines and planes, congruent
triangles, quadrilaterals, similar polygons, circles, constructions, area of polygons and lateral area, surface area and volume of
three-dimensional figures. Analytical relationships will be established, as topics from algebra and discrete mathematics are
integrated, using transformations of points and figures on the Cartesian Coordinate system. Activities, real world applications,
37
continual review and the use of graphics technology will be part of the pedagogical tools that will assist student learning. A
graphing calculator is required for this course. The use of applicable software will assist students in learning the vocabulary
and the concepts of geometry along with the properties and characteristics of the plane figures. Students will be assigned
homework daily and will be expected to actively participate in class activities and complete out-of-class projects for success-
ful completion of the course. Upon completion of this course, students will be able to enroll in Algebra 2 Honors or CP based
on grades and recommendation of Geometry Honors teacher.
Prerequisite: Successful completion of Algebra 1 CP/Honors or Concepts in Algebra and Geometry
This course supports the following Academic Expectation(s): 4A, 4B
Algebra II 219 Honors Grades 9, 10, 11, 12

Algebra II Honors extends and further explores topics already developed in Algebra I and Geometry, and the course includes
new topics from both continuous and discrete mathematics. Concepts will be developed with rigorous and stringent attention
to detail, processing and understanding. Topics will include: polynomial, exponential, logarithmic and trigonometric func-
tions, matrices, graphs, systems of equations, inverses, sequences, series and combinations. A real world orientation has
guided both the selections of the content and the applications. Activities are included in many lessons, and up-to-date technol-
ogy is used and integrated throughout the course. Students will explore, analyze and consider the mathematics from an alge-
braic, numerical and graphical approach in an effort to synthesize their newly acquired knowledge. Homework will be as-
signed daily. To be successful in this honors course students must have a strong algebraic foundation and fluency in algebra
vocabulary. Willingness to work hard, to participate individually and in groups, and effectively communicate orally and in
writing are requirements for success. Students are required to have a graphing calculator for the course. Upon completion of
this course, students will be able to enroll in Pre-Calculus CP/H based on grades and recommendation of Algebra 2 H teacher.
Prerequisite: Completion of Geometry Honors with minimum grade of C or completion of Geometry CP with minimum
grade of B+ and recommendation of Geometry CP teacher
Algebra II 220 College Preparatory Grades 10, 11, 12

The Algebra II CP course includes all the topics covered in the honors program: linear relations, functions, graphs, matrices,
systems of equations, powers, inverses, radicals, trigonometry, series, combinations, etc. The development of the course,
however, is less rigorous and applies more intuitive understanding. The graphing calculator and other technology prompts
will be used to clarify concepts and analyze the concepts from a graphical and numerical as well as an algebraic perspective.
Algebra is an important component of all mathematics, and since students will be confronted with complex algebraic manipu-
lations in any college math course they take, it makes sense to continue the development of algebraic algorithms and proce-
dures. In this course students will develop skills in carrying out various algorithms; identify mathematical properties and rela-
tionships; apply mathematics in real-world situations; and produce graphical representations of concepts. Homework will be
assigned daily. Students are expected to be active participants in class, both individually and in group work. A solid back-
ground in basic algebra and geometry is essential for success. Students are required to have a graphing calculator for this
course. Upon completion of this course, students will be able to enroll in Pre-Calculus (Honors or CP), based upon grades
and recommendation of Algebra 2 CP teacher.
Prerequisite: Successful completion of Geometry CP/Honors
Algebra II—Self Paced 220 Honors Grades 9, 10, 11, 12

This class will utilize an individualized instructional approach for Algebra 2 instruction.. Students will study the material at a
pace that suits their individual learning style. The material will be presented in various formats and students, along with the
instructor, will decide when it is appropriate to be assessed (tested). There will be a chapter deadline when all work must be
completed, but the rate at which students reach that goal by acquiring the competence of each section will vary. Using this
approach instruction will be more effective and efficient. Most importantly students can progress at the rate that best suits
them. It is expected that students will find this instructional approach more efficient, less frustrating, and have the opportu-
nity to obtain a higher grade.
.Prerequisite: Successful completion of Geometry CP/Honors
38
Pre-Calculus 231 Honors Grades 10, 11

This course has as its objective the development of a broad base foundation in mathematics upon which to build the concepts
of calculus. A solid foundation in algebra and geometry is essential, and students are expected to have successfully completed
both Algebra II Honors and Geometry Honors. Students will continue to develop and extend previously learned topics and
encounter new concepts that are necessary in future study. All topics will be explored in detail and in depth, analyzing the
concepts from an algebraic as well as from a numerical and graphical perspective. The topics include polynomial, rational,
exponential, logarithmic, trigonometric, and circular functions. Vectors, polar equations, parametric equations, systems, se-
quences, series and other topics from discrete mathematics, are also part of the curriculum. The concepts are explored and
applied in real world problems integrated with graphics utilities and other technological prompts. Success in this course re-
quires a great deal of focus and work, both in class and at home. Students are required to have a graphing calculator for this
course. Those students who successfully complete the course with a grade of B+ or better will be prepared for the AP Calcu-
lus course offered at the high school. Upon completion of Pre-Calculus Honors, students will be able to enroll in Calculus
(AP, Honors, or CP), Statistics ( AP, Honors, or CP) or Discrete Mathematics CP based on grades and recommendation of
Pre-Calculus teacher.
Prerequisite: Completion of Algebra 2 Honors with minimum grade of B- or completion of Algebra 2 CP with minimum
grade of A- and recommendation from Algebra 2 CP teacher.
This course supports the following Academic Expectation(s): 1C, 2, 4A
This course assesses the following Academic Expectation(s): 1D, 3A, 3D
Pre-Calculus 246 College Preparatory Grades 10, 11, 12

This course has as its objective the development of a broad base foundation in mathematics upon which to build the concepts
of calculus. A solid foundation in algebra and geometry is essential. Students will continue to develop and extend previously
learned topics and encounter new concepts that are necessary in future study. All topics will be explored in detail and in
depth, analyzing the concepts from an algebraic as well as from a numerical and graphical perspective. The topics include
polynomial, rational, exponential, logarithmic, trigonometric, and circular functions. Vectors, polar equations, parametric
equations, systems, sequences, series and other topics from discrete mathematics, are also part of the curriculum. The con-
cepts are explored and applied in real world problems integrated with graphics utilities and other technological prompts. Suc-
cess in this course requires a great deal of focus and work, both in class and at home. Students are required to have a graphing
calculator for this course. Upon completion of this course, students will be able to enroll in students will be able to enroll in
Calculus (AP, Honors, or CP), Statistics (AP, Honors, or CP) or Discrete Mathematics CP based on grades and recommenda-
tion of Pre-Calculus teacher.
Prerequisite: Successful completion of Algebra 2 CP/Honors
Calculus AB 240 Advanced Placement Grades 11, 12

Calculus AB/AP develops all the topics, which are on the syllabus of the Calculus Advanced Placement Program. The topics
include a preliminary review of polynomial, exponential, logarithmic, trigonometric transcendental and other functions, their
properties, and applications. The concepts of differentiation and integration, and their applications to real world problems, are
explored, developed and analyzed in detail, and with a high degree of rigor and sophistication. The development of the course
will encompass a theoretical approach as well as a concrete understanding. All the topics are explored numerically, graphi-
cally and algebraically—always with application to the everyday experiences of the real world. The course is demanding with
respect to class work and homework. Success in the course requires a strong and sound foundation in logic, algebra, geome-
try, trigonometry, and analytic geometry, plus a sincere devotion to hard work and persistent effort, with a clear and focused
mind. Students completing this course take the Advanced Placement Examination for college credit, and/or advanced place-
ment. A graphing calculator is required for a student enrolled in this course. Also, summer work is assigned, and to be com-
pleted during the summer, before entering the class.
Prerequisite: Completion of Pre-Calculus H with minimum grade of B+ and recommendation of Pre-Calculus teacher.
Refer to pages six and seven for additional information and requirements.
This course supports the following Academic Expectation(s):1C, 2, 4A
39
Calculus BC 230 Advanced Placement Grade 12
This course is offered to those students who have completed the Calculus AB syllabus. The course will complete the remain-
ing topics of a second semester of college calculus. The topics to be covered will include a review and an extension of the
differential and integral topics covered in the AB syllabus and will expand the applications of these concepts. Additional top-
ics to be included are: Parametrics, polar and vector functions and their derivatives, series including Taylor Maclaurin and the
applicable calculus, and polynomial approximations of series, power series. Also included will be improper integral, conver-
gence and divergence tests, etc. This course will be demanding and will require students to do summer work before entering
in September.
Prerequisite: Completion of Calculus AB with minimum grade of C or Calculus H with minimum grade of B+ and recom-
mendation of Calculus H teacher..
Calculus 244 Honors Grades 11, 12

This calculus course will develop most of the topics that are on the syllabus of the Calculus Advanced Placement Program at
a slower rate and with a less rigorous tone. The syllabus will include a preliminary review of polynomial, exponential, loga-
rithmic, trigonometric transcendental and other functions, their properties, and applications. The concept of differentiation
and integration, and their applications in real world problems are then explored, developed, and analyzed. The development
of the course will encompass a theoretical approach as well as a concrete understanding. All topics are explored numerically,
graphically and algebraically, always with application to the everyday real world. The course is demanding both with respect
to class work and homework. Success in the course requires a strong and sound foundation in logic, algebra, geometry, trigo-
nometry, and analytic geometry, plus a sincere devotion to hard work and persistent effort with a clear and focused mind.
Students who complete this course successfully will be prepared to pass college entrance examinations in Mathematics. A
graphing calculator is required for this course. Also, summer work is assigned, to complete during the summer, before enter-
ing the class. Upon completion of this course, students will be able to enroll in Stats (AP, Honors, or CP) or Discrete Mathe-
matics CP based on grades and recommendation of Calculus Honors teacher.
Prerequisite: Completion of Pre-Calculus Honors with a minimum grade of C or completion of Pre-Calculus CP with
minimum grade of B+ and recommendation of Pre-Calculus CP teacher.
Calculus 247 College Preparatory Grade 12

Calculus is a rigorous course designed to strengthen and extend students’ mathematical background. Topics presented are
from continuous as well as discrete mathematics and include probability, polynomial and logarithmic functions, sequences,
series, and an introduction to the derivative and integral concept of calculus. Since complex algebraic manipulations permeate
all college mathematics, it is reasonable to continue skill development with patterns and algebraic algorithms at this stage of
the student’s education. Students will find that the review and extension of the previously encountered concepts will connect
their knowledge and help them assimilate new understandings. The use of the graphing calculator to explore the mathematical
concepts will further clarify and deepen their understanding and generate more questions for exploration. Calculus will fur-
ther connect topics and extend the application of mathematics to real world problems. Students are required to have a graph-
ing calculator for this course. To experience success the student must do daily homework, explore out-of-class projects and
actively participate in class.
Prerequisite: Successful completion of Pre-Calculus H/CP and recommendation of Pre-Calculus teacher.
Discrete Mathematics CP 249 College Preparatory Grades 12

