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Course Title: 101 Ways to Write a Short Story Section AM
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: The purpose of this course is to provide a study of the short story form and to serve as an outlet for student writers to engage in a dialogue about their work in a safe environment. By reading various short stories in a variety of literary genres, the student will develop a basic understanding of the short story form. Using this knowledge, the student will craft two short stories. Students will also visit sites that cater to short story publishing, editing and reviewing, as well as sites that provide creative resources for short story writing.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
The objectives of the course are:
- To develop an understanding of the short story form.
- To develop an understanding of various literary genres.
- To develop creative writing skills.
- To develop basic writing techniques such as brainstorming, drafting, and revision.
- To develop peer editing skills.
- To use technological resources such as the Internet to research information.
- To write an original short story.
Allyson Mizoguchi
Wayland High School
* - - - * |
Course Title: 101 Ways to Write a Short Story Section DB
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: The purpose of this course is to provide a study of the short story form and to serve as an outlet for student writers to engage in a dialogue about their work in a safe environment. By reading various short stories in a variety of literary genres, the student will develop a basic understanding of the short story form. Using this knowledge, the student will craft two short stories. Students will also visit sites that cater to short story publishing, editing and reviewing, as well as sites that provide creative resources for short story writing.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
The objectives of the course are:
- To develop an understanding of the short story form.
- To develop an understanding of various literary genres.
- To develop creative writing skills.
- To develop basic writing techniques such as brainstorming, drafting, and revision.
- To develop peer editing skills.
- To use technological resources such as the Internet to research information.
- To write an original short story.
Deborah Baker
Tiffin Columbian High School
* - - - * |
Course Title: 101 Ways to Write a Short Story Section JK
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: The purpose of this course is to provide a study of the short story form and to serve as an outlet for student writers to engage in a dialogue about their work in a safe environment. By reading various short stories in a variety of literary genres, the student will develop a basic understanding of the short story form. Using this knowledge, the student will craft two short stories. Students will also visit sites that cater to short story publishing, editing and reviewing, as well as sites that provide creative resources for short story writing.
All course materials are available online.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
The objectives of the course are:
- To develop an understanding of the short story form.
- To develop an understanding of various literary genres.
- To develop creative writing skills.
- To develop basic writing techniques such as brainstorming, drafting, and revision.
- To develop peer editing skills.
- To use technological resources such as the Internet to research information.
- To write original short stories.
Jared Karnoval
Nativity B.V.M. High School
* - - - * |
Course Title: 101 Ways to Write a Short Story Section SG
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: The purpose of this course is to provide a study of the short story form and to serve as an outlet for student writers to engage in a dialogue about their work in a safe environment. By reading various short stories in a variety of literary genres, the student will develop a basic understanding of the short story form. Using this knowledge, the student will craft two short stories. Students will also visit sites that cater to short story publishing, editing and reviewing, as well as sites that provide creative resources for short story writing.
Learning Objectives:
The objectives of the course are:
- To develop an understanding of the short story form.
- To develop an understanding of various literary genres.
- To develop creative writing skills.
- To develop basic writing techniques such as brainstorming, drafting, and revision.
- To develop peer editing skills.
- To use technological resources such as the Internet to research information.
- To write an original short story.
Sherri Gosson
Somerset High School
* - - - * |
Course Title: Academic Writing Section MB
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: ESL students must be at advanced level
Description: Academic Writing is a fifteen week class. Students will focus on reading comprehension and writing skills using process writing. There will be three major readings and three major essays in the class. Students will learn to read for meaning, use the writing process with multiple drafts, practice peer editing and self editing, and understand the grammar and mechanics involved in the writing and editing process. There will also be weekly reflective journal entries with peer interaction through reflective comments on each others entries.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Reading:
* comprehension of content material
* comprehension of organization of an essay or an article
* understanding vocabulary in context
* reading between the lines, inference
Writing:
* learning process writing
* learning organizational skills for different types of expository writing
* using critical thinking skills
* learning grammatical structures in writing
* using exact language, word choice
Michelle Brune
Basalt High School
* - - - * |
Course Title: Academic Writing Section MW Private Offering
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: ESL students must be at advanced level
Description: ** This is a private offering for students from Cincinnati Prep**
Here’s the place to learn how to write clear, clean essays! Writing in a school setting is often perceived to be an anxiety-producing and unnecessarily laborious process. This course is designed to turn writing into a more accessible and more positive experience for all levels of writers. Academic Writing is a fifteen-week class. Students will focus on reading comprehension and writing skills using process writing. There will be three major readings and three major essays in the class. Students will learn to read for meaning, use the writing process with multiple drafts, practice peer editing and self editing, and understand the grammar and mechanics involved in the writing and editing process. There will also be weekly reflective journal entries with peer interaction through reflective comments on each other’s entries.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Reading:
* comprehension of content material
* comprehension of organization of an essay or an article
* understanding vocabulary in context
* reading between the lines, inference
Writing:
* learning process writing
* learning organizational skills for different types of expository writing
* using critical thinking skills
* learning grammatical structures in writing
* using exact language, word choice
Miranda Whitmore
Medfield High School
* - - - * |
Course Title: Advanced Topics In Chemistry Section DH
Discipline: Science
Grade Level: 10, 11, 12
Level: Honors
Offering: Full Year
Prerequisites: One year of introductory chemistry with a hands-on laboratory component is required for success on the AP Exam.
Strong math background required. Students should be enrolled in Algebra 2 or preferably have completed Algebra 2 prior to enrolling in Advanced or AP Chemistry.
Tech requirement: Lab software is completely compatible with PCs and with Macs that run Mac OS X or higher. Compatibility issues with older MAC OS versions (7.x, 8.x, 9.x).
Students need PC or Mac OSX access to complete lab activities on a biweekly basis.
Description: This full-year advanced chemistry class is equivalent to a first year chemistry class at any college or university in the United States. If you have successfully completed a course in high school chemistry and are looking for a challenge, then this may be just the right course for you! This class will prepare you to take the AP chemistry exam in May, and, depending on your exam results, you may earn college credits.
The textbook used in this chemistry course, Chemistry The Central Science by Theodore Brown, Eugene LeMay, et. al. is used in many college chemistry classes. The laboratory experiments will be done using an interactive computer program. An important part of the course will be a required interaction with your peers in on-line discussion groups. Also, each student will be required to submit an original, written research project.
Although this course is necessarily rigorous, it will place you in an excellent position to study chemistry further and/or to pursue a career in the sciences or technology. In this 33 week course, some of the subjects covered are: the atom, stoichiometry, solutions, thermochemistry, periodic properties, chemical bonding, gases, intermolecular forces, kinetics, equilibrium, oxidation-reduction, electrochemistry, nuclear chemistry, etc. So, if you want to know more about the science of chemistry, this course is just what you need - compelling and satisfying!
Learning Objectives:
This course will utilize the student's Scientific Inquiry by seeking the following learning objectives:
To provide students the opportunity to participate in a college level Chemistry Course.
Investigation and problem-solving skills, including observation, hypothesis formulation and testing, evaluation, and use of evidence to propose, design and test solutions are critical aspects of the course.
Students will be required, for example, to recognize, evaluate, analyze, and explain natural scientific and technological phenomena. Specific examples may include using scientific reasoning to formulate hypotheses; analyze data; justify and defend a position based on evidence; evaluate the design of a technological device; and/or draw and communicate conclusions based on evidence of a scientific and/or technological nature.
Identifying appropriate procedures and their correct sequence in conducting a scientific investigation or in applying the design process; recognizing correct and incorrect procedures, or extending and/or modifying familiar ones; identifying proper procedures or solutions for collecting data with accuracy and precision; and/or identifying appropriate tools for measurement, design, production, or other purposes.
To improve student's skill in selecting appropriate scientific and technological concepts and procedures, and appropriately applying these concepts and procedures to solve real-life and theoretical problems. Specific examples may include reading and interpreting graphs, charts, and/or maps; prototype development; and the creation of product design.
Darlene Hardy
Quakertown Community Sr. High
* - - - * |
Course Title: Advanced Web Design Section DS
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Prerequisites:
• Access to e-mail and not restricted from downloading/uploading files
• Basic Technology Skills (knowledge of how to use a web browser, how to organize files and folders on a computer and having prior computer experience is also a must)
• Basic Web design skills (What HTML is, how to create a simple page with text, graphics and hyperlinks, no additional knowledge is needed, we start at an intermediate level).
MediaKit: NO MEDIAKIT IS PROVIDED - We will use the KompoZer web editing program. It is free of charge and students need to be able to download and install this software on computers during WEEK 1 - http://www.kompozer.net/
Materials: No additional materials need, all provided through class.
Description: So you know a little about designing web pages. Maybe you tried to create a personal web page for yourself. You have a friend, family member or even a business prospect asking you to create a web site. Perhaps you took a beginning course on web design and want to know more. You know some basics about putting a page together, but now you want to fill in the blanks and take the next step.
Well look no further! In this course, you will learn how to take a basic page and apply intermediate and advanced techniques in setting up a professional looking web site. Online tutorials will guide you in the creation of a website that you create about a topic or research question of your choice. You will also learn how to upload your site to the Internet by using free web hosting companies.
This course also reviews the topics and tools most important to a web developer: searching the Internet, information and web site validity, web site accessibility for all, multimedia, layout and design and more. We will each week look at a web design skill or topic and also a web tool important to developers.