Discrete Mathematics covers a wide-scope curriculum. Topics, such as logic, properties of integers, sequences, induction,
recursion, combinatories, graphs, and networks are all discrete topics important in understanding current mathematics and its
uses, particularly relative to computers. All of the content is studied in detail for its application to real-world problems using
methods and applications settings that are reality oriented. This course also gives strong attention to the reason gin process
used by mathematicians and those that use mathematics. Since complex algebraic manipulations are necessary in virtually all
college mathematics courses that students will encounter, we continue to practice these skills, and develop an appreciation for
40
the deductive approaches in many feels of study. The instructional methods used are designed to maximize the student's ac-
quisition of skill and concept. The ability to analyze and carry out algorithms, the ability to develop and use mathematical
properties and relationships, the ability to apply mathematics to real situations, and the ability to represent or picture mathe-
matical concepts are all goals for students. Students enrolled in this course must have a solid understanding of the algebra and
geometry of their previous courses. Students will be required to do homework daily, along with other out-of-class projects. To
be successful, students must be persistent with their work, must assume responsibility for the content, and must be actively
involved in the process. A graphic calculator is required for students enrolled in this course. Upon completion of this course,
students will be able to enroll in Statistics CP or Calculus CP based on grades and recommendation of Discrete Teacher.
Prerequisite: Successful completion of Pre-Calculus H/CP and recommendation of Pre-Calculus teacher
Applied Mathematics College Preparatory Grades 11, 12

Semester Course 2.5 Credits
This course focuses on the applications of mathematics to a variety of subjects and careers. The curriculum emphasizes
mathematical modeling including process, collection, representation, interpretation, and prediction from real data. Models
will come from many diverse areas including physics, economics, sports, health care, finance, biology, political science, soci-
ology, and engineering. Instruction and assessment are designed to promote mathematical thinking by engaging students in
exploring, analyzing, and applying important mathematical concepts and methods. Students will work in collaborative groups
and individually as they investigate, conjecture, verify, generalize, prove, apply, evaluate, and communicate mathematical
ideas. Upon completion of this course, students will be able to enroll in Statistics CP, Calculus CP or Discrete Math CP based
on grades and recommendation of Applied Mathematics Teacher
Prerequisite: Successful completion of Pre-Calculus CP/H and recommendation of Pre-Calculus teacher
Statistics 260 Advanced Placement Grades 11, 12

The Advanced Placement Statistics course introduces students to the major Concepts and tools for collecting, analyzing, and
drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, planning a study, prob-
ability, and statistical inference. Students who successfully complete the course and examination may receive credit and/or
advanced placement for a one-semester college course in introductory statistics. AP Statistics is an excellent option for any
student who has successfully completed a second year course in algebra, regardless of the student’s intended college major.
At least one statistics course is typically required for majors such as engineering, mathematics, psychology, sociology, health
science, and business. This course will explore examples in diverse fields. Appropriate use of technology, student projects,
and alternative assessments will be incorporated. This is a non-calculus based introductory course. A graphing calculator is
essential for success in this course. Summer reading will be assigned.
Prerequisite: Completion of Algebra 2 Honors with a minimum grade of B+ and recommendation of Algebra 2 Honors
teacher. Refer to information and requirements on page three and four.
This course supports the following Academic Expectation(s): 1A, 1B, 2, 4A
This course assesses the following Academic Expectation(s): 1C, 1D, 1E, 3A, 3B, 3C, 3D
Statistics 262 Honors Grades 12

Statistics Honors will explore and develop the four conceptual themes of the Advanced Placement Statistics program in less
depth. Successful completion of this course will give students a preview and a firm foundation for any college statistics
course. Students will complete group projects, including a culmination project employing inference. A graphing calculator
will be used in class and for the daily homework assignments.
Prerequisite: Completion of Algebra 2 or Pre-Calculus H with a minimum grade of C or completion of Algebra 2 CP or
Pre-Calculus CP with a minimum grade of B+ and recommendation of Pre-Calculus CP teacher.
Statistics 263 College Preparatory Grades 12

Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.
Emphasis will be placed upon statistical applications relative to data and concepts, rather than formal probability and theory.
41
Through active learning students will learn ideas and skills that will allow them to integrate their knowledge with other disci-
plines. Technological student projects , including use of Mini-tab and other forms of assessment will be incorporated, making
Statistics an excellent option for any student who has successfully completed a second year of algebra. Students are required
to have a graphing calculator for this course. Homework is assigned daily.
Prerequisite: Successful completion of Algebra 2 CP/H or Pre-Calculus CP/H
Computer Science I 294 Honors Grades 10, 11, 12

Students entering into the Computer Science I (CSI) course will be exposed to many of the concepts essential in the under-
standing and construction of computer programs. These concepts will be introduced and explored using the Java program-
ming language. The course will cover a number of key topics crucial to software development including: variables, branching,
looping, arrays, objects, sorting, data structures, and software engineering techniques. Students, upon successful completion
of this course, will be able to design, build and modify Java components. Work will be primarily project-based, with a con-
centration on developing actual hands-on skills. Most work and exams will be on the computers and will be completed in
class.
Prerequisite: Completion of Algebra 2 H with a minimum grade of C or completion of Algebra 2 CP with a minimum
grade of B+.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 1D, 1E, 2
Computer Science II Honors Grades 11, 12

This course provides the continuation of the introduction to Java Programming. Topics include creating a Java application and
applet, manipulating data using methods, decision making and repetition with reusable objects, arrays, loops, and layout man-
agers using external classes, creating menus and button arrays using the abstract windows, swing interfaces with sorting and
searching, writing data to a sequential data file, and accessing databases using JDBC. Topics will also include an introduction
to the AP Computer Science A exam.
Prerequisite: Completion of Computer Science I with a minimum grade of C.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 1D, 2
Computer Science A 296 Advanced Placement Grades 10, 11, 12

The third course of the Computer Science series focuses upon preparing the student for the Advanced Placement Test in
Computer Science AB. The course will begin with a review of CSI. Additional concepts will be introduced, such as analysis
of algorithms, and advanced topics in sorting, data structures, algorithms, and software engineering. The class will participate
in a full-lifecycle development project, with a goal of completed application by the end of the year. The course will expand
beyond simple programming to involve homework, research, and reports, as students begin to explore more of the history and
theory behind computer programming.
Prerequisite: Completion of Computer Science II with a minimum grade of C.
Geometry in Art and Architecture College Preparatory Grade 10, 11, 12

This course will explore the many places where the fields of art and mathematics overlap. Students will be exposed to a wide
range of art, covering a long historical period and a great variety of styles. Topics may include: sculpture in ancient Greece,
use of proportion in art, perspective, perspective machines and cameras, golden section, knots, and symmetry, Twentieth-
century geometric art, chaos, and fractals. This course will use students’ interest in art or architecture as motivation for learn-
ing the mathematics needed to construct or to understand the work of art as well as art history. The course will be varied by
demonstrations, hands-on class projects, films, videos, computer graphics, and perhaps a field trip. Success in this course re-
quires a great deal of focus and work, both in class and at home. Students are required to have a graphing calculator for this
course. Upon completion of this course, students will be able to enroll in Precalculus CP, Statistics CP or Discrete Mathemat-
ics CP based on grades and recommendation of teacher.
Prerequisite: Successful completion of Algebra 2 CP/Honors.
42
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 1D, 2, 4A, 4B.
This course assesses the following Academic Expectation(s); 3A, 3B, 3C, 3D.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 1D, 2, 4A, 4B.
This course assesses the following Academic Expectation(s); 3A, 3B, 3C, 3D.
Linear Algebra Honors Grade 11, 12

This course includes the study of vectors in the plane and space, systems of linear equations, matrices, determinants, vectors,
vector spaces, linear transformations, inner products, Eigen values and eigenvectors. Technology will be an integral part of
this class. Concepts from linear algebra are used in nearly every upper level mathematics course and have become quite im-
portant in physics, engineering, and statistics. This is an introductory course in linear algebra primarily intended for students
in mathematics, science, and engineering. Use of a graphing calculator is required for this course.
Prerequisite: Completion of AP Calculus AB, BC or Honors with minimum grade of C and recommendation of AP Calcu-
lus teacher.
This course supports the following Academic Expectation(s): 1C, 2, 4A.
This course assesses the following Academic Expectation(s); 1D, 3A, 3B.
History of Mathematics College Preparatory Grade 12

In this course, you will see firsthand many of the results that have made what mathematics is today and meet the mathemati-
cians that created them. One particularly interesting attribute of these “builders: of mathematical structures is how clear they
are about what to prove. The course will survey major mathematical developments beginning with ancient Greeks and tracing
the development through Hindu-Indian mathematics, Arabic mathematics, and European mathematics’ up to the19th century,
if time permits. Potential topics covered include geometry, number bases and number theory, algebra, trigonometry, analytic
geometry, probability, and calculus. Mathematics did not arise in a vacuum, and students should obtain some overview of the
world history into which mathematical development was embedded.
Prerequisite: Completion of Algebra 2 CP or Honors and recommendation of Algebra 2 teacher.
This course supports the following Academic Expectation(s): 1C, 2, 4A.
This course assesses the following Academic Expectation(s); 1D, 3A, 3B.
MUSIC PROGRAM
The music curriculum is designed to provide all students with knowledge and skills in music. Music courses also give stu-
dents the tools for creating, communicating, and making informed and critical choices about aesthetic values in music. Stu-
dent commitment and the development of good practice habits are integral qualities of the music program.
Chorus 814 Honors Grades 9, 10, 11, 12

Chorus is open to all students in Grades 9-12. Students without prior musical training are encouraged to join. Chorus is a per-
formance-oriented course in that additional rehearsals and performances outside of the school day are an integral part of the
course. Students will learn about how their voices function, proper vocal health practices as applied to both singing and
speaking and how to use their voice through proper vocal technique using a variety of exercises and music that will span
many different, styles, genres, time periods and languages. Students will also learn musical skills Including basic theory, ear
training and sight singing as well as look at the historical, political and social significance of the music studied In class. Team
building and assertive leadership skills are also key concepts taught in this class. Students are assessed through performance
as well as traditional and non-traditional assessments. Honors students will complete a musical project designed to advance
the students musical knowledge outside of the school day and benefit the community either through community service in the
arts or performance.
This course supports the following Academic Expectation(s): 1B, 1C, 1D, 3C, 3D
This course assesses the following Academic Expectation(s): 1A, 1E, 2, 4A, 4B, 5
Chorus 802 College Preparatory Grades 9, 10, 11, 12