In the process, you will make friends and work cooperatively with others students from around the world in the creation of a team website that you design, create and upload together.
Access to a computer and the Internet outside of your school class time is very helpful. You will need the program KompoZer (works on both PC and Macs) on your computer, as well as a web browser such as Internet Explorer or Firefox to preview the web pages you create.
Access to a web host and ability to upload files: IMPORTANT Do not sign up for this course if you do not have access to a computer and/or network drive that you can store files in and work on during the class. Your school will need to allow you to upload .html files you create to free webhosts on the Internet for viewing and grading by the teacher, or you need your own host that your school allows you to upload to.
Some schools Internet filtering devices and Acceptable User Policies do not allow students to upload web pages and view certain websites. Check to make sure that your school allows you to upload and view these types of websites BEFORE signing up for this class.
Learning Objectives:
The Student Will Be Able To:
• Identify, prepare, produce, and edit technically proficient and creative, original web pages using elements of web design.
• Analyze and evaluate one's own work, the work of peers, and the work of professional designers.
• Develop a portfolio of completed work showcasing their web design skills.
• Practice and further develop written communication skills.
• Understand what an Essential Question is and how to create and answer Essential Questions.
• Work collaboratively to complete projects.
David Shinton
Hatboro-Horsham High School
* - - - * |
Course Title: Advanced Web Design Section KH
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Prerequisites:
• Access to e-mail and not restricted from downloading/uploading files
• Basic Technology Skills (knowledge of how to use a web browser, how to organize files and folders on a computer and having prior computer experience is also a must)
• Basic Web design skills (What HTML is, how to create a simple page with text, graphics and hyperlinks, no additional knowledge is needed, we start at an intermediate level).
MediaKit: NO MEDIAKIT IS PROVIDED - We will use the KompoZer web editing program. It is free of charge and students need to be able to download and install this software on computers during WEEK 1 - http://www.kompozer.net/
Materials: No additional materials need, all provided through class.
Description: So you know a little about designing web pages. Maybe you tried to create a personal web page for yourself. You have a friend, family member or even a business prospect asking you to create a web site. Perhaps you took a beginning course on web design and want to know more. You know some basics about putting a page together, but now you want to fill in the blanks and take the next step.
Well look no further! In this course, you will learn how to take a basic page and apply intermediate and advanced techniques in setting up a professional looking web site. Online tutorials will guide you in the creation of a website that you create about a topic or research question of your choice. You will also learn how to upload your site to the Internet by using free web hosting companies.
This course also reviews the topics and tools most important to a web developer: searching the Internet, information and web site validity, web site accessibility for all, multimedia, layout and design and more. We will each week look at a web design skill or topic and also a web tool important to developers.
In the process, you will make friends and work cooperatively with others students from around the world in the creation of a team website that you design, create and upload together.
Access to a computer and the Internet outside of your school class time is very helpful. You will need the program KompoZer (works on both PC and Macs) on your computer, as well as a web browser such as Internet Explorer or Firefox to preview the web pages you create.
Access to a web host and ability to upload files: IMPORTANT Do not sign up for this course if you do not have access to a computer and/or network drive that you can store files in and work on during the class. Your school will need to allow you to upload .html files you create to free webhosts on the Internet for viewing and grading by the teacher, or you need your own host that your school allows you to upload to.
Some schools Internet filtering devices and Acceptable User Policies do not allow students to upload web pages and view certain websites. Check to make sure that your school allows you to upload and view these types of websites BEFORE signing up for this class.
Learning Objectives:
The Student Will Be Able To:
• Identify, prepare, produce, and edit technically proficient and creative, original web pages using elements of web design.
• Analyze and evaluate one's own work, the work of peers, and the work of professional designers.
• Develop a portfolio of completed work showcasing their web design skills.
• Practice and further develop written communication skills.
• Understand what an Essential Question is and how to create and answer Essential Questions.
• Work collaboratively to complete projects.
Kelley Helson
Eastern High School
* - - - * |
Course Title: Advanced Web Design Section SO
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Prerequisites:
• Access to e-mail and not restricted from downloading/uploading files
• Basic Technology Skills (knowledge of how to use a web browser, how to organize files and folders on a computer and having prior computer experience is also a must)
• Basic Web design skills (What HTML is, how to create a simple page with text, graphics and hyperlinks, no additional knowledge is needed, we start at an intermediate level).
MediaKit: NO MEDIAKIT IS PROVIDED - We will use the KompoZer web editing program. It is free of charge and students need to be able to download and install this software on computers during WEEK 1 - http://www.kompozer.net/
Materials: No additional materials need, all provided through class.
Description: So you know a little about designing web pages. Maybe you tried to create a personal web page for yourself. You have a friend, family member or even a business prospect asking you to create a web site. Perhaps you took a beginning course on web design and want to know more. You know some basics about putting a page together, but now you want to fill in the blanks and take the next step.
Well look no further! In this course, you will learn how to take a basic page and apply intermediate and advanced techniques in setting up a professional looking web site. Online tutorials will guide you in the creation of a website that you create about a topic or research question of your choice. You will also learn how to upload your site to the Internet by using free web hosting companies.
This course also reviews the topics and tools most important to a web developer: searching the Internet, information and web site validity, web site accessibility for all, multimedia, layout and design and more. We will each week look at a web design skill or topic and also a web tool important to developers.
In the process, you will make friends and work cooperatively with others students from around the world in the creation of a team website that you design, create and upload together.
Access to a computer and the Internet outside of your school class time is very helpful. You will need the program KompoZer (works on both PC and Macs) on your computer, as well as a web browser such as Internet Explorer or Firefox to preview the web pages you create.
Access to a web host and ability to upload files: IMPORTANT Do not sign up for this course if you do not have access to a computer and/or network drive that you can store files in and work on during the class. Your school will need to allow you to upload .html files you create to free webhosts on the Internet for viewing and grading by the teacher, or you need your own host that your school allows you to upload to.
Some schools Internet filtering devices and Acceptable User Policies do not allow students to upload web pages and view certain websites. Check to make sure that your school allows you to upload and view these types of websites BEFORE signing up for this class.
Learning Objectives:
The Student Will Be Able To:
• Identify, prepare, produce, and edit technically proficient and creative, original web pages using elements of web design.
• Analyze and evaluate one's own work, the work of peers, and the work of professional designers.
• Develop a portfolio of completed work showcasing their web design skills.
• Practice and further develop written communication skills.
• Understand what an Essential Question is and how to create and answer Essential Questions.
• Work collaboratively to complete projects.
Sonya Otero
Saddle Brook Middle/High School
* - - - * |
Course Title: Algebra 1 Section LC
Discipline: Mathematics
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites:
Description:
This course is designed to teach the essential concepts of an Algebra 1 to first-time students during an 33 - week time period. It will cover topics such as Order of Operations, Absolute Value, Solving (1st Degree) Equations, Solving Inequalities, Systems of Equations, Graphing Linear Functions, Exponents, and Higher Order Equations.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
By the end of this course students will be able to:
· Work with signed numbers, absolute value, and exponents
· Understand the order of operations
· Simplify and solve basic equations, inequalities, and radicals
· Understand and solve word problems
· Understand the concepts of function, domain and range, as well as linear equations
· Graph linear equations, systems of equations, and absolute value equations
· Work with formulas and literal equations
· Work with ratios and proportions
· Simplify algebraic expressions involving monomials and polynomials
· Understand linear, quadratic, and polynomial functions
Luke Cioffi
Bellows Free Academy
* - - - * |
Course Title: Algebra 2 Honors
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Honors
Offering: Full Year
Prerequisites: Student must have completed Algebra 1 and either completed Geometry or be taking it concurrently. Student must have access to a high-speed (DSL or cable) Internet connection at least 4 days weekly, including a PC or Mac with sound and Java applet support, Microsoft Excel, Firefox browser, Windows Media Player, RealPlayer, unblocked access to www.logmein.com, and a scanner.
Materials Required: A scientific calculator.
Description: This course is designed to enable students to master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards. These include linear equations, polynomials, rational expressions, irrational and complex numbers, quadratics, analytic geometry, triangle and circle trigonometry, exponentials and logarithms, sequences and series, statistics and probability, and matrix operations. Students will be required to read and work problems from the text, participate in small group discussions, view video lectures, complete computer-aided instruction, complete virtual labs, and complete an extensive array of tests and quizzes.
Learning Objectives:
Students will master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards, and to be fully prepared for subsequent pre-calculus coursework.
John Clayton
South High Community School
* - - - * |
Course Title: Algebra 2 Section BF
Discipline: Mathematics
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Student must have completed Algebra 1 and either completed Geometry or be taking it concurrently. Student must have access to a high-speed (DSL or cable) Internet connection at least 4 days weekly, including a PC with sound and Java applet support, and a scanner.
Materials Required: A scientific calculator.
Description: This course is designed to enable students to master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards. These include linear equations, polynomials, rational expressions, irrational and complex numbers, quadratics, analytic geometry, triangle and circle trigonometry, exponentials and logarithms, sequences and series, statistics and probability, and matrix operations. Students will be required to read and work problems from the text, participate in small group discussions, view video lectures, complete computer-aided instruction, complete virtual labs, and complete an extensive array of tests and quizzes.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Students will master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards, and to be fully prepared for subsequent pre-calculus coursework.