Chorus is open to all students in Grades 9-12. Students without prior musical training are encouraged to join. Chorus is a per-
formance-oriented course in that additional rehearsals and performances outside of the school day are an integral part of the
course Students will learn about how their voices function, proper vocal health practices as applied to both singing and speak-
43
ing and how to use their voice through proper vocal technique using a variety of exercises and music that will span many dif-
ferent, styles, genres, time periods and languages. Students will also learn musical skills Including basic theory, ear training
and sight singing as well as look at the historical, political and social significance of the music studied in class. Team building
and assertive leadership skills are also key concepts taught in this class. Students are assessed through performance as well as
traditional and non-traditional assessments.
Chamber Choir 817 Honors Grades 9, 10, 11, 12

Chamber Choir is open to all students in Grades 9-12 by audition and meets 3-4 hours per week outside of the regular school
day. The Chamber Choir is a performance-oriented course in that rehearsals and performances outside of the school day are
an integral part of the course. This course is an extension of the daytime choral program and focuses on advanced vocal
practices and repertoire for smaller, technically proficient choral ensembles and singers. This group will study music covering
many different, styles, genres, and languages including but not limited to vocal jazz and popular accapella. Students must
either be enrolled In Chorus during the school day or take private voice lessons to qualify to participate in this ensemble. Stu-
dents will be assessed through performance as well as traditional and non-traditional assessments. Auditions take place in
September.
Concert Band 800 Honors Grades 10, 11, 12

(See Separate Course Descriptions for Freshman) Full Year 5.0 Credits
The Concert Band (Honors) is open to all students in Grades 10-12 who play a wind or percussion instrument usable in a
modern wind band. Students without prior training on one of these instruments may be admitted at the discretion of the direc-
tor, based on the availability of private musical instruction. The Concert Band is a performance-oriented course in that addi-
tional rehearsals and performances outside of the school day are an integral part of the course. Music of various time peri-
ods and styles is studied, and at times the ensemble may be broken into smaller groups based on the performing abilities and
instrumentation of its members. Successful completion of this course requires personal practice
outside of the school day. Students will also be assessed on basic elements of music theory and history as they relate to the
music being performed. Students are required to complete a musical project each term. Students enrolled in Concert Band
(Honors) are required to participate in the Pep Band.
Concert Band 801 College Preparatory Grades 10, 11, 12

(See Separate Course Descriptions for Freshman) Full Year 5.0 Credits
The Concert Band is open to all students in Grades 10-12 who play a wind or percussion instrument usable in a modern wind
band. Students without prior training on one of these instruments may be admitted at the discretion of the director, based on
the availability of private musical instruction. The Concert Band is a performance-oriented course in that additional rehears-
als and performances outside of the school day are an integral part of the course. Music of various time periods and styles is
studied, and at times the ensemble may be broken into smaller groups based on the performing abilities and instrumentation
of its members. Successful completion of this course requires personal practice outside of the school day. Students will also
be assessed on basic elements of music theory and history as they relate to the music being performed. Students enrolled in
the Concert Band are eligible to participate in the Pep Band.
Wind Ensemble 820 Honors Grades 9, 10, 11, 12

The Wind Ensemble is open to students in grades 9-12 by audition/ recommendation. The wind ensemble is an advanced per-
forming ensemble designed to challenge the most ambitious students. The Wind Ensemble is a performance-oriented course
and additional rehearsals and performances outside of the school day are an integral part of the course. Students study mu-
sic of various time periods and styles and at times will be broken into chamber music ensembles based on the performing
abilities and instrumentation of its members. Successful completion of the course requires daily personal practice and private
44
instruction is expected. Students are required to complete a graded audition each term in which a student’s ability to perform
scales, musical patterns and performance music will be assessed. Students in the Wind Ensemble are required to participate in
the Pep Band.
Jazz Ensemble I 816 Honors Grades 9, 10, 11, 12

The Jazz Ensemble I is open by audition to all students in Grades 9-12 who play an instrument usable in a modern Jazz En-
semble. The Jazz Ensemble rehearses approximately four to five hours per week outside of the school day and travels to festi-
vals in and out of the state throughout the year. The Jazz Ensemble is a performance-oriented course in that rehearsals and
performances outside of the school day are an integral part of the course. Music is studied from various time periods and
styles throughout the history of Jazz. Successful completion of this course requires individual practice outside of the school
day. Auditions for the Jazz Ensemble are held in September. Rehearsals are held after school.
Jazz Ensemble II 808 College Preparatory Grades 9, 10, 11, 12

Semester 1.0 Credit
The Jazz Ensemble II is open by audition to all students in Grades 9-12 who play an instrument usable in a modern Jazz En-
semble. The Jazz Ensemble rehearses approximately three hours per week outside of the school day and travels to festivals in
and out of the state throughout the Year. The Jazz Ensemble is a performance- oriented course in that rehearsals and per-
formances outside of the school day are an integral part of the course. Music is studied from various time periods and styles
throughout the history of Jazz. Successful completion of this course requires individual practice outside of the school day.
Auditions for the Jazz Ensemble are held in September. Rehearsals are held after school.
String Orchestra 815 Honors Grades 9, 10, 11, 12

String Orchestra Honors is a course open to all students in Grades 9-12 who play a string instrument usable in a modern or-
chestra. Students with musical training on non-orchestral instruments, as well as untrained but interested students may be ad-
mitted at the discretion of the director based on the availability of private instruction time. Students meeting these criteria
must take private lessons on their instrument. String Orchestra is a performance-oriented course, in that additional rehears-
als and public performance are an integral part of the course. Music suited to full and chamber orchestra is studied from all
musical time periods. The string orchestra can be divided into separate performing groups such as full orchestra, chamber
orchestra, and small ensembles based on performing abilities or instrumentation of its members. Successful completion of this
course will require personal practice outside of the school day. Basic elements of music theory and history will also be as-
sessed as they relate to the music being performed. Honors students will be required to complete a musical project each term.
These projects will consist of preparing audition pieces, performances of all 12 major scales with speed and accuracy, and an
audition for Concert Hour.
String Orchestra 809 College Preparatory Grades 9, 10, 11, 12

String Orchestra CP is a course open to all students in Grades 9-12 who play a string instrument usable in a modern orchestra.
Students with musical training on non-orchestral instruments, as well as untrained but interested students may be admitted at
the discretion of the director based on the availability of private instruction time. Students meeting these criteria must take
private lessons on their instrument. String Orchestra is a performance-oriented course, in that additional rehearsals and pub-
lic performance are an integral part of the course. Music suited to full and chamber orchestra is studied from all musical time
periods. The string orchestra can be divided into separate performing groups such as full orchestra, chamber orchestra, and
small ensembles based on performing abilities or instrumentation of its members. Successful completion of this course will
require personal practice outside of the school day. Basic elements of music theory and history will also be assessed through
class performance and tests as they relate to the music being performed.
45
Full Orchestra 818/812 Honors/College Prep Grades 9, 10, 11, 12

Two Periods 1.0 Credit
Students will study and perform musical literature written for orchestra. This performance group is further designed to de-
velop and enhance individual and ensemble skills. Students are required to attend and perform at all rehearsals and concerts.
Rehearsals will be held before and after school. Enrollment is by audition and/or consent of the instructor. All students en-
rolled in String Orchestra are also enrolled in this course. Attendance at rehearsals and performances is mandatory.
Music Theory AP 888 Advanced Placement Grades 11, 12

Music Theory AP is a year-long course open to all students in Grades 10-12. Students must have the permission of the in-
structor or department head in order to be eligible for this course. Students enrolling in this course should have substantial
prior musical knowledge including reading fluency in one or more Clefs, knowledge of major and minor key signatures, and
an understanding of rhythm and beat. The goal of this course is to prepare students for the Advanced Placement Exam in Mu-
sic Theory. The course will cover intervals, triads, four part writing, analysis and ear training. Students will be assessed using
homework, traditional tests and quizzes, projects, and performances on various instruments and voice.
Prerequisite: A grade of 80% or higher in Introduction to Music Theory is a required prerequisite for students who do not
participate in an FHS daytime performing ensemble.
This course supports the following Academic Expectation(s): 1D, 3A, 3B, 3D
This course assesses the following Academic Expectation(s): 1A, 1C, 2, 3C, 1E
Music Theory I 848 College Preparatory Grades 9, 10, 11, 12

This course is an introduction to the principles of music theory. It includes the study and development of practical skills in
reading, writing, listening, sight singing, musical signs and terms, intervals, triads, major and minor scales, key signatures,
meter and rhythm. There is also an introduction to basic harmony. A passing grade of 80% or higher in this class is a required
prerequisite for students who do not participate in an FHS daytime performing ensemble who intend to enroll in Advanced
Placement Music Theory. This course is also highly recommended for students in performing ensembles who intend to enroll
in Advanced Placement Music Theory.
This course supports the following Academic Expectation(s): 1D, 3A, 3B, 3D
This course assesses the following Academic Expectation(s): 1A, 1C, 2, 3C, 1E
Jazz Improvisation 807 College Preparatory Grades 11, 12

Jazz is considered by many to be the first art form developed by the United States to gain worldwide acclaim. One of the most
unique, challenging and rewarding aspects of performing jazz is the freedom of the performer to make up the music as it is
performed, commonly termed improvising. Students in Jazz Improvisation will learn basic techniques for approaching the
various styles of jazz including blues, swing, and bebop. Students will learn the theory and history of jazz as it applies to per-
formance practice. Students will be assessed through a variety of formats including written work, projects and performances.
It is suggested that students be fluent in reading music on their primary instrument and that they have at least three years of
playing experience on that instrument. No prior jazz experience is necessary and any instruments are welcome but must be
supplied by the student.
Music Theater Workshop 851 College Preparatory Grades 10,11,12

This course is a performance-based class for students interested in exploring and performing musical theater, operetta and
operatic vocal literature. Through guided instruction, singers and pianists will collaborate to put together a program of musi-
cal scenes and songs that will be performed for elementary and middle school students and the Franklin community as their
final project. Students will learn how the human voice functions, strategies for healthy vocal production, acting techniques
and stage movement for singers. They also will learn about historical influences on musical theater and opera, role research,
46
character development, and audition techniques. In addition to the final project, students will be assessed through traditional
and non-traditional methods including projects, singing quizzes, tests, journal writing, personal and group performance
evaluations, and critical self-evaluations. Prerequisite: All students must complete one year of chorus or one full year of thea-
ter courses. Singers are expected to have a strong basic knowledge of their instrument upon entering this class and should be
prepared to sing by themselves in front of their peers on a regular basis.
American Popular Music and Society 852 College Preparatory Grades 9,10,11,12
This course studies the historical influences and music theory of 20th Century American Popular Music. Students will learn
and apply basic performance techniques on all instruments commonly used in this music, including guitar, piano, bass, and
drums. The outcome for this course is a final project in which students will compose a popular song using the theoretical,
historical, and applied instrumental knowledge learned throughout the course. These songs will be performed and recorded by
students in the class. In addition to the final project, students will be assessed through traditional tests and quizzes and playing
tests on each of the instruments studied. No prior performance experience on any of these instruments is expected or neces-
sary.
This course supports the following Academic Expectation(s): 1B, 1D, 3A, 3B, 3D, 5
This course assesses the following Academic Expectation(s): 1A, 1C, 1E, 3C, 4A
Recording Techniques I 790 College Preparatory Grade 10, 11, 12