Bernadette Fash
North Arlington High School
* - - - * |
Course Title: Algebra 2 Section JR
Discipline: Mathematics
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Student must have completed Algebra 1 and either completed Geometry or be taking it concurrently. Student must have access to a high-speed (DSL or cable) Internet connection at least 4 days weekly, including a PC with sound and Java applet support, and a scanner.
Materials Required: A graphing calculator.
Description: This course is designed to enable students to master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards. These include linear equations, polynomials, rational expressions, irrational and complex numbers, quadratics, analytic geometry, triangle and circle trigonometry, exponentials and logarithms, sequences and series, statistics and probability, and matrix operations. Students will be required to read and work problems from the text, participate in small group discussions, view video lectures, complete computer-aided instruction, complete virtual labs, and complete an extensive array of tests and quizzes.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Students will master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards, and to be fully prepared for subsequent pre-calculus coursework.
Jack Rua
Lewis S. Mills High School
* - - - * |
Course Title: Algebra 2 Section TB
Discipline: Mathematics
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Student must have completed Algebra 1 and either completed Geometry or be taking it concurrently. Student must have access to a high-speed (DSL or cable) Internet connection at least 4 days weekly, including a PC with sound and Java applet support, and a scanner.
Materials Required: A scientific calculator.
Description: This course is designed to enable students to master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards. These include linear equations, polynomials, rational expressions, irrational and complex numbers, quadratics, analytic geometry, triangle and circle trigonometry, exponentials and logarithms, sequences and series, statistics and probability, and matrix operations. Students will be required to read and work problems from the text, participate in small group discussions, view video lectures, complete computer-aided instruction, complete virtual labs, and complete an extensive array of tests and quizzes.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Students will master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards, and to be fully prepared for subsequent pre-calculus coursework.
Tany Ban
Revere High School
* - - - * |
Course Title: Algebra 2 (Private Offering) Section AD
Discipline: Mathematics
Grade Level: 07, 08, 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Student must have completed Algebra 1. Student must have access to a high-speed (DSL or cable) Internet connection at least 4 days weekly, including a PC with sound and Java applet support, and a scanner.
Materials Required:
Text: Prentice Hall Mathematics Algebra 2, Pearson Education, Inc., 2009 Edition (Distributed at your school)
A TI-84 plus calculator (Silver Edition not required)
Description: **THIS COURSE IS OPEN TO READING PUBLIC SCHOOL STUDENTS ONLY**
This course is designed to enable students to master the knowledge and skills of the Reading High School Algebra 2 curriculum and Massachusetts Algebra 2 Learning Standards. These include linear systems, polynomial functions, radical functions, rational functions, irrational and complex numbers, quadratics, analytic geometry, exponentials and logarithms, sequences and series, statistics and probability, and matrix operations. Students will be required to read and work problems from the text, participate in small group discussions, view video lectures, complete computer-aided instruction, complete virtual labs, and complete an extensive array of tests and quizzes.
Learning Objectives:
Students will master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards, and to be fully prepared for subsequent pre-calculus coursework.
Amy Dyment
Reading Memorial High School
* - - - * |
Course Title: Algebra 2 (Private Offering) Section CF
Discipline: Mathematics
Grade Level: 07, 08, 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Student must have completed Algebra 1 and either completed Geometry or be taking it concurrently. Student must have access to a high-speed (DSL or cable) Internet connection at least 4 days weekly, including a PC with sound and Java applet support, and a scanner.
Materials Required: A scientific calculator.
Description: **THIS COURSE IS OPEN TO READING PUBLIC SCHOOL STUDENTS ONLY**
This course is designed to enable students to master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards. These include linear equations, polynomials, rational expressions, irrational and complex numbers, quadratics, analytic geometry, triangle and circle trigonometry, exponentials and logarithms, sequences and series, statistics and probability, and matrix operations. Students will be required to read and work problems from the text, participate in small group discussions, view video lectures, complete computer-aided instruction, complete virtual labs, and complete an extensive array of tests and quizzes.
Learning Objectives:
Students will master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards, and to be fully prepared for subsequent pre-calculus coursework.
Charles Smith
Arthur W Coolidge Middle School
* - - - *,
Course Title: Algebra 2 (Private Offering) Section CF
Discipline: Mathematics
Grade Level: 07, 08, 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Student must have completed Algebra 1 and either completed Geometry or be taking it concurrently. Student must have access to a high-speed (DSL or cable) Internet connection at least 4 days weekly, including a PC with sound and Java applet support, and a scanner.
Materials Required: A scientific calculator.
Description: **THIS COURSE IS OPEN TO READING PUBLIC SCHOOL STUDENTS ONLY**
This course is designed to enable students to master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards. These include linear equations, polynomials, rational expressions, irrational and complex numbers, quadratics, analytic geometry, triangle and circle trigonometry, exponentials and logarithms, sequences and series, statistics and probability, and matrix operations. Students will be required to read and work problems from the text, participate in small group discussions, view video lectures, complete computer-aided instruction, complete virtual labs, and complete an extensive array of tests and quizzes.
Learning Objectives:
Students will master the knowledge and skills enumerated in the NCTM Algebra 2 Learning Standards, and to be fully prepared for subsequent pre-calculus coursework.
Christine Friberg
Arthur W Coolidge Middle School
* - - - * |
Course Title: Algebra I Summer Offering
Discipline: Mathematics
Grade Level: 09, 10
Level: Standard
Offering: Summer School Extended Session
Prerequisites:
Description: This is an eight week summer course. This course covers a full year of Algebra I concepts for credit recovery.
Learning Objectives:
· working with signed numbers
· understanding the order of operations
· simplifying and solving basic equations and radicals,
· understanding and solving word problems,
· understanding the concepts of function, domain and range, as well as straight-line equations,
· working with formulas and literal equations,
· working with ratios, proportions, and basic trigonometry,
· the simplification of algebraic expressions involving monomials and polynomials,
· understanding linear, quadratic, and polynomial functions.
Susan Robinson
Virtual High School
* - - - * |
Course Title: American Foreign Policy Section MB
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: U.S. History (from 1900 - Present)
Description: This course will trace the development of American foreign policy, particularly national security policies, from 1945 to 2001. We will focus on the evolution of the U.S. role in the world from a Cold Warrior to a Peacekeeper. Students will use the Internet extensively and work with materials from Brown University's Choices Education Project. They will play roles as presidential advisors in simulated debates and draw lessons from past foreign policy experiences, including the Cold War, Vietnam War, the Gulf War and recent international actions in Bosnia and Kosovo.
Learning Objectives:
As a result of taking this course, students will be able to:
- identify the various choices presented to top foreign policy makers;
- critically analyze the political, economic, social and military factors that influenced their decisions;
- debate the strengths and weaknesses of each policy option;
- take positions on key issues and present them persuasively;
- critique the ultimate decisions made in the context of the information known at the time;
- draw inferences and conclusions from the decisions made;
- summarize key trends in American foreign policy;
- apply lessons from the consequences of these decisions to today's conflicts and challenges; and,
- recommend, advise or take a position as to the future of American foreign policy.
Michael Bruno
Barnegat High School
* - - - * |
Course Title: American Foreign Policy Section SG
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: U.S. History (from 1900 - Present)
Description:
This course will trace the development of American foreign policy, particularly national security policies, from 1945 to 2001. We will focus on the evolution of the U.S. role in the world from a Cold Warrior to a Peacekeeper. Students will use the Internet extensively and work with materials from Brown University's Choices Education Project. They will play roles as presidential advisors in simulated debates and draw lessons from past foreign policy experiences, including the Cold War, Vietnam War, the Gulf War and recent international actions in Bosnia and Kosovo.
Learning Objectives:
As a result of taking this course, students will be able to:
- identify the various choices presented to top foreign policy makers;
- critically analyze the political, economic, social and military factors that influenced their decisions;
- debate the strengths and weaknesses of each policy option;
- take positions on key issues and present them persuasively;
- critique the ultimate decisions made in the context of the information known at the time;
- draw inferences and conclusions from the decisions made;
- summarize key trends in American foreign policy;
- apply lessons from the consequences of these decisions to today's conflicts and challenges; and,
- recommend, advise or take a position as to the future of American foreign policy.
Shane Gower
Maranacook Community High School
* - - - * |
Course Title: American Multiculturalism Section KS
Discipline: Social Studies
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: None
Description: American Multiculturalism will help you learn more about cultural diversity in the United States. You'll learn about bias, stereotypes, and hate, and how to deal with difficult or uncomfortable situations in your own life. You might even be asked to bare the deepest secrets of your soul! We'll study various cultures such as Native American, Asian, Hispanic, African American, Arab American, and more! If you want to learn more about the diversity of America, challenge your conventional thinking about the way we categorize, label, and treat the people around us, learn about the groups that have influenced the culture of America, and recognize your own attitudes and beliefs regarding American multiculturalism, then this course is for you!
Learning Objectives:
To increase your vocabulary and enhance your understanding of specific terms to be used when discussing multiculturalism in any context.
·To instill an appreciation for the diversity of America.
·To encourage you to challenge conventional thinking about the way we categorize, label, and treat the people around us.
·To expose you to some of the culture groups that have influenced the culture of America.
·To encourage you to recognize your own attitudes and beliefs regarding American multiculturalism.
Kara Staunton-Shron
Monument Mountain Regional High School
* - - - * |
Course Title: American Popular Music Section AD
Discipline: Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An open mind and a love of music.
Students will need computers with the ability to watch on-line streaming video
Students will need computers with the ability to listen to on-line audio files.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Are you an avid music fan, enthralled by the songs and interested in the stories behind them? Do you believe that art reflects life or do you think it's the other way around? Well, American Popular Music is where you can find the answer.
In this course we will look at the evolution of pop music from early American folk music through the Rock -n - Roll of the 1960's, in an effort to understand the unique relationship between music and society. Of course we won't be able to cover all of the music in between, but we will look at representative periods and artists along the way. We'll also look at how the business of music works, taking into consideration the recording industry, radio, and performing.
Coursework will include listening to and analyzing music, researching various topics, discussing opinions and working with others to simulate different music industry scenarios.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
· Exploring and evaluating the cause and effect relationship of music and society
· Identifying different types of American popular music and becoming familiar with the characteristics of each
· Exploring careers in the music industry, necessary preparation, benefits and drawbacks of each and appropriateness to students in the course
· Examining the development of the radio and recording industries in America and the effect of each on the music and society of the time
· Becoming familiar with the developmental history of American music (from c. 1900 - 1960) and its influential events and people
· Acquiring knowledge of the basic elements of music and how they effect a composition
· Developing personal listening skills necessary for critical evaluation of a composition.
· Develop individual creativity in regard to writing original song lyrics.
Albert DeNoncour
Douglas High School
* - - - * |
Course Title: American Popular Music Section JC
Discipline: Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: an open mind and a love of music
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Are you an avid music fan, enthralled by the songs and interested in the stories behind them? Do you believe that art reflects life or do you think it's the other way around? Well, American Popular Music is where you can find the answer.
In this course we will look at the evolution of pop music from early American folk music through the Rock -n - Roll of the 1960's, in an effort to understand the unique relationship between music and society. Of course we won't be able to cover all of the music in between, but we will look at representative periods and artists along the way. We'll also look at how the business of music works, taking into consideration the recording industry, radio, and performing.
Coursework will include listening to and analyzing music, researching various topics, discussing opinions and working with others to simulate different music industry scenarios.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
· Exploring and evaluating the cause and effect relationship of music and society
· Identifying different types of American popular music and becoming familiar with the characteristics of each
· Exploring careers in the music industry, necessary preparation, benefits and drawbacks of each and appropriateness to students in the course
· Examining the development of the radio and recording industries in America and the effect of each on the music and society of the time
· Becoming familiar with the developmental history of American music (from c. 1900 - 1960) and its influential events and people
· Acquiring knowledge of the basic elements of music and how they effect a composition
· Developing personal listening skills necessary for critical evaluation of a composition.
· Develop individual creativity in regard to writing original song lyrics.
Jason Caron
Hudson High School
* - - - * |
Course Title: Anatomy and Physiology Section AS: A Study in Stability
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Successful completion of a full year (or equivalent) of biology
Students must be mature enough to handle urinary and reproductive system content.
Technical requirements: NIH ImageJ (free imaging software)
Description: How can the results of an ECG (EKG) indicate heart pathology? How does a bone grow? What are the latest developments in reproductive medicine? How does the histology of a normal lung compare to that with emphysema? These are among the questions that are addressed in Anatomy and Physiology.
This is an honors level course that is designed to investigate the anatomy and physiology of the 11 major body systems. This course begins with a quick review of biological levels of organization and microscopy and then focuses on both structure and function of the following systems: skeletal system, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous. The course culminates with a look at how the systems work together to ensure homeostasis for the body and what happens when one or more of these systems don't function correctly.
Students play anatomy games, complete online quizzes, analyze histology data (using NIH imaging software) and communicate results in lab reports, complete shorter writing assignments, conduct "hands on" labs and activities, and research specific topics such as hormones, viruses and the senses. Students regularly engage in virtual "lab meetings" and discussions about the latest topics associated with each system. During the first term, students work individually on a project that looks at the structure and function of a particular type of cell. Students collaborate with classmates in a team project to identify the anatomy and physiology associated with a particular disease during the second term.
The content and pace of the course require students to attend class and complete work regularly; it is expected that students will spend 8-10 hours per week on average in this course. Those who have successfully completed a biology course and are looking for a challenging study of the anatomy and physiology of the human body are good candidates for the course.
Students who have already taken the Virtual High School course "Introduction to Biology" should not take this course.
Learning Objectives:
· To use twenty first century learning tools to communicate, collaborate and present information each week in a virtual anatomy and physiology classroom
· To describe the levels of biological organization, from the cell to the organ system
· To examine the general anatomy and physiology associated with the integumentary, skeletal, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous systems
· To examine the histology of major types of tissues to relate their structure to their function
· To identify the latest research and medical advancements in each of the 11 systems as well as the potential careers associated with anatomy
· To describe how systems work together to ensure homeostasis through positive and negative feedback mechanisms
· To collaborate with a classmate to research that underlying anatomy and physiology associated with a particular disease
Amy Sunke
Appleton eSchool
* - - - * |
Course Title: Anatomy and Physiology Section KC: A Study in Stability
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Successful completion of a full year (or equivalent) of biology
Students must be mature enough to handle urinary and reproductive system content.
Technical requirements: NIH ImageJ (free imaging software)
Description: How can the results of an ECG (EKG) indicate heart pathology? How does a bone grow? What are the latest developments in reproductive medicine? How does the histology of a normal lung compare to that with emphysema? These are among the questions that are addressed in Anatomy and Physiology.
This is an honors level course that is designed to investigate the anatomy and physiology of the 11 major body systems. This course begins with a quick review of biological levels of organization and microscopy and then focuses on both structure and function of the following systems: skeletal system, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous. The course culminates with a look at how the systems work together to ensure homeostasis for the body and what happens when one or more of these systems don't function correctly.
Students play anatomy games, complete online quizzes, analyze histology data (using NIH imaging software) and communicate results in lab reports, complete shorter writing assignments, conduct "hands on" labs and activities, and research specific topics such as hormones, viruses and the senses. Students regularly engage in virtual "lab meetings" and discussions about the latest topics associated with each system. During the first term, students work individually on a project that looks at the structure and function of a particular type of cell. Students collaborate with classmates in a team project to identify the anatomy and physiology associated with a particular disease during the second term.
The content and pace of the course require students to attend class and complete work regularly; it is expected that students will spend 8-10 hours per week on average in this course. Those who have successfully completed a biology course and are looking for a challenging study of the anatomy and physiology of the human body are good candidates for the course.
Students who have already taken the Virtual High School course "Introduction to Biology" should not take this course.
Learning Objectives:
· To use twenty first century learning tools to communicate, collaborate and present information each week in a virtual anatomy and physiology classroom
· To describe the levels of biological organization, from the cell to the organ system
· To examine the general anatomy and physiology associated with the integumentary, skeletal, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous systems
· To examine the histology of major types of tissues to relate their structure to their function
· To identify the latest research and medical advancements in each of the 11 systems as well as the potential careers associated with anatomy
· To describe how systems work together to ensure homeostasis through positive and negative feedback mechanisms
· To collaborate with a classmate to research that underlying anatomy and physiology associated with a particular disease
Kathleen Campbell
Hanover High School
* - - - * |
Course Title: Anatomy and Physiology Section PB: A Study in Stability
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Successful completion of a full year (or equivalent) of biology
Students must be mature enough to handle urinary and reproductive system content.
Technical requirements: NIH ImageJ (free imaging software)
Description: How can the results of an ECG (EKG) indicate heart pathology? How does a bone grow? What are the latest developments in reproductive medicine? How does the histology of a normal lung compare to that with emphysema? These are among the questions that are addressed in Anatomy and Physiology.
This is an honors level course that is designed to investigate the anatomy and physiology of the 11 major body systems. This course begins with a quick review of biological levels of organization and microscopy and then focuses on both structure and function of the following systems: skeletal system, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous. The course culminates with a look at how the systems work together to ensure homeostasis for the body and what happens when one or more of these systems don't function correctly.
Students play anatomy games, complete online quizzes, analyze histology data (using NIH imaging software) and communicate results in lab reports, complete shorter writing assignments, conduct "hands on" labs and activities, and research specific topics such as hormones, viruses and the senses. Students regularly engage in virtual "lab meetings" and discussions about the latest topics associated with each system. During the first term, students work individually on a project that looks at the structure and function of a particular type of cell. Students collaborate with classmates in a team project to identify the anatomy and physiology associated with a particular disease during the second term.
The content and pace of the course require students to attend class and complete work regularly; it is expected that students will spend 8-10 hours per week on average in this course. Those who have successfully completed a biology course and are looking for a challenging study of the anatomy and physiology of the human body are good candidates for the course.
Students who have already taken the Virtual High School course "Introduction to Biology" should not take this course.
Learning Objectives:
· To use twenty first century learning tools to communicate, collaborate and present information each week in a virtual anatomy and physiology classroom
· To describe the levels of biological organization, from the cell to the organ system
· To examine the general anatomy and physiology associated with the integumentary, skeletal, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous systems
· To examine the histology of major types of tissues to relate their structure to their function
· To identify the latest research and medical advancements in each of the 11 systems as well as the potential careers associated with anatomy
· To describe how systems work together to ensure homeostasis through positive and negative feedback mechanisms
· To collaborate with a classmate to research that underlying anatomy and physiology associated with a particular disease
Peggy Babson
Delaware City Schools
* - - - * |
Course Title: Anatomy and Physiology Section TS: A Study in Stability
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Successful completion of a full year (or equivalent) of biology
Students must be mature enough to handle urinary and reproductive system content.