Recording Techniques is a semester course open to all students. The course will explore the basic principles of recording,
including acoustic properties, hardware specifications and the recording and editing process. The course will culminate in a
group-recording project. Students are assessed through traditional tests, quizzes, and homework as well as group work and
projects. Recording Techniques is offered both semesters and is required for Recording Techniques II.
This course assesses the following Academic Expectation(s): 1A, 1B, 1D, 1E, 2
Recording Techniques II 791 College Preparatory Grade 10, 11, 12

The course will explore in-depth principles of recording including microphone specifications, acoustics, multi-track recording
on digital workstations and computer software, expanded mixing ideas, and applying polishing effects in the mastering stage
of recording. Students will be required to complete individual and group recording projects, along with accumulating re-
cording time on locations. Students will be assessed through quizzes, tests, group work, and projects. Recording Techniques
II will be offered second semester. This class is open to all students who passed Recording Techniques I with a grade of 80%
or better.
This course assesses the following Academic Expectation(s): 1A, 1B, 1D, 1E, 2
Freshman Band Honors 787 Grade 9

The Freshman Band (Honors) is for all students in Grade 9 who play a wind or percussion instrument usable in a modern
wind band. Students must have prior training on one of these instruments, and middle school experience. The Freshman
Band is a performance-oriented course in that additional rehearsals and performances outside of the school day are an inte-
gral part of the course. Music of various time periods and styles is studied, and at times the ensemble may be broken into
smaller groups based on the performing abilities and instrumentation of its members. Successful completion of this course
requires personal practice outside of the school day. Students will be assessed on basic elements of music, basic concepts of
playing their Instrument, and performing In at least four concerts per year. Students enrolled in Freshman Band (Honors) are
required to participate in the Pep Band.
Freshman Band College Preparatory 788 Grade 9

The Freshman Band is open to all students in Grade 9 who play a wind or percussion instrument usable in a modern wind
band. Students must have prior training on one of these instruments, and middle school experience. The Freshman Band is a
47
performance-oriented course in that additional rehearsals and performances outside of the school day are an integral part of
the course. Music of various time periods and styles is studied, and at times the ensemble may be broken into smaller groups
based on the performing abilities and instrumentation of its members. Successful completion of this course requires personal
practice outside of the school day. Students will also be assessed on basic elements of music basic concepts of playing their
instrument, and performing in at least four concerts per year. Students enrolled in the Freshman Band are eligible to partici-
pate in the Pep Band.
Pop Idol Workshop College Preparatory Grades 9, 10, 11, 12

This course is a performance-based class for students interested in selecting, perfecting and performing vocal music appropri-
ate to their own voice. Voices will be evaluated and analyzed, and song selections and styles will be individualized and
geared to each student. Students will learn how their voice functions and strategies for healthy vocal production. They will
learn various vocal styles such as pop, jazz, country, musical theater, contemporary, rock, blues and classical (if interested).
They will perform in class juries which will be videoed for evaluation. Audition techniques and strategies will be learned, as
well as microphone use and work with a live accompanist. All students must be prepared to sing by themselves in front of the
class on a regular basis. They will be evaluated through traditional and non-traditional methods including projects, singing
juries, and group evaluations as well as critical self-evaluations. Students are strongly encouraged to be in Chorus and par-
ticipate in the school vocal activities and productions.
PHYSICAL/HEALTH EDUCATION DEPARTMENT
Physical Education 945/946/947 Grades 9, 10, 11

2.5 Credits
Physical education is designed to provide students with an opportunity to participate in a well-balanced program of physical
education through an activity selection process. The instructional offerings are based on a developmental and sequential pro-
gression of skill proficiency. The mission is not to produce highly trained athletes. Rather, the physical education staff seeks
to provide students with a vast array of activities and offerings that can be used by students the rest of their lives. Activities
offered include: individual, dual, and team sports, self defense, weight training and body mechanics, dance, aerobics, pilates,
power walking, and Project Adventure activities that include low and high risk initiatives. In addition, students have access
to Physical Education related technology (ie: pedometers, heart rate monitors). A fitness unit is required for all freshmen. All
students are evaluated for fitness levels twice a year using the President’s Fitness Challenge program.
This course supports the following Academic Expectation(s):1A, 1B, 1E, 3A, 3C, 3D, 4A
This course assesses the following Academic Expectation(s):5
Team Sports Grade 12
This elective would provide the opportunity for students to partake in a variety of team sports with a focus on action, team-
work, fair play, tournament play and FUN. The following games would be played: gator ball, ultimate Frisbee, softball, bas-
ketball, hockey, mat ball, flag football, “capture the flag”, lacrosse, and soccer.
These courses assess the following Academic Expectation(s):5
Speed and Strength Grade 12

This course will teach students the skills and provide the opportunities needed to improve speed, strength, power, endurance,
balance and agility for participation in sports, other activities, or personal well being.
Back Yard Games Grade 12

Life long recreational and leisure activities. This course will include games and recreational activities where students will
have the opportunity to learn life-long skills and how to remain active throughout their adulthood.( Examples – Horseshoes,
Bocce, Ladder Ball, Bag-O, badminton, croquet)
48
Group Exercise Grade 12
This course will include cutting edge fitness classes designed to challenge the body, renew motivation and yield incredible
results. Students will be taught how to build strength, stamina, and tone. The following classes would be included: Yoga, Pi-
lates, Circuit training, Tae Bo, Boot camp, Core Training ( on fitness balls ) Step Aerobics, Kick Boxing, “Ab” Sculpting,
Zumba Dance, and Stress Management/Relaxation.
Net Sports Grade 12

In this course, students will learn basic and advanced skills and strategies to play badminton, volleyball, tennis, and pickle
ball. This course will also include tournament play.
Health Education 955/956/957 Grades 9, 10, 11

2.5 Credits
The Health Education curriculum reflects the Massachusetts Comprehensive Health Frameworks and addresses student needs
based on the CDC Youth Risk Behavior Survey that is conducted in grades 9-12 every two years.
These courses support the following Academic Expectation(s):1A, 1B, 1D, 3A, 3B, 3C, 3D, 4A
Grade 9
The content of the ninth grade Health Education curriculum is presented in a systematic, sequential, and age-appropriate man-
ner. For some units, students complete a series of self-assessments to evaluate various aspects of their health. Content areas
include: mental health, suicide prevention, stress management techniques, communication skills, sexual harassment, human
development and sexuality, dating violence, Alcohol 101, STD prevention, substance abuse prevention using research based
curricula, nutrition, fitness, and how to access reliable health information and resources. Students work individually and col-
laboratively on activity based lessons. Students are required to complete one library research project/presentation per term
and four hours of community service for the year.
Grade 10
Tenth grade students study a variety of topics related to current health issues. Students acquire skills in decision-making and
conflict-resolution. Content areas include: diversity, addiction, promotion of safe driving, health resources, prevention of
brain injury, first aid and safety, prevention of STD’s and pregnancy, "Class Action," alcohol prevention, prevention of dating
violence, non-contagious disease, alternative/complimentary medicine, death, dying, and coping with loss, and nutrition. The
goal of this program is to teach students how to evaluate and identify risks and to make life-enhancing, not destructive deci-
sions. One library research/presentation project is required each term and six hours of community service for the year.
Grade 11
Health Education for the eleventh grade covers a wide array of personal and social issues with a focus on practical applica-
tion. The program offers students an opportunity to analyze their attitudes and behaviors in an environment that is supportive
and challenging. Through active discussions and group collaboration, students address various personal and societal issues
and practice a variety of communication and problem-solving skills. Major content areas include: CPR certification, analyz-
ing media in respect to violence and advertising, personal safety and issues relating to life after high school, health insurance,
planning for disasters, analyzing and improving nutritional needs, sexual ethics, wellness contracts, domestic violence and
child abuse. Students will complete four library research projects and are required to complete eight hours of community ser-
vice. Physical Education and Health Education classes are combined to form seven classes in the seven-day cycle for a full
year.
Leadership in Wellness 958 College Preparatory Grades 11, 12

This course is for students who are interested in entering the fields of physical education, coaching, athletic training or wish to
develop better leadership and personal wellness skills. Students will spend time in the gymnasium assisting teachers, and in
the traditional classroom learning the most current thinking on assessing and promotion of wellness through a variety of pro-
jects. Students completing this class will be certified in CPR through the American Heart Association.
This course supports the following Academic Expectation(s):1A, 1B, 1C, 1E, 3A, 3B, 3C, 4A, 4B
This course assesses the following Academic Expectation(s):5
49
SCIENCE DEPARTMENT
The Science Department offers a variety of courses in the biological, earth, and physical sciences. The science program is
structured to provide students of all abilities the opportunity to experience four years of science. Upon completion of the sci-
ence program, students will understand interconnections among the physical, biological, and social worlds. These understand-
ings will enable our students to achieve an increasingly comprehensive and reliable understanding of the human species and
its environment. Students develop awareness of the natural world by: observing, critical thinking, experimenting, and validat-
ing. Mathematical skills and knowledge are required to some degree in all science courses. Students should be careful to se-
lect science courses that align with their proficiency in mathematics.
Spatial Analysis and Modeling- I 310 College Preparatory Grades 9, 10, 11, 12
The Spatial Analysis and Modeling-I course employs project-based learning focused on remote sensing, global position satel-
lite (GPS) systems, geographic information systems (GIS), as well as digital modeling and statistical analysis technologies to
explore life, earth, and physical systems and phenomena. The spatial technologies used in the course let students observe,
explore, and analyze real-world conditions and phenomena using computer models and computer maps to reveal hidden pat-
terns, relationships, and trends. Students will learn how to apply these state-of-the-art spatial analysis and modeling technolo-
gies to a broad range of real-world scientific studies. No special computing skills are required for entry into the course. Dur-
ing the semester, students will be assessed on their individual portfolio of work, as well as individual progress towards the
completion of short and long-term projects. Projects undertaken in the Spatial Analysis and Modeling-I course cover topics
and issues related to the fields of biology, chemistry, Earth science, environmental science, mathematics, and physics.
Prerequisite: Grade of C+ or better in Algebra I
This course supports the following Academic Expectation(s): 1A, 1C, 2, 3A, 3C
This course assesses the following Academic Expectation(s): 1D, 3B
Spatial Analysis and Modeling- II 311 Honors Grades 10, 11, 12