Technical requirements: NIH ImageJ (free imaging software)
Description: How can the results of an ECG (EKG) indicate heart pathology? How does a bone grow? What are the latest developments in reproductive medicine? How does the histology of a normal lung compare to that with emphysema? These are among the questions that are addressed in Anatomy and Physiology.
This is an honors level course that is designed to investigate the anatomy and physiology of the 11 major body systems. This course begins with a quick review of biological levels of organization and microscopy and then focuses on both structure and function of the following systems: skeletal system, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous. The course culminates with a look at how the systems work together to ensure homeostasis for the body and what happens when one or more of these systems don't function correctly.
Students play anatomy games, complete online quizzes, analyze histology data (using NIH imaging software) and communicate results in lab reports, complete shorter writing assignments, conduct "hands on" labs and activities, and research specific topics such as hormones, viruses and the senses. Students regularly engage in virtual "lab meetings" and discussions about the latest topics associated with each system. During the first term, students work individually on a project that looks at the structure and function of a particular type of cell. Students collaborate with classmates in a team project to identify the anatomy and physiology associated with a particular disease during the second term.
The content and pace of the course require students to attend class and complete work regularly; it is expected that students will spend 8-10 hours per week on average in this course. Those who have successfully completed a biology course and are looking for a challenging study of the anatomy and physiology of the human body are good candidates for the course.
Students who have already taken the Virtual High School course "Introduction to Biology" should not take this course.
Learning Objectives:
· To use twenty first century learning tools to communicate, collaborate and present information each week in a virtual anatomy and physiology classroom
· To describe the levels of biological organization, from the cell to the organ system
· To examine the general anatomy and physiology associated with the integumentary, skeletal, muscular, respiratory, circulatory, digestive, urinary, reproductive, immune, endocrine and nervous systems
· To examine the histology of major types of tissues to relate their structure to their function
· To identify the latest research and medical advancements in each of the 11 systems as well as the potential careers associated with anatomy
· To describe how systems work together to ensure homeostasis through positive and negative feedback mechanisms
· To collaborate with a classmate to research that underlying anatomy and physiology associated with a particular disease
Theresa Schwantes
Bay View High School
* - - - * |
Course Title: Animal Behavior and Zoology Section GK
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Biology
Description:
Have you always been interested in animals and their behavior? Do you love to spend time at zoos and aquariums and find animals (and their interactions) fascinating? This course explores the tremendous diversity of animal life and the interconnectedness of different animal species with each other and with humans. The first part of the course explores the classification and characteristics of all the animal phyla, with an emphasis on the evolution of animals and the adaptations that have allowed such diversity to flourish. The second part of the course focuses on many different animal behaviors (including human behavior). We will learn about different types of behaviors – from innate (genetic) behaviors to learned behaviors. The social interactions between animals will be covered in depth as we study courtship, aggression, altruism, and parental behaviors in animals. We will also discuss different careers in the animal sciences as a culminating activity, which should be of great interest to students who wish to pursue their love of animals as their professions. The course will utilize a number of interesting articles, discussions, virtual field trips, activities, videos, and projects to give a wider perspective of the animal kingdom and animal behavior.
Learning Objectives:
By the end of this course, students will:
1. Understand the history of the theory of evolution by natural selection.
2. Know how the environment effects the diversity of life and how organisms will adapt to environmental changes resulting in speciation.
3. Understand how organisms are classified using a phylogenetic approach.
4. Be able to classify animals into their appropriate phyla or class.
5. Know the value of good zoo design in maintaining a healthy animal population.
6. Be able to determine if a behavior is innate or learned.
7. Understand the differences between the different modes of learning, including classical conditioning, operant conditioning, insight learning and punishment.
8. Understand how learning theories are applied in animal training.
9. Be able to list the different types of social behaviors and understand the proximate and ultimate causation of these behaviors (the "how" and the "why" of these behaviors).
10. Be familiar with different careers in animal sciences and how to pursue those careers in their future.
Gregory Kuhr
Metropolitan Learning Center
* - - - * |
Course Title: Animal Behavior and Zoology Section RB
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Biology
Description: Have you always been interested in animals and their behavior? Do you love to spend time at zoos and aquariums and find animals (and their interactions) fascinating? This course explores the tremendous diversity of animal life and the interconnectedness of different animal species with each other and with humans. The first part of the course explores the classification and characteristics of all the animal phyla, with an emphasis on the evolution of animals and the adaptations that have allowed such diversity to flourish. The second part of the course focuses on many different animal behaviors (including human behavior). We will learn about different types of behaviors – from innate (genetic) behaviors to learned behaviors. The social interactions between animals will be covered in depth as we study courtship, aggression, altruism, and parental behaviors in animals. We will also discuss different careers in the animal sciences as a culminating activity, which should be of great interest to students who wish to pursue their love of animals as their professions. The course will utilize a number of interesting articles, discussions, virtual field trips, activities, videos, and projects to give a wider perspective of the animal kingdom and animal behavior.
Learning Objectives:
By the end of this course, students will:
1. Understand the history of the theory of evolution by natural selection.
2. Know how the environment effects the diversity of life and how organisms will adapt to environmental changes resulting in speciation.
3. Understand how organisms are classified using a phylogenetic approach.
4. Be able to classify animals into their appropriate phyla or class.
5. Know the value of good zoo design in maintaining a healthy animal population.
6. Be able to determine if a behavior is innate or learned.
7. Understand the differences between the different modes of learning, including classical conditioning, operant conditioning, insight learning and punishment.
8. Understand how learning theories are applied in animal training.
9. Be able to list the different types of social behaviors and understand the proximate and ultimate causation of these behaviors (the "how" and the "why" of these behaviors).
10. Be familiar with different careers in animal sciences and how to pursue those careers in their future.
Randy Barbarash
Nyack High School
* - - - * |
Course Title: Animal Behavior and Zoology Section RM
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Biology
Description: Have you always been interested in animals and their behavior? Do you love to spend time at zoos and aquariums and find animals (and their interactions) fascinating? This course explores the tremendous diversity of animal life and the interconnectedness of different animal species with each other and with humans. The first part of the course explores the classification and characteristics of all the animal phyla, with an emphasis on the evolution of animals and the adaptations that have allowed such diversity to flourish. The second part of the course focuses on many different animal behaviors (including human behavior). We will learn about different types of behaviors – from innate (genetic) behaviors to learned behaviors. The social interactions between animals will be covered in depth as we study courtship, aggression, altruism, and parental behaviors in animals. We will also discuss different careers in the animal sciences as a culminating activity, which should be of great interest to students who wish to pursue their love of animals as their professions. The course will utilize a number of interesting articles, discussions, virtual field trips, activities, videos, and projects to give a wider perspective of the animal kingdom and animal behavior.
Learning Objectives:
By the end of this course, students will:
1. Understand the history of the theory of evolution by natural selection.
2. Know how the environment effects the diversity of life and how organisms will adapt to environmental changes resulting in speciation.
3. Understand how organisms are classified using a phylogenetic approach.
4. Be able to classify animals into their appropriate phyla or class.
5. Know the value of good zoo design in maintaining a healthy animal population.
6. Be able to determine if a behavior is innate or learned.
7. Understand the differences between the different modes of learning, including classical conditioning, operant conditioning, insight learning and punishment.
8. Understand how learning theories are applied in animal training.
9. Be able to list the different types of social behaviors and understand the proximate and ultimate causation of these behaviors (the "how" and the "why" of these behaviors).
10. Be familiar with different careers in animal sciences and how to pursue those careers in their future.
Regina McGillivray
Natick High School
* - - - * |
Course Title: Animation and Effects Section DR: Flash MX Basics
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: * Access to e-mail.
* Intermediate computer skills (the ability to: browse to located files, attach documents, resize application windows, find menu items in a menu bar).
* Computer Requirements: Pentium class PC with Windows 98 or higher operating system, 128MB of available RAM, 85 MB of available disk space, 1024 x 768 - 16 bit (thousands of colors) display or better, the ability to hear/playback sound, and not restricted from downloading and uploading files.
* NOTE: After enrolling, the Site Coordinator should immediately contact course instructor so software may be sent for installation in a timely manner.
Description:
Have you ever seen animated images on the internet and wondered, "How did they do that?" or "How can I do that?" If so, then this course is for you. Using Macromedia Flash MX 2004, you will develop the skills to create simple cartoon animations, interactive buttons, and other 2D and 3D dynamic graphics. This course is designed for the student who has never used Flash before.
You will begin by learning the various tools in Flash. Using the tools, you will design simple graphics and develop skills to make them move. Each week more skills and techniques will be introduced until you are able to generate more professional looking and sounding animations. As you develop your ability to animate, you will also develop your skills in design.
You will be expected to read and follow specific instructions which will be provided through web pages and course documents. You will be given design challenges that will put your new skills to use. You will even be a part of a collaborative group project. Your ability to communicate your design ideas, your successful work (or disappointments), and your opinions is a large part of this course. Be prepared to critique the work of your peers, answer questions, and debate in an open forum.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
Students enrolled in Animations and Effects: Flash MX Basics will learn and apply skills specific to Macromedia Flash MX (see course syllabus for more details) while...
· Further developing their creativity.
· Preparing, producing, and editing creative, original animated works.
· Analyzing and evaluating one's own work, the work of peers, and the work of professional artists.
· Organizing and presenting a body of their work to others.
· Practicing and further developing written communication skills.
· Working collaboratively.
Diane Rodriguez
Westborough High School
* - - - * |
Course Title: Animation and Effects Section KGW: Flash MX Basics
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: * Access to e-mail.
* Intermediate computer skills (the ability to: browse to located files, attach documents, resize application windows, find menu items in a menu bar).
* Computer Requirements: Pentium class PC with Windows 98 or higher operating system, 128MB of available RAM, 85 MB of available disk space, 1024 x 768 - 16 bit (thousands of colors) display or better, the ability to hear/playback sound, and not restricted from downloading and uploading files.
* NOTE: After enrolling, the Site Coordinator should immediately contact course instructor so software may be sent for installation in a timely manner.
Description:
Have you ever seen animated images on the Internet and wondered, "How did they do that?" or "How can I do that?" If so, then this course is for you. Using Macromedia Flash MX 2004, you will develop the skills to create simple cartoon animations, interactive buttons, and other 2D and 3D dynamic graphics. This course is designed for the student who has never used Flash before.
You will begin by learning the various tools in Flash MX 2004. Using the tools, you will design simple graphics and develop skills to make them move. Each week more skills and techniques will be introduced until you are able to generate more professional looking and sounding animations. As you develop your ability to animate, you will also develop your skills in design.
You will be expected to read and follow specific instructions which will be provided through web pages and course documents. You will be given design challenges that will put your new skills to use. You will even be a part of a collaborative group project. Your ability to communicate your design ideas, your successful work (or disappointments), and your opinions is a large part of this course. Be prepared to critique the work of your peers, answer questions, and debate in an open forum.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
Students enrolled in Animations and Effects: Flash MX Basics will learn and apply skills specific to Macromedia Flash MX 2004 while...
· Further developing their creativity
· Preparing, producing, and editing creative, original animated works
· Analyzing and evaluating one's own work, the work of peers, and the work of professional artists
· Organizing and presenting a body of their work to others
· Practicing and further developing written communication skills
· Working collaboratively.
Karen Wood
Northland Christian School
* - - - * |
Course Title: Animation and Effects Section RW: Flash MX Basics
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: * Access to e-mail.
* Intermediate computer skills (the ability to: browse to located files, attach documents, resize application windows, find menu items in a menu bar).
* Computer Requirements: Pentium class PC with Windows 98 or higher operating system, 128MB of available RAM, 85 MB of available disk space, 1024 x 768 - 16 bit (thousands of colors) display or better, the ability to hear/playback sound, and not restricted from downloading and uploading files.
* NOTE: After enrolling, the Site Coordinator should immediately contact course instructor so software may be sent for installation in a timely manner.
Description: Have you ever seen animated images on the internet and wondered, "How did they do that?" or "How can I do that?" If so, then this course is for you. Using Macromedia Flash MX 2004, you will develop the skills to create simple cartoon animations, interactive buttons, and other 2D and 3D dynamic graphics. This course is designed for the student who has never used Flash before.
You will begin by learning the various tools in Flash. Using the tools, you will design simple graphics and develop skills to make them move. Each week more skills and techniques will be introduced until you are able to generate more professional looking and sounding animations. As you develop your ability to animate, you will also develop your skills in design.
Assignments for the course will be provided through web pages and course documents. You will be expected to read and follow specific instructions to complete the assignments. You will be given design challenges that will put your new skills to use. You will even be a part of a collaborative group project. Your ability to communicate your design ideas, your successful work (or disappointments), and your opinions is a large part of this course. Be prepared to critique the work of your peers, answer questions, and debate in an open forum.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
Students enrolled in Animations and Effects: Flash MX Basics will learn and apply skills specific to Macromedia Flash MX (see course syllabus for more details) while...
· Further developing their creativity.
· Preparing, producing, and editing creative, original animated works.
· Analyzing and evaluating one's own work, the work of peers, and the work of professional artists.
· Organizing and presenting a body of their work to others.
· Practicing and further developing written communication skills.
· Working collaboratively.
Richard Wilson
Dumont High School
* - - - * |
Course Title: AP® Art History
Discipline: Arts
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
The study of art production throughout humankind in historic as well as prehistoric times produces a unique perspective of the era under scrutiny. The visual language of human beings speaks more directly and immediately through the age than any other form of human communication.
The function of the art is not only to show life as it is, but to show life as it should be.
-W.E.B. DuBois
“According to the dictionary, something is important if it has ‘much significance or consequence’; to be significant, an activity must be ‘expressive of meaning’; to have consequence it must have ‘an effect or result’...art is important because it expresses meanings and because it creates effects and results.”
-Edmund B. Feldman
Students will acquire a comprehensive knowledge of historically significant artists, movements, aesthetic theories and practices, ranging from the prehistoric times to the significant contributions in the 21st Century. Art production of all cultures will be studies in relative proportion to their representation on the Art History Advanced Placement Exam. Students will see the development of trends, movements and events in art, how they reflected and affected the times in which they occurred, gaining insight into typically misunderstood topics pertaining to the visual arts. Students will research and write knowledgeably on a number of art history topics, reflecting and synthesizing their own theories on the many works they will see in virtual museums and collections.. They will be expected through carefully structured assignments, to exhibit an extensive scholarship in conjunction with these experiences.
*** Note: Before enrolling in this course please read the
VHS AP Course Policy
Learning Objectives:
Be introduced to the discipline of art history and gain an understanding of the mechanisms of that field of study.
Visually "read" and understand a work of art.
Understand the impact of art in human affairs.
Be able to associate individual works of art/artists with major art movements.
Develop your own informed opinions and responses to works of art
Demonstrate grasp of the above objectives on the AP Art History Examination
Pamela Hudson
Cornwall Central High School
* - - - * |
Course Title: AP® Art History Section EH
Discipline: Arts
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Access to Adobe Reader, Java, and Quicktime, audio capabilities, access to a printer and digital camera, microphone recording capability preferred but not required.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
The study of art production throughout humankind in historic as well as prehistoric times produces a unique perspective of the era under scrutiny. The visual language of human beings speaks more directly and immediately through the age than any other form of human communication.
The function of the art is not only to show life as it is, but to show life as it should be.
-W.E.B. DuBois
“According to the dictionary, something is important if it has ‘much significance or consequence’; to be significant, an activity must be ‘expressive of meaning’; to have consequence it must have ‘an effect or result’...art is important because it expresses meanings and because it creates effects and results.”
-Edmund B. Feldman
Students will acquire a comprehensive knowledge of historically significant artists, movements, aesthetic theories and practices, ranging from the prehistoric times to the significant contributions in the 21st Century. Art production of all cultures will be studies in relative proportion to their representation on the Art History Advanced Placement Exam. Students will see the development of trends, movements and events in art, how they reflected and affected the times in which they occurred, gaining insight into typically misunderstood topics pertaining to the visual arts. Students will research and write knowledgeably on a number of art history topics, reflecting and synthesizing their own theories on the many works they will see in virtual museums and collections.. They will be expected through carefully structured assignments, to exhibit an extensive scholarship in conjunction with these experiences.
*** Note: Before enrolling in this course please read the
VHS AP Course Policy
Learning Objectives:
Be introduced to the discipline of art history and gain an understanding of the mechanisms of that field of study.
Visually "read" and understand a work of art.
Understand the impact of art in human affairs.
Be able to associate individual works of art/artists with major art movements.
Develop your own informed opinions and responses to works of art
Demonstrate grasp of the above objectives on the AP Art History Examination
Erin Holub
Coventry High School
* - - - * |
Course Title: AP® Biology Section KL
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Biology and Chemistry
Description:
Are you a highly motivated student who is interested in taking a college-level course in Biology? Have you already successfully completed an introductory Biology class and you want to learn more? The Advanced Placement course in Biology is equivalent to a full-year Freshman Biology course taught at any major University. You will be reading the same text that is used at many major colleges and universities, and we will be working at a rigorous pace to cover the material and prepare you for the Advanced Placement Examination in May. Upon successful completion of the exam, you may receive college credit and you will certainly be well-prepared for any Biology course in your future.
This class will build upon your prior knowledge of Biology. We will discuss topics such as molecular genetics, biochemistry, human anatomy and physiology, cell biology, plant biology and ecology. Using your text, the Internet, class discussions, and projects, we will cover a tremendous amount of material in order to give you a complete understanding of the study of biology. Biweekly examinations will test your knowledge of the material as well as prepare you for the AP examination. Due to the volume and level of the material, this course is designed to challenge extremely motivated students who have a strong interest in the Biological Sciences.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To familiarize students with the terminology and concepts of Biology using a theme-oriented approach that emphasizes concepts and science as a process over knowledge of facts.
2. To enhance problem-solving skills of students using "virtual" labs, projects, and class discussions.
3. To strengthen students’ communication skills with the use of written assignments, essays, and research papers.
4. To prepare students for further study in the Biological Sciences.
Kristin Little
Gloucester City Jr-Sr High School
* - - - * |
Course Title: AP® Calculus AB Section DM
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Four courses of secondary mathematics designed for the college bound student: courses covering algebra, geometry, trigonometry, analytic geometry, elementary functions and their notations.
Students should have graphing calculators and access to a scanner. From the College Board’s calculator policy: “The use of a graphing calculator is considered an integral part of the AP Calculus course, and is permissible on parts of the AP Calculus Exams. Students should use this technology on a regular basis so that they become adept at using their graphing calculators. Students should also have experience with the basic paper-and-pencil techniques of calculus and be able to apply them when technological tools are unavailable or inappropriate.”