This course builds on the knowledge students gained in Spatial Analysis and Modeling-I, and provides advanced opportuni-
ties for independent studies focused on remote sensing, global position satellite (GPS) systems, geographic information sys-
tems (GIS), as well as digital modeling and statistical analysis technologies to explore life, earth, and physical systems and
phenomena. During the semester, students will be assessed on their individual portfolio of work, individual progress towards
the completion of short and long-term projects, as well as individual field studies and a cooperative semester project. The
projects undertaken in the Spatial Analysis and Modeling-II course cover topics and issues that require advanced knowledge
of spatial analysis and modeling technologies and techniques.
Prerequisite: Grade of B or better In Spatial Analysis and Modeling I (313).
This course supports the following Academic Expectation(s): 1A, 1C, 2, 3A, 3C
This course assesses the following Academic Expectation(s): 1D, 3B
Biology 321 Honors Grades 9, 10
Biology Honors serves as an introduction to the concepts crucial to life on Earth. Biochemistry, Cell Biology, Molecular and
Medelian Genetics, Classification, Evolution and Diversity, and Ecology are the main topics covered in this yearlong course.
Through a combination of lectures, experiments, multi-media presentations, and longitudinal projects students gain an under-
standing into the complexity and wonder of life. Utilization of this material will allow the student to understand, analyze, and
make critical decisions about modern biological issues. Student projects will be carried out during the year affording students
an opportunity to demonstrate an understanding of concepts illuminated throughout the course. Success in Honors Biology is
highly dependent on strong language ability.
Enrollment guidelines: A minimum grade of B+ in Grade 8 science and English.
Biology 322 College Preparatory Grades 10, 11, 12

Biology CP provides students with an introduction to the various ideas key to the understanding of modern Biology. Basic
Chemistry, Cells, Genetics, Evolution, and Ecology are the major concepts of this introductory course. Each concept is pre-
sented in various formats including multi-media, discussion groups, and lectures. Students demonstrate their understanding of
biologic concepts through self-directed investigations, topic presentations, and laboratory experiments. This foundation of
learning will provide students with the information necessary to understand such modern biological issues as acid rain, haz-
50
ardous wastes, disease control, cloning, and pollution.
Biology 323 Standard Grade 10, 11

Biology Standard is an interesting, understandable, and practical approach to the study of living things. The student’s every-
day experiences coupled with classroom projects and activities are the contexts in which students learn about basic chemistry,
cells, genetics, evolution, and ecology. A readable text, review booklet, and laboratory exercises are employed as instructional
tools. Students are required to do homework and projects outside of class time Chemistry Overview: The chemical nature of
matter, use of the Periodic Table, introductory atomic structure, chemical bonds, radioactivity, introductory stoichiometry,
and chemical nomenclature, thermochemistry, and kinetic molecular theory are the major topics explored in the following
courses. The laboratory experience directly supports the concepts introduced in the classroom. The language of chemistry is
incorporated in class discussion and laboratory experiences. Upon completion of any of the chemistry courses students will be
able to describe the atomic nature of matter, apply their knowledge of atomic structure to predict chemical bond formation,
write chemical formulas and chemical reactions. Students will also be able to solve quantitative problems through the use of
specific chemistry-related math skills. Recommendations for placement in Chemistry-–Honors (331) or Chemistry– College
Preparatory (332) are based, in part, on students’ achievement on a mathematics diagnostic test given in February.
Geology College Preparatory Grades 10, 11, 12

The study of Earth’s origin, history, struc-ture, and systems. Using rocks, minerals, and maps as a foundation, students will
learn how the earth formed, as well as the geo-physical, geo-chemical, and internal/external energy systems that continue to
shape and re-shape the planet. The effects of the rock, water, carbon, and nitrogen cycles on earth systems are explored in
this course. Classroom activities, laboratory experiences, independent projects, and occasional field excursions are provided
to enhance each student’s understanding and application of the course material.
Prerequisite: Biology
This course supports the following Academic Expectation(s): 1A, 2, 3A & 3B
This course assesses the following Academic Expectation(s): 3C & 3D
Oceanography College Preparatory Grades 10, 11, 12

Ocean-ography is the study of the physical features and natural resources in the Earth’s oceans. This course deals mainly
with physical oceanography and encompasses top-ics such as the: geology and geography of ocean basins; physical properties
of sea water; marine chemistry; salinity and density; circulation of the oceans; waves; tides; the transfer of energy; oceano-
graphic instruments, tools, and methods; as well as the interdependent relationships be-tween ocean and human systems.
Classroom activities, independent projects, laboratory experimentation, and web-based research are used to advance student
knowledge and understanding of ocean concepts, theories, and phenomena.
Meterology College Preparatory Grades 10, 11, 12

Meteorology is the study and scientific exploration of Earth’s atmosphere, weather, and climate and its affect on humans and
the environment. Among the topics to be cov-ered in this course are the atmosphere, evaporation, condensation, precipitation,
atmospheric pres-sure, winds, air masses, fronts, storms, weather forecasts, climate, climate changes, and the interactions that
occur between the biosphere, geosphere, and atmosphere. Students will advance their skills in science through the use of
laboratory techniques, projects, field studies, and web-based research.
51
Astronomy College Preparatory Grades 10, 11, 12
An exploration of the history, position, composition, evolution and characteris-tics of planets, stars, and other objects in space
through the use of current events, sky observations, lab experiments, and projects. Students will learn how to observe and
investigate objects in the sky, survey our own planet, as well as explore the solar system. Students will also investigate stars,
constellations, galaxies, and the origin of the universe, as well as the technologies used to explore space. Some nighttime
observations will be required.
History of the Universe Honors Grades 10, 11, 12

A chronological exploration into man’s understanding of the universe we live in. The course will explore scientific discover-
ies that have lead to current understandings about the history of the universe, the evolution of life forms, and the laws and
theories that relate to both. Students will: compare ancient philosophies to modern atomic theory and models; learn how
spectral analysis has been used to measure the speed of expansion, star classification, and the age of the sun; as well as inves-
tigate astrophysical concepts such as Big Bang Theory, Nebular Theory, and the age of the universe. The process of dating
events and phenomena in Earth’s history through fossils, sediment layering, and radioisotope techniques will be explored.
The remainder of this course will be dedicated to investigating the “tree” of all life forms on Earth.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2A & 4A
Ecology College Preparatory Grades 10, 11, 12

A course that involves the design of nature; that is, the interrelationships amongst all living and non-living components of the
environment. The course will include discussions regarding the delicate balance of nature and the diverse interactions that
exist among life forms, supplemented by lab work.
This course supports the following Academic Expectation(s): 1A, 1B, 3B, 4A & 4B
Land Use College Preparatory Grades 10, 11, 12

The study of limited land resources and how they are used. Land is consumed for agriculture, industry, transportation, recrea-
tion, and homes. As a natural resource it is being depleted. The current use of land and alternative practices will be dis-
cussed, and a long term project involving a proposal for land development in Franklin will be required.
Pollution: Sources, Treatment and Prevention College Preparatory Grades 10, 11, 12
This course addresses various forms of environmental pollution including: air, water, land, climate, etc., and will include in-
vestigations of pollution causes and treatments, as well as an emphasis on preventive measures that man can implement. The
course will include a combination of classroom activities, discussion, and lab experiences.
Alternative Energy and Conservation College Preparatory Grades 10, 11, 12

An exploration of the limitations of fossil fuels as an energy source, and the viability of alternatives (solar, wind, etc). The
course will include a combination of classroom activities, discussion, and lab experiences..
52
Chemistry 331 Honors Grades 10,11,12

This course is for the self-motivated student interested in pursuing a career in science, engineering, and medical fields. Con-
tent is presented at an advanced level and pace. Students in Honors Chemistry will explore the chemical and physical nature
of matter, atomic structure, Periodic Table, chemical bonds, chemical nomenclature, stoichiometry, kinetic molecular theory,
solutions, acids and bases, nuclear reactions, equilibrium, and kinetics. The laboratory experience directly supports the con-
cepts introduced in the classroom. The language of chemistry is incorporated in class discussion and laboratory experiences.
This course takes a traditional mathematical approach to chemistry and requires well developed mathematical reasoning and
skills. Students will experience greater success in the course if they are currently enrolled in Algebra II Honors.
Chemistry 332 College Preparatory Grades 11, 12

This course is an introduction to chemistry concepts for the college-bound student. Emphasis is placed on the qualitative con-
cepts of chemistry, but includes some mathematical applications. The course takes an issues-based approach in the study of
matter. Using a curriculum developed by the American Chemical Society, students will learn traditional chemistry concepts
through investigations of realworld, societal issues. This course proceeds at a moderate pace. Students will engage in discus-
sion and debate of chemistry-related social issues as well as developing proficiencies in fundamental laboratory techniques,
including measurement, data collection and analysis, and the manipulation of laboratory apparatus. Grades in College Prep
Chemistry will be based on daily homework, tests, quizzes, laboratory activities, and projects As prerequisites, students must
have: (1) Completed Algebra 1 with a minimum grade of “C”, (2) Completed Geometry with a minimum grade of “C” or
be concurrently enrolled in Geometry.
Physics 341 Honors Grades 11, 12

This course is for the student who intends to pursue higher education in the sciences and/or engineering. The problem-solving
approach emphasizes the application of physical science principles to real-life situations and requires a significant mathemat-
ics background. Course topics include the study of mechanics (kinematics and dynamics), forces, work, energy and waves
(sound and light). Laboratory experiments and activities are integrated to allow the students to experience “the way physics
works” as they study the concepts. Special topics from outside sources will supplement the class material. Each student is
required to complete three design and construction projects in addition to the laboratory work. Successful completion of this
course is required for enrollment in Physics AP. After completing this course, students will be able to quantitatively define/
describe the dynamics between forces, work, and energy. Students will show proficiency in solving motion problems cine-
matically. Students will accurately analyze motion graphically. Students will show a working knowledge of waves and how
they are related to the concepts of sound and light. Students will be able to show how the concepts studied are integrated into
understanding the universe. Historically, students who performed well in this course had successfully completed Geometry
Honors and Algebra II Honors and were concurrently enrolled in Algebra III/Trigonometry or Pre-Calculus.
This course supports the following Academic Expectation(s): 1A, 1B, 1C, 2A, 4A
Physics 342 College Preparatory Grades 11, 12

This course is for the student who has interest in the physical sciences. A traditional presentation of the concept of motion,
forces, work, power, energy, and waves (sound and light) is made with emphasis on problem-solving techniques. Although
the approach is more qualitative than quantitative, a sound background in mathematics is necessary. To be successful, stu-
dents should have completed Algebra II with a grade of C or better. Laboratory experiences are used to emphasize the con-
cepts and allow students to become familiar with apparatus. Students are required to design and construct three projects. Out-
side readings are required to augment the class material. After completing this course, students will be able to define/describe
the dynamics of motion and demonstrate an ability to solve problems involving motion. Students will be able to show the
interconnection of force, work, power, and energy. Students will be able to construct motion graphs and make conclusions
from graphs of this type. Students will show a basic knowledge of waves and how sound and light behave as waves.
53
Human Anatomy and Physiology 363 Honors Grades 11,12