To read more about the College Board’s policy on calculators and to obtain a list of calculators allowed on the AP Calculus AB exam, go to:
<http://www.collegeboard.com/student/testing/ap/calculus_ab/calc.html?calcab>
Description:
The first two weeks will be used to introduce the students to each other, the on-line software and the concepts of a VHS workweek. From week 3 on, the students will cover a minimum of two to three sections from the book in a week (depending on scheduled tests and workload), have group and individual homework assignments, and will visit the web to help find resources for answering questions in mathematics. Students will have the opportunity to do some labs that review material and vocabulary from algebra through pre-calculus. In addition, the following Labs will be offered, most as extra assignments for students who have the material in hand and have the time: Golf Balls I, Latitude, All Sports Pass, Coin Tossing, Golf Balls II, Oil Tanks, Conical Drinking Cup, Biorhythms and Powers of Sines and Cosines.
The majority of the work in this class will be homework assignments. This will consist of practice problems where students can access help from other students via established groups, and problems for credit, which is not group work. Each week the students are expected to submit a solution for Question of the Week, an AP Calculus exam question from a previous test. This will acquaint the students with the set up of the exam questions; the vocabulary and time limits imposed for answering AP Calculus exam questions. There are a number of activities to keep the students in touch with each other so they can use the entire knowledge of the class as a resource for answering questions or concerns.
There are several activities to help student search the web to find helpful calculus tutorials. Students will use the web resources they find to help them with problems that require immediate answers. Another activity will have students research the web and identify sites that will be useful for explaining mathematical problems. Through their research on the web, group work and an excellent text, the students will be able to build a robust list of resources that will serve them throughout their academic career.
"This course consists of a full high school academic year of work that is comparable to calculus courses taken in college. It is expected that students who take an AP course in Calculus will seek college credit, college placement, or both, from institutes of higher learning". This quote and most of the following topics to be discussed come from The College Board's AP Calculus description, commonly called the "acorn book".
*** Note: Before enrolling in this course please read the VHS AP Course Policy
**Please Note: This course may not be appropriate for students with specific accessibility limitations. Please refer to the VHS Handbook policy on Special Education/Equity for more information. If you need additional assistance, please let us know at service.goVHS.org."
Learning Objectives:
_ Understand the Topics.
_ Use the Topics appropriately.
_ Apply the Topics correctly.
_ Demonstrate knowledge of the Topics.
_ Understand BlackBoard
Donna Mcburney
Southern Rhode Island Collaborative (SORICO)
* - - - * |
Course Title: AP® Calculus AB Section KC
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Four courses of secondary mathematics designed for the college bound student: courses covering algebra, geometry, trigonometry, analytic geometry, elementary functions and their notations. Students should have graphing calculators and access to a scanner..
Description: The first two weeks will be used to introduce the students to each other, the on-line software and the concepts of a VHS workweek. From week 3 on, the students will cover a minimum of two to three sections from the book in a week (depending on scheduled tests and workload), have group and individual homework assignments, and will visit the web to help find resources for answering questions in mathematics. Students will have the opportunity to do some labs that review material and vocabulary from algebra through pre-calculus. In addition, the following Labs will be offered, most as extra assignments for students who have the material in hand and have the time: Golf Balls I, Latitude, All Sports Pass, Coin Tossing, Golf Balls II, Oil Tanks, Conical Drinking Cup, Biorhythms and Powers of Sines and Cosines.
The majority of the work in this class will be homework assignments. This will consist of practice problems where students can access help from other students via established groups, and problems for credit, which is not group work. Each week the students are expected to submit a solution for Question of the Week, an AP Calculus exam question from a previous test. This will acquaint the students with the set up of the exam questions; the vocabulary and time limits imposed for answering AP Calculus exam questions. There are a number of activities to keep the students in touch with each other so they can use the entire knowledge of the class as a resource for answering questions or concerns.
There are several activities to help student search the web to find helpful calculus tutorials. Students will use the web resources they find to help them with problems that require immediate answers. Another activity will have students research the web and identify sites that will be useful for explaining mathematical problems. Through their research on the web, group work and an excellent text the students will be able to build a robust list of resources that will serve them throughout their academic career.
"This course consists of a full high school academic year of work that is comparable to calculus courses taken in college. It is expected that students who take an AP course in Calculus will seek college credit, college placement, or both, from institutes of higher learning". This quote and most of the following topics to be discussed come from The College Board's AP Calculus description, commonly called the "acorn book".
*** Note: Before enrolling in this course please read the VHS AP Course Policy
**Please Note: This course may not be appropriate for students with specific accessibility limitations. Please refer to the VHS Handbook policy on Special Education/Equity for more information. If you need additional assistance, please let us know at service.goVHS.org."
Learning Objectives:
_ Understand the Topics.
_ Use the Topics appropriately.
_ Apply the Topics correctly.
_ Demonstrate knowledge of the Topics.
_ Understand BlackBoard
Kathy Casparius
Cony High School
* - - - * |
Course Title: AP® Calculus BC Section JT
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Four courses of secondary mathematics designed for the college bound student: courses
covering algebra, geometry, trigonometry, analytic geometry, elementary functions and their notations. Students should have graphing calculators and access to a scanner.
Description:
The VHS AP Calculus BC course is a full academic-year course. It is a challenging course designed for high school students who have completed four years of secondary mathematics courses such as Algebra, Geometry, Advanced Algebra, Trigonometry/Pre-Calculus (which includes some Analytic Geometry and elementary functions). Work is comparable to that required in most college and university Calculus courses. Students should plan on taking the AP Calculus BC exam offered in May. Successful completion of the AP Exam may provide students with the opportunity to receive college credit.
The AP Calculus BC course covers all topics in the AP Calculus AB course plus the following additional topics:
Parametric, polar and vector functions
Slope Fields
Euler's method
L'Hopital's Rule
Improper Integrals
Logistic differential equations
Polynomial approximations and Series
Taylor Series
Emphasis is on conceptual understanding. However, facility with manipulation and computational skills are important outcomes. Students should expect the course as well as the AP Exam to truly push the depth of their understanding of mathematics generally and calculus specifically. Areas of emphasis From the College Board’s online resourse for AP Calculus at http://apcentral.collegeboard.com/repository/ap03_cd_calculus_0405_4313.pdf
- Students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations.
- Students should understand the meaning of the derivative in terms of a rate of change and local linear approximation and should be able to use derivatives to solve a variety of problems.
- Students should understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems.
- Students should understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.
Students will be expected to complete daily/weekly assignments and regular quizzes and exams. Each student will need a graphing calculator such as the TI-83 or equivalent and knowledge on how to work with their calculator. As in most online courses the student will be required to do a significant amount of independent learning. Individual responsibility, good work habits, discipline and organization will be important attributes for success.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
· Understand the Topics.
· Use the Topics appropriately.
· Apply the Topics correctly.
· Demonstrate knowledge of the Topics.
Jennifer Townsend
Windsor VT High School
* - - - * |
Course Title: AP® Calculus BC Section MW
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Four courses of secondary mathematics designed for the college bound student: courses covering algebra, geometry, trigonometry, analytic geometry, elementary functions and their notations. Students should have graphing calculators, access to a scanner and access to MS PowerPoint or a PowerPoint Viewer.
Description:
The VHS AP Calculus BC course is a full academic-year course. It is a challenging course designed for high school students who have completed four years of secondary mathematics courses such as Algebra, Geometry, Advanced Algebra, Trigonometry/Pre-Calculus (which includes some Analytic Geometry and elementary functions). Work is comparable to that required in most college and university Calculus courses. Students should plan on taking the AP Calculus BC exam offered in May. Successful completion of the AP Exam may provide students with the opportunity to receive college credit.
The AP Calculus BC course covers all topics in the AP Calculus AB course plus the following additional topics:
Parametric, polar and vector functions
Slope Fields
Euler's method
L'Hopital's Rule
Improper Integrals
Logistic differential equations
Polynomial approximations and Series
Taylor Series
Emphasis is on conceptual understanding. However, facility with manipulation and computational skills are important outcomes. Students should expect the course as well as the AP Exam to truly push the depth of their understanding of mathematics generally and calculus specifically. Areas of emphasis From the College Board’s online resourse for AP Calculus at http://apcentral.collegeboard.com/repository/ap03_cd_calculus_0405_4313.pdf
- Students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations.
- Students should understand the meaning of the derivative in terms of a rate of change and local linear approximation and should be able to use derivatives to solve a variety of problems.
- Students should understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems.
- Students should understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.
Students will be expected to complete daily/weekly assignments and regular quizzes and exams. Each student will need a graphing calculator such as the TI-83 or equivalent and knowledge on how to work with their calculator. As in most online courses the student will be required to do a significant amount of independent learning. Individual responsibility, good work habits, discipline and organization will be important attributes for success.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
· Understand the Topics.
· Use the Topics appropriately.
· Apply the Topics correctly.
· Demonstrate knowledge of the Topics.
Matthew Whitney
South Hadley High School
* - - - * |
Course Title: AP® Calculus BC Section PA
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Four courses of secondary mathematics designed for the college bound student: courses covering algebra, geometry, trigonometry, analytic geometry, elementary functions and their notations. Students should have graphing calculators, access to a scanner and access to MS PowerPoint or a PowerPoint Viewer.