Anatomy and Physiology is the study of the structure and function of the human body. Students in this course will be exposed
to the physiologic and morphologic underpinnings of the vertebrate body plan. Topics covered within this course include:
movement and support (the muscular skeletal system), integration and coordination (the nervous system), processing and
transport (the digestive and cardiovascular systems) and reproduction (form and function of the placental mammalian repro-
ductive system). Students enrolled in the course will, by its completion, have gained an understanding of the major human
organ systems and their respective roles in the maintenance of systemic homeostasis. Students are expected to complete 3
short papers (500-750 words) each marking period on class-generated topics. In addition, students are required to complete
two large research projects. Requirements: Students electing this course are expected to have successfully completed Biol-
ogy (H) and Chemistry (H) and should possess strong verbal and communication skills.
This course supports the following Academic Expectation(s): 1A, 1C, 2, 3B, 5
This course assesses the following Academic Expectation(s):3C, 3D
Human Anatomy and Physiology 362 College Preparatory Grades 11, 12

Anatomy and Physiology is the study of the structure and the function of the human body. Topics of discussion include:
movement and support, integration and coordination, processing and transport and reproduction. At the conclusion of the
course students will: develop an appreciation of the form and function of the human body and gain an understanding of the
role each organ system plays in the homeostasis of the human organism. Students are expected to complete five outside read-
ings each marking term. Students are also required to complete one major research project. Students electing this course
should have successfully completed Biology and should possess strong verbal and communication skills.
This course supports the following Academic Expectation(s): 1A, 1C, 2, 3B, 5
Behavioral Science 352 College Preparatory Grades 11, 12

Behavioral science examines and compares animal and human behavior. Both biological and environmental influences on
behavior will be studied. Topics will include innate vs. learned behaviors, communication, predator/prey relations, social be-
havior, courtship and mating strategies, migration, dominance and territoriality, and rhythmic behaviors. After completing
this course, students will be able to: Demonstrate an understanding of both how and why an organism behaves as it does
(biology vs. environment); Design and carry out labs that will examine various behaviors discussed in class; Analyze data in
order to write formal lab reports; Provide routine care and maintenance of animals us in the course. Students will be required
to write four research papers, and complete a human behavior field experiment using a topic approved by the instructor. Stu-
dents enrolling in this course should have successfully completed a course in biology.
This course supports the following Academic Expectation(s): 1A, 1C, 3B, 3C, 4A
This course assesses the following Academic Expectation(s): 3D
Biology AP 320 Advanced Placement Grade 12

The Biology AP course is designed to be the equivalent of an introductory college Biology course. Its aim is to provide stu-
dents with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly
changing science of biology. This course teaches an understanding of concepts, science as a process, scientific inquiry meth-
ods and the application of biological knowledge and critical thinking to environmental and social concerns. The major themes
in this course include: science as a process; evolution; energy transfer; continuity and change; relationship of structure to
function; regulation; interdependence in nature; and science, technology and society. The AP program mandates twelve labs,
and several additional experiences are included to increase proficiency in the required labs. Lab work is designed to develop
skills such as detailed observation, accurate recording, experimental design, manual manipulation, lab safety, data interpreta-
tion, statistical analysis, and operation of technical equipment. Laboratory experiences are a major component of the AP Biol-
ogy program and constitute approximately one third of the course credit. Students are expected to take the Advanced Place-
ment Examination in Biology, which may result in college credit and/or advanced placement. Students who enroll in this
course must have attained a minimum grade of B+ in Honors Biology and Honors Chemistry. They should also have a keen
interest in the biological sciences and complete a summer reading assignment.
Prerequisite: Refer to information and requirements on pages six.
This course supports the following Academic Expectation(s): 1A, 1C, 2, 3A, 3B, 4A
54
Chemistry AP 330 Advanced Placement Grades 11, 12

Advanced Placement Chemistry is the equivalent of a general chemistry course taken during the first college year. The theo-
retical aspects of chemistry are explored with emphasis on mathematical modeling. The major topics include Kinetic Molecu-
lar Theory, Structure of Matter, Kinetics, Equilibrium and Thermodynamics. Students must be self-motivated and well organ-
ized with good time management skills. The course requires students to spend at least five hours per week in independent
study. Students electing this course must complete a summer requirement including basic problem solving strategies and
atomic structure. To enroll in AP Chemistry, students should have completed or be enrolled in Pre- Calculus.
Prerequisite: Refer to information and requirements on page three and four.
This course assesses the following Academic Expectation(s):3C, 3D
Physics AP 340 Advanced Placement Grade 12

Physics AP is a second year course for students who are expressly interested in majoring in the physical sciences or engineer-
ing in college/university and who plan to pursue a career in one of these areas. After a review of topics from Honors Physics,
other classical topics such as electricity, magnetism, optics, and energy will be studied as well as modern physics concepts
and astronomy/cosmology. Laboratory work will be integrated into the course and involve traditional experiments of these
topics. Much use will be made of video series to study the modern concepts. Students are expected to take the Advanced
Placement Exam for Physics that is given in May. A series of selected reading/problem solving assignments is a requirement
as preparation for this course.
Prerequisite: Completion of Physics Honors course with a minimum grade of “B+” and recommendation from current
science teacher.
Environmental Science AP 360 Advanced Placement Grade 12

This course is offered to students in the 11th and 12th grades that meet the prerequisites and is designed to be the equivalent
of a one-semester, introductory college course in environmental science. The goal of the AP Environmental Science course is
to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of
the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks
associated with these problems, and to examine alternative solutions for resolving or preventing them. Students who enroll in
this course must have attained a minimum grade of B+ in Honors Biology or Honors Chemistry. They should have an interest
in environmental science and will be required to complete a summer reading assignment, to submit at least one research pro-
ject/paper per quarter, and to take the advanced placement exam in May.
This course supports the following Academic Expectation(s): 1A, 1B, 3B, 4A, 4B
SOCIAL STUDIES DEPARTMENT
At Franklin High School, the social studies curriculum is based on the Massachusetts Social Studies Framework. Instruction
aims to produce students who are actively involved in their own education. Students are encouraged to distinguish fact from
opinion, to recognize cause and effect relationships, to understand the place of the United States in a diverse world society,
and to appreciate the role of citizens in a participatory democracy. All courses provide opportunities to develop speaking,
listening, reading, and writing skills. In addition, students are given opportunities to be successful with both traditional and
authentic assessments that consider diverse learning styles. In order to be successful, students must complete nightly home-
work as well as long-range assignments.
World History II (c. 1450 to Present) 411 Honors Grade 9

Grade 9 Honors World History is open to freshmen who have demonstrated skill in reading comprehension and writing. En-
rollment in Honors English is helpful. The course follows the recommended topics published in the Massachusetts Social
Studies State Frameworks. Students will be presented with a thematic overview of world history from the rise of the Absolute
monarchs to the 21st century. Students will be introduced to the historical method of research through the use of primary
55
United States History II 437 Honors Grade 11

Grade 11 Honors U.S. History is open to students who can read historical documents from a variety of sources and who write
with clarity. Enrollment in Honors English is helpful. In keeping with the Massachusetts frameworks, the course will begin
with a brief review of the late 19th century and devotes the majority of the year to the 20th and 21st centuries. Students will
continue to develop their research skills by completing library assignments, and they will also use written as well as oral pres-
entations to demonstrate their mastery of research assignments. At the conclusion of the course, students will understand the
role of the United States in the world, be able to analyze readings for bias and point of view, write historical essays with sup-
porting information and a point of view, and make comparisons among different time periods in history. In order to be suc-
cessful, students must complete nightly homework as well as long-range assignments.
This course supports the following Academic Expectation(s): 1C, 2, 3A, 3C, 3D
United States History II 438 College Preparatory Grade 11

Grade 11 U.S. History at the college level will begin with a brief review of the late 19th century and devotes the majority of
the year to the 20th and 21st centuries. Students will be taught to write an analysis of an historical event based on primary and
secondary sources. Students will also work on research skills such as finding the appropriate sources to fit an assignment,
summarizing the main points of documents, and preparing a report or paper that incorporates the research and uses appropri-
ate citations. At the conclusion of the course, students will be able to place major historical events in the proper time period,
analyze the main institutions of the U.S. government, and write from a point of view. In order to be successful, students must
complete nightly homework as well as long-range assignments.
American Society through Film 457 College Preparatory Grades 11, 12

This semester elective is open to all juniors and seniors interested in examining film as a medium for understanding the world
around us. The goal of the course is to expose students to many aspects of society including: race, gender, social stratifica-
tion, economics, politics, and history through the lens of Hollywood. Students will be required to analyze and interpret major
and independent films as well as documentaries. At the conclusion of the course students will have an increased understand-
ing of the role that cinema plays in our society as well as an understanding of the world around them.
Psychology 451 Honors Grade 12

This course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of
human beings and other animals. Students will be exposed to the psychological facts, principles, and phenomena associated
with the major sub-fields within psychology. The curriculum is based upon the American Psychological Association (APA)
recommended scope and sequence standards for a high school psychology class. Students will be able to recognize psychol-
ogy as a scientific study of human behavior and mental processes by studying facts, principles, and phenomena associated
with the five major domains of psychology:
• Psychology & Its Methods; Bio-psychological
• Developmental
• Cognitive: Memory; Thinking, Language & Intelligence
• Clinical & Socio-cultural: Personality & Assessment
• Psychological Disorders & Treatment
• Social & Cultural Dimensions of Behavior.
Honors psychology is open to seniors who possess strong reading comprehension and writing skills. Enrollment in at least
honors English is suggested. The course, which is primarily theory based, uses readings, case studies, presentations, demon-
strations, role-plays, problem solving, writing assignments of varying lengths, research assignment (s), and selected videos to
present the major concepts, theories, and methodologies of modern psychology. In order to be successful, students must com-
plete nightly homework as well as long-range assignments.
56
sources, periodicals, and the internet. Students will learn how to become information problem solvers, utilizing the following
six steps: (1) Task Definition, (2) Information Seeking Strategies, (3) Location & Access, (4) Use of Information, (5) Synthe-
sis, and (6) Evaluation. Students will be expected to acquire and use critical thinking and communication skills – writing,
reading, speaking and listening. Oral presentations, using presentation software, may be required. In order to be successful,
students must complete nightly homework as well as long-range assignments.
This course supports the following Academic Expectation(s): 2, 3B, 3C, 3D
This course assesses the following Academic Expectation(s): 1C, 3B
World History II (c. 1450 to Present) 412 College Preparatory Grade 9

Grade 9 World History at the college preparatory level will follow the same thematic overview as the honors course. More
attention will be paid to making sure students have a strong foundation in reading and writing skills, as well as skills in orga-
nizing information via different note taking strategies. This will ensure that students can achieve a high level of learning. Stu-
dents will be presented with a thematic overview of world history from the rise of the Absolute monarchs to the 21st century.
College preparatory level students will also learn the skills necessary to become information problem solvers, but will engage
in activities designed to give them the necessary support they may need. Students will be introduced to giving oral presenta-
tions using presentation software. In order to be successful, students must complete nightly homework as well as long-range
assignments.
This course supports the following Academic Expectation(s): 2, 3B, 3C, 3D
United States History I 435 Honors Grade 10

United States History I will begin in 1750 with the late colonial period of North America and end with a study of America at
the turn of the century. The course will cover major skills and topics presented in the state Social Studies Frameworks. Enroll-
ment in Honors English will be helpful. The honors course will continue to place emphasis on strong reading and writing
skills. Utilizing their information problem solving skills, students will continue to strengthen their Internet research skills.
Student work will include writing a major research paper, oral presentations, and technology enhanced presentations. In order
to be successful, students must complete nightly homework as well as long-range assignments.
United States History I 436 College Preparatory Grade 10

United States History I will begin in 1750 with the late colonial period of North America and end with a study of America at
the turn of the century. Student achievement will be supported by varied teaching strategies that continue to strengthen read-
ing, writing, and organizational skills. Students will engage in Internet research using their problem solving skills. Students at
this level will also be required to write a research paper and give oral presentations, enhanced by technology. In order to be
successful, students must complete nightly homework
as well as long-range assignments.
U.S. History/AP 430 Advanced Placement Grade 11

Advanced placement U.S. History is open to students who possess the ability, motivation, and maturity to acquire information
from a college textbook and a variety of other sources. Enrollment in Honors English is required. Students will write analyti-
cal essays based on a series of primary source documents, and they will read in books outside of assigned textbook pages.
Students will be required to complete research projects, speak in front of the class, work in groups and participate in large and
small groups. Following the curriculum for an advanced placement course, students will begin the year with a quick review of
the colonial period and then proceed to spend a large portion of the year on the 19th and 20th centuries. At the conclusion of
the course, students will be prepared to take the advanced placement exam for college credit or placement. The exam requires
students to pass a rigorous set of multiple-choice questions, write a lengthy essay based on a set of documents, and write two
essays, which cut across time periods. Summer reading and daily assignments are required. In order to be successful, students
must complete nightly homework as well as long-range assignments.
Prerequisite: Refer to information and requirements on pages three and four.
This course supports the following Academic Expectation(s): 2, 3A, 3C, 3D
57
This course supports the following Academic Expectation(s): 1C, 2, 3C, 4A, 4B
This course assesses the following Academic Expectation(s): 3A, 3B, 3D
Introduction to Psychology 450 College Preparatory Grade 12

This course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of
human beings and other animals. Students will be exposed to the psychological facts, principles, and phenomena associated
with the major sub-fields within psychology. The curriculum is based upon the American Psychological Association (APA)
recommended scope and sequence standards for a high school psychology class. Students will be able to recognize psychol-
ogy as a scientific study of human behavior and mental processes by studying facts, principles, and phenomena associated
with the five major domains of psychology:
• Psychology & Its Methods
• Bio-psychological; Developmental
• Cognitive: Memory; Thinking, Language & Intelligence
• Clinical & Socio-cultural: Personality & Assessment
• Psychological Disorders & Treatment
• Social & Cultural Dimensions of Behavior
The course, which is primarily theory based, uses readings, case studies, roleplays, presentations, demonstrations, problem
solving, writing assignments, and selected videos to present the major concepts, theories, and methodologies of modern psy-
chology. In order to be successful, students must complete nightly homework as well as long-range assignments.
This course supports the following Academic Expectation(s): 1C, 2, 3C, 4A, 4B
This course assesses the following Academic Expectation(s): 3A, 3B, 3D
Economics/AP 440 Advanced Placement Grade 12

Advanced placement economics prepares students for the College Board macroeconomics examination in May. Students who
are enrolled in honors math courses or college preparatory statistics will be most successful. The course uses a college text-
book, and it involves daily homework assignments, class discussion, short papers, and oral presentations. Basic concepts such
as supply and demand, GDP, the Federal Reserve System, fiscal and monetary policies, foreign trade, the business cycle, and
employment patterns form the basis of this course, which emphasizes analysis, and interpretation of economic models. At the
conclusion of the course, students will be able to analyze a set of economic statistics and predict what measures the govern-
ment and the Federal Reserve Board would take to improve economic conditions. Summer reading is required. In order to be
successful, students must complete nightly homework as well as long-range assignments.
This course supports the following Academic Expectation(s): 1C, 2, 3A, 3B
European History/AP 460 Advanced Placement Grade 12

The advanced placement course in modern European history follows a chronological approach to the major events that have
shaped European history from 1450 to the present. The course content is consistent with the syllabus prepared by the College
Board, and it prepares students for the May advanced placement examination. Students who elect AP must read from a vari-
ety of sources in addition to the two textbooks, write analytical essays based on primary source documents, complete at least
one research assignment per term by using secondary and primary sources, speak in front of the class, work well in groups
settings, and participate in class discussions. At the conclusion of the course, students will be able to make comparisons
across different time periods, and they should be able to score successfully on the national examination. Summer reading is
required of all students. In order to be successful, students must complete nightly homework as well as long-range assign-
ments.
This course assesses the following Academic Expectation(s): 1C, 2, 3C
Contemporary Issues 469 Honors Grade 11, 12

This course is intended to provide students with an understanding of the concepts of government and civics by exploring ma-
jor contemporary issues. It also covers the rights and responsibilities of the citizen in a democracy. The course has four major
58
goals:
• Allow students to achieve a better understanding of our Constitution
• Provide students with an understanding of our nation’s government
• Provide students with skills they need to participate in a democratic society and develop an understanding of how
the American political system works
• Provide opportunities for students to explore, understand and practice qualities of responsible citizenship.
This course is focused on preparing seniors for their college experience. A strong emphasis will be placed on required reading
and writing. In order to be successful, students must complete nightly homework as well as long-range assignments.
This course supports the following Academic Expectation(s): 1C, 2, 3C
This course assesses the following Academic Expectation(s): 1B, 3A, 3B
Contemporary Issues 465 College Preparatory Grade 11, 12

This course offers students a chance to understand the concepts of government and civics by exploring major contemporary
issues. Students will use both print and media sources to explore and understand issues in the following areas: science and
medicine, employment, entertainment, technology, politics and civil liberties. The goal of the course is to help students make
meaningful connections to our world as knowledgeable and responsible citizens. Students will use the following skills in de-
veloping and communicating a personal stand on these issues: listening, reading, researching, writing papers, speaking, and
using technology to communicate. Also, by engaging in collaborative groups as they develop a group consensus on issues,
students will gain the experience they need to live in a democratic society. In order to be successful, students must complete
nightly homework as well as long-range assignments.
This course supports the following Academic Expectation(s): 1C, 2, 3C
This course assesses the following Academic Expectation(s): 1B, 3A, 3B
Sociology 455 Honors Grade 11, 12

Honors Sociology will study human relationships in society. The course affords students the opportunity to learn about them-
selves and others in group behavior. Students will be introduced to some of the major concepts of sociology including gender,
race, and family. Honors Sociology is open to seniors who possess strong reading comprehension and writing skills. Enroll-
ment in honors or advanced placement English is suggested. The course uses case studies, readings, and selected videos to
present the major concepts, theories, and methodologies of modern Sociology. Students will be responsible for summarizing
main ideas and making presentations to the class. In order to be successful, students must complete nightly homework as well
as long-range assignments.
This course supports the following Academic Expectation(s): 2, 3A, 3C
This course assesses the following Academic Expectation(s): 1C, 3B, 3D
Sociology 456 College Preparatory Grade 11, 12

Honors Sociology will study human relationships in society. The course affords students the opportunity to learn about them-
selves and others in group behavior. Students will be introduced to the major concepts of sociology including gender, race,
and family. College preparatory Sociology is open to students who want an introduction to some of the main concepts of
modern Sociology. Students will use readings as well as case studies and videos to acquire an understanding of various topics
in Sociology. At the conclusion of the course students will be able to complete short papers on the major topics covered in the
course as well as give oral presentations to the class. In order to be successful, students must complete nightly homework as
well as long-range assignments.
This course supports the following Academic Expectation(s): 2, 3A, 3C
This course assesses the following Academic Expectation(s): 1C, 3B, 3D
Role of United State Women in History Honors Grades 11, 12

This course will study the role of U.S. women from 1890-present. Specific focus will be on the rise of women from a domes-
tic status to roles in dominant fields such as medicine, law, and politics. Students will examine significant historic events and
the contribution of women as reformers, activists, and citizens towards women's rights in voting, education, civil, and profes-
sional domains. Students will assess the breakthrough of the Feminine Mystique, as coined by Betty Freidan in 1963, and its
contribution towards the rise of the feminist movement of the 1970's, shaping the role of women as mothers, wives, and pro-
fessionals in present day United States history. Given the pivotal time in our nation’s history and the rise of women on the
national scene, the study of women’s history provides an exciting and inspirational look into the lives of some of our coun-
59
try’s greatest leaders.
This course supports the following Academic Expectation(s): 1B, 1C, 3A
This course assesses the following Academic Expectation(s): 1C, 3A
US Government and Politics Advanced Placement Grades 10-12

Full Year Course 5.0 Credits
AP US Government and Politics will give students an analytical perspective on government and politics in the US. This
course includes both the study of general concepts used to interpret US government and politics and the analysis of specific
examples. It also requires familiarity with the various institutions, beliefs, groups, and ideas that constitute US government
and politics. The course content is consistent with the syllabus prepared by the College Board, and it prepares students for the
May advanced placement examination. Students who complete this course will be able to:
Know important facts, concepts, and theories pertaining to US government and politics
Understand typical patterns of political processes and behavior and their consequences
Be able to analyze and interpret basic data pertaining relevant to US government and politics
This course supports the following Academic Expectation(s): 1C, 2, 3A, 3B
SPECIAL EDUCATION DEPARTMENT
The Special Education Department of Franklin High School offers participating students a curriculum that is based upon each
student’s specific needs as stated in his/her Individualized Education Plan (IEP). Entrance into this program is in accordance
with Chapter 766, Massachusetts Special Education Regulations, which requires referred students to be evaluated through a
team process. As a result of a Team Evaluation, an individualized educational plan is developed and implemented which may
provide one or more of the following services or course offerings: academic support, replacement academic subjects, inclu-
sion subjects, speech and language therapy, counseling services and/or other specialized services deemed appropriate by the
team to accommodate the unique learning style of each participating student. A full range of special education services is
available to identified students who need support in order to be successful in regular education classes. The program is de-
signed to provide study skills, reinforce mainstreamed curriculum and enhance basic academic skills.
Academic Support Program

Academic Support is designed to provide assistance with mainstream courses, improve skills, and to increase proficiency with
study skills. This class is intended to allow the student to maintain consistent, satisfactory progress in regular education
courses.
This course assesses the following Academic Expectation(s): 1A, 1B, 1C, 1D, 1E, 2, 3A, 3B, 3C, 3D, 4A, 4B, 5
Alternative Education Program Grades 9, 10, 11, 12

Alternative Education is designed to provide an educational setting for students who have experienced difficulty in the regular
course of study. The goal of the Alternative Classroom Program is reintegration of the students into the regular course of
study by providing necessary support to ensure successful performance in a full or shared schedule of classes in regular edu-
cation.
Resource Program Grades 9, 10, 11, 12

The Resource Program is designed to provide academic subjects for students who require replacement classes in one or more
classes within a small group setting in order to be successful academically. Replacement courses are offered in the areas of
English, math, social studies, and science. A range of courses is offered to provide instruction in applied reading and math
skills in relation to critical thinking skills.
VIRTUAL HIGH SCHOOL COURSES
VHS 498 Semester

VHS 487 Yearlong
VHS NetCourses are either a semester or a year in length, and they are delivered to students around the United States (and the
world!) via the Internet. VHS NetCourses are seminar-based; students interact, exchange information, and participate in group
discussions with their classmates and their teacher. The courses are also asynchronous, which means that students can join
discussions and work on assignments at any time according to their own schedules. Students and instructor never “meet” live;
60
all discussions take place as text-based postings within an online CourseRoom. The CourseRoom database sorts discussion
“threads” by date, time, and subject matter, so that students can easily follow ongoing conversations no matter when they
access their courses. This enables students and teachers from multiple time zones and various school schedules to participate
fully in the same course, and it allows every student the ability to contribute equally to discussions. There are a wide variety
of courses, in many disciplines, to choose from including architecture, computer programming, web design, literature, math,
music, and science. Students who elect a VHS course should count it as a course in their schedule. A class block will be pro-
vided during the regular school day. Ms. Jane Hey is VHS Coordinator at Franklin High School. See her for course informa-
tion and approval. Information is also available on the Internet at
http:// vhs.concord.org.
DEAN-FRANKLIN HIGH SCHOOL ENRICHMENT PROGRAM
Dean Enrichment 996 1st Semester College Credit Grade 12

997 2nd Semester College Credit Grade 12
Through this program, students have an opportunity to participate in a college-level experience by enrolling in a course at
Dean College. The number of students allowed to participate in this program is limited. Each student who participates may
take one course and must pay a $25 non-refundable registration fee. Students must provide their own transportation and pay
for their textbooks. Students select their course at a registration session held in late August for the fall semester or mid-
January for the spring semester. At this session students make their course selections from the list of available courses pro-
vided by the college.
Course of Study: Grades 9-12 Selection Checklist

Scheduling the proper courses for the next year is one of the most important activities in which you will engage this school
year. It is very important that you do a careful and thorough job. This Program of Studies is a tool for you and your parents to
use in the scheduling process. This booklet describes the courses as they will be offered. It describes the level of difficulty
and the number of periods per week that a course is offered. Please read the Program of Studies carefully before completing
the course selection sheet. Please read the prerequisite policy at the front of the Program of Studies which states that students
need a “C” to stay in an honors course, an “B+“ to move up to an honors course, and a “B+” to advance from an honors
course into an AP course. If there is a special prerequisite or course requirement, it will be listed at the end of the course de-
scription. Please make careful choices. It is very difficult to change a course once the selection process has been completed. If
you need assistance with the course selection process, or if you have any questions about the courses that are listed, please
speak to your teachers and contact your guidance counselor.
THE EARLY ENROLLMENT PROGRAM
The Early Enrollment Program is a school/college partnership with Rhode Island College which offers high school seniors
and select juniors an opportunity to earn college credits while they are completing their high school diplomas. EEP has
granted thousands of students, college credits for courses that they have completed while still in high school. In many in-
stances, students have eliminated as much as one full semester of college work by enrolling in the EEP. Currently, Spanish 4
AP, Spanish 5 AP, Calculus AP, US History AP, and Calculus Honors courses have been designated EEP courses. These
courses overlap with courses being offered at Rhode Island College. Students who choose to sign up for these courses at
Franklin High School may do so without commitment to the college; however, if they decide to take these courses for college
credit, then they enter into a partnership with the college by registering and paying a nominal registration fee and a signifi-
cantly reduced tuition for each credit in which they enroll. When they successfully complete the course, the grade they re-
ceive appears on their high school transcript and on an official RIC transcript; they may use these credits as they enter RIC or
transfer them to one of the many colleges and universities which accept RIC credits.
61
Questions to consider when choosing your schedule
Freshmen (2013)
1. Have you selected English, Math, Biology, Social Studies, Foreign Language, Health Ed., P.E?
2. Are you taking 6 courses each semester (in addition to Health Ed. and P.E.)?
3. Do your choices agree with your teachers’ and guidance counselor’s recommendations?
4. Does your program prepare you for your long-range education or vocational plans?
Sophomores (2012)
1. Have you passed all your previous requirements?
2. Have you selected English, Math, Science, Health Ed., and P.E.?
3. Will you be taking 6 courses each semester (in addition to Health Ed. and P.E.)?
4. Will you have at least 60 credits before entering your junior year?
5. Do your choices agree with your teachers' and counselor’s recommendations?
6. Have your parents signed your course selection sheet?
7. Does your program meet Massachusetts Higher Education Admission Standards?
Juniors (2011)
2. Have you selected English, U.S. History, Health, and P.E.?
3. Will you have at least 90 credits before beginning your senior year?
4. Are you taking 6 courses each semester (in addition to Health Ed. and P.E.)?
5. Do your choices agree with your teachers’ and counselor’s recommendations?
7. Remember, you must have 20 credits in English, 15 credits in social studies (including United States History), 15 credits in
science (including biology), 15 credits in mathematics, 10 credits in a sequence, 7.5 credits in Health Ed. and 7.5 P.E.
credits in order to graduate.
Seniors (2010)
2. Have you selected English?
3. Will you have 120 credits (including 7.5 P.E.) upon completion of your senior year?
4. Are you taking 7 courses each semester?
5. Do your choices agree with your teachers’ and counselor’s recommendations?
7. At the end of this year, will you have the necessary credits to graduate? You must have 20 credits in English, 15 credits in
social studies (including United States History), 15 credits in science (including biology), 15 credits in mathematics, 10
credits in a sequence, and 7.5 P.E. credits in order to graduate?
62

2009-10 FHS Program of Studies

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2009-10 FHS Program of Studies

Uploaded by

Copyright:

Available Formats

TABLE OF CONTENTS

DISCRIMINATION/HARASSMENT (Chapter 76S.5)

FRANKLIN HIGH SCHOOL EXPECTATIONS FOR STUDENT LEARNING

SOCIAL AND CIVIC:

ADVANCED PLACEMENT PROGRAM

COURSE SELECTION GUIDELINES

Advanced Placement (AP)

College Preparatory (CP)

• A FINAL GRADE OF “C” MUST BE EARNED TO REMAIN IN AN HONORS COURSE.

Special Note to All Students and Parents:

SCHOOL-TO-CAREER and CAREER EDUCATION

HIGHER EDUCATION ADMISSIONS STANDARDS COMMONWEALTH OF MASSACHUSETTS

Grade Point Requirements:

Library Hours: 7:00 a.m. – 3:15 p.m.

PHYSICAL EDUCATION REQUIREMENTS

POLICY ON ADDING AND DROPPING COURSES

Transfer Students/Rank in Class

Grades are issued in alphabetical form. The numeric conversion is as follows:

2009-2010 COLLEGE BOARD and ACT TEST DATES:

October 10, 2009 SAT I, SAT II

COMPUTER PROGRAMMING SCIENCE

COURSE OF STUDY: COLLEGE BOUND SUGGESTED SEQUENCE

*An elective can be a course offered in any department. It is usually selected

*An elective can be a course offered in any department. It is usually selected

COURSE OF STUDY: CAREER BOUND SUGGESTED SEQUENCE

Introduction to Art I: 765 College Preparatory Grades 9, 10, 11, 12

Introduction to Art – Part II 796 College Preparatory Grades 9,10,11,12

Introduction to Art –Part II 795 Honors Grades 9,10,11,12

Drawing: Exploration of two dimensional media 768 Honors Grades 9,10,11,12

Painting & Printmaking 769 College Preparatory Grades 10,11,12

Painting & Printmaking 770 Honors Grades 10,11,12

Ceramics 771 College Preparatory Grades 10,11,12

Ceramics 772 Honors Grades 10,11,12

Sculpture 773 College Preparatory Grades 10,11,12

Sculpture 774 Honors Grades 10, 11, 12

Advanced 3D Art 799 Honors Grades 10, 11, 12

Graphic Design I: Layout 757 College Preparatory Grades 9, 10, 11, 12

Graphic Design: Printmaking 758 College Preparatory Grades 9, 10, 11, 12

Graphic Design II 752 College Preparatory Grades 10, 11, 12

Digital Photography 780 Honors Grades 10, 11, 12

Animation/Digital Art 764 Honors Grades 10, 11, 12

Mural Making 776 College Preparatory Grades 11, 12

Mural Making 777 Honors Grades 11, 12

Art History 789 Honors Grades 11, 12

Art in the Community 778 College Preparatory Grades 11, 12

Portfolio Preparation 825 Honors Grades 11, 12

Studio Art/AP 828 Advanced Placement Grade 12

TECHNOLOGY EDUCATION DEPARTMENT

Intro. CAD. 703 College Preparatory Grades 9,10,11,12

Architectural Drafting 711 Honors Grades 11, 12

Engineering Drawing 701 Honors Grades 11, 12

Computer Aided Drafting 756 Honors Grades 11, 12

Video Production I 740 College Preparatory Grades 9, 10, 11, 12

Video Production II 741 College Preparatory Grades 9, 10, 11, 12

Film Production College Preparatory Grades 10, 11, 12

Theatre Arts I 061 College Preparatory Grades 10, 11

Theatre Arts II 072 College Preparatory Grades 11, 12

Theatre Arts III 075 College Preparatory Grades 11, 12

Technical Theater College Preparatory Grades 11, 12

Desktop Publishing 561 College Preparatory Grades 10,11,12

Web Page Design I 578 College Preparatory Grades 9, 10, 11, 12

Web Page Design II 577 College Preparatory Grades 10, 11, 12

Accounting I 594 Honors Grades 10, 11, 12