Description:
The VHS AP Calculus BC course is a full academic-year course. It is a challenging course designed for high school students who have completed four years of secondary mathematics courses such as Algebra, Geometry, Advanced Algebra, Trigonometry/Pre-Calculus (which includes some Analytic Geometry and elementary functions). Work is comparable to that required in most college and university Calculus courses. Students should plan on taking the AP Calculus BC exam offered in May. Successful completion of the AP Exam may provide students with the opportunity to receive college credit.
The AP Calculus BC course covers all topics in the AP Calculus AB course plus the following additional topics:
Parametric, polar and vector functions
Slope Fields
Euler's method
L'Hopital's Rule
Improper Integrals
Logistic differential equations
Polynomial approximations and Series
Taylor Series
Emphasis is on conceptual understanding. However, facility with manipulation and computational skills are important outcomes. Students should expect the course as well as the AP Exam to truly push the depth of their understanding of mathematics generally and calculus specifically. Areas of emphasis From the College Board’s online resourse for AP Calculus at http://apcentral.collegeboard.com/repository/ap03_cd_calculus_0405_4313.pdf
- Students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations.
- Students should understand the meaning of the derivative in terms of a rate of change and local linear approximation and should be able to use derivatives to solve a variety of problems.
- Students should understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems.
- Students should understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.
Students will be expected to complete daily/weekly assignments and regular quizzes and exams. Each student will need a graphing calculator such as the TI-83 or equivalent and knowledge on how to work with their calculator. As in most online courses the student will be required to do a significant amount of independent learning. Individual responsibility, good work habits, discipline and organization will be important attributes for success.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
· Understand the Topics.
· Use the Topics appropriately.
· Apply the Topics correctly.
· Demonstrate knowledge of the Topics.
Peter Atlas
Concord-Carlisle High School
* - - - * |
Course Title: AP® Computer Science A Section BM
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Windows machine is required with: Microsoft Word, Acrobat Reader, and WinZip available. Downloading and installation of Java programming environment will be assigned in Week 2 of this course, and may require extensive local tech support.
Some prior exposure to computer programming is recommended before enrolling.
Description: Advanced Placement Computer Science is designed to prepare you for the AP Computer Science Exam A. The course is a project-oriented study of computer science using the Java programming language.
In this course you can look forward to developing algorithms, mastering a subset of the Java language, exploring object-oriented design, and being exposed to GUI and applet development.
Each student should be prepared to function as a logical thinker with a willingness to devote ample time to developing solutions to complex challenges. Projects in the course demand a thoughtful and organized approach to problem solving as well as a strong attention to precise detail and the time necessary to experiment with possible solutions.
But, more than that, it should be noted that this is a serious hands-on programming course. It is designed to present you with the volume, pace and complexity of material required to prepare you for the AP Computer Science Exam in the Spring. It is the equivalent of an honors level course.
Projects involve terminology and a way of organizing thoughts that are peculiar to coding. And those same projects require the mastery of the intricacies of object-oriented programming, including such concepts as data typing and structuring, string manipulation, conditional predicate logic, recursion, parameter passing, array sorting, and inheritance.
For all of these reasons:
- the course moves quickly
- there are a lot of concepts to cover and a lot of skills to master
- the requirements for passing the AP Comp Sci test are significant
some prior exposure to computer programming is recommended before enrolling.
This can take the form of self-study in programming concepts, experience in coding (in any language), or the completion of a previous computer course that covered the essential elements of programming.
This course can open up a new world of ideas, initiate you into a fascinating global subculture, and expose you to a remarkable pattern of thinking that can be useful in other parts of your life. But some prior preparation for immersion in this world is highly recommended.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To be able to design and implement computer-based solutions to problems in a variety of applications.
2. To be able to use and implement well-known algorithms.
3. To be able to develop and select appropriate algorithms and data structures to solve problems.
4. To be able to code fluently in an object-oriented paradigm using the Java programming language.
5. To be able to use standard Java library classes from the AP Java subset.
6. To be able to read and understand the AP GridWorld Cas
Barbara Mckeon
Doherty High School
* - - - * |
Course Title: AP® Computer Science A Section JM
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Windows machine is required with: Microsoft Word, Acrobat Reader, and WinZip available. Downloading and installation of Java programming environment will be assigned in Week 2 of this course, and may require extensive local tech support.
Some prior exposure to computer programming is recommended before enrolling.
Description: Advanced Placement Computer Science is designed to prepare you for the AP Computer Science Exam A. The course is a project-oriented study of computer science using the Java programming language.
In this course you can look forward to developing algorithms, mastering a subset of the Java language, exploring object-oriented design, and being exposed to GUI and applet development.
Each student should be prepared to function as a logical thinker with a willingness to devote ample time to developing solutions to complex challenges. Projects in the course demand a thoughtful and organized approach to problem solving as well as a strong attention to precise detail and the time necessary to experiment with possible solutions.
But, more than that, it should be noted that this is a serious hands-on programming course. It is designed to present you with the volume, pace and complexity of material required to prepare you for the AP Computer Science Exam in the Spring. It is the equivalent of an honors level course.
Projects involve terminology and a way of organizing thoughts that are peculiar to coding. And those same projects require the mastery of the intricacies of object-oriented programming, including such concepts as data typing and structuring, string manipulation, conditional predicate logic, recursion, parameter passing, array sorting, and inheritance.
For all of these reasons:
- the course moves quickly
- there are a lot of concepts to cover and a lot of skills to master
- the requirements for passing the AP Comp Sci test are significant
some prior exposure to computer programming is recommended before enrolling.
This can take the form of self-study in programming concepts, experience in coding (in any language), or the completion of a previous computer course that covered the essential elements of programming.
This course can open up a new world of ideas, initiate you into a fascinating global subculture, and expose you to a remarkable pattern of thinking that can be useful in other parts of your life. But some prior preparation for immersion in this world is highly recommended.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To be able to design and implement computer-based solutions to problems in a variety of applications.
2. To be able to use and implement well-known algorithms.
3. To be able to develop and select appropriate algorithms and data structures to solve problems.
4. To be able to code fluently in an object-oriented paradigm using the Java programming language.
5. To be able to use standard Java library classes from the AP Java subset.
6. To be able to read and understand the AP Marine Biology Simulation Case Study, a large program consisting of several classes and interacting objects.
Josh Murphy
Burlington MA High School
* - - - * |
Course Title: AP® Computer Science A Section RM
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Windows machine is required with: Microsoft Word, Acrobat Reader, and WinZip available. Downloading and installation of Java programming environment will be assigned in Week 2 of this course, and may require extensive local tech support.
Some prior exposure to computer programming is recommended before enrolling.
Description: Advanced Placement Computer Science is designed to prepare you for the AP Computer Science Exam A. The course is a project-oriented study of computer science using the Java programming language.
In this course you can look forward to developing algorithms, mastering a subset of the Java language, exploring object-oriented design, and being exposed to Graphical User Interface (GUI) and Java-applet development.
Each student should be prepared to function as a logical thinker with a willingness to devote ample time to developing solutions to complex challenges. Projects in the course demand a thoughtful and organized approach to problem solving as well as a strong attention to precise detail and the time necessary to experiment with possible solutions.
But, more than that, it should be noted that this is a serious hands-on programming course. It is designed to present you with the volume, pace and complexity of material required to prepare you for the AP Computer Science Exam in the Spring. It is the equivalent of an honors level course.
Projects involve terminology and a way of organizing thoughts that are peculiar to software development. These same projects require the mastery of the intricacies of object-oriented programming, including such concepts as data typing and structuring, string manipulation, conditional predicate logic, recursion, parameter passing, array sorting, and inheritance.
For all of these reasons:
- the course moves quickly
- there are a lot of concepts to cover and a lot of skills to master
- the requirements for passing the AP Comp Science test are significant
Some prior exposure to computer programming is recommended before enrolling. This can take the form of self-study in programming concepts, experience in coding (in any language), or the completion of a previous computer course that covered the essential elements of programming.
This course can open up a new world of ideas, initiate you into a fascinating global subculture, and expose you to a remarkable pattern of thinking that can be useful in other parts of your life. But some prior preparation for immersion in this world is highly recommended.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To be able to design and implement computer-based solutions to problems in a variety of applications.
2. To be able to use and implement well-known algorithms.
3. To be able to develop and select appropriate algorithms and data structures to solve problems.
4. To be able to code fluently in an object-oriented paradigm using the Java programming language.
5. To be able to use standard Java library classes from the AP Java subset.
6. To be able to read and understand the AP Marine Biology Simulation Case Study, a large program consisting of several classes and interacting objects.
Richard MacDonald
David Brearley High School
* - - - * |
Course Title: AP® Computer Science A Section WS
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Windows machine is required with: Microsoft Word, Acrobat Reader, and WinZip available. Downloading and installation of Java programming environment will be assigned in Week 2 of this course, and may require extensive local tech support.
Some prior exposure to computer programming is recommended before enrolling.
Description: Advanced Placement Computer Science is designed to prepare you for the AP Computer Science Exam A. The course is a project-oriented study of computer science using the Java programming language.
In this course you can look forward to developing algorithms, mastering a subset of the Java language, exploring object-oriented design, and being exposed to GUI and applet development.
Each student should be prepared to function as a logical thinker with a willingness to devote ample time to developing solutions to complex challenges. Projects in the course demand a thoughtful and organized approach to problem solving as well as a strong attention to precise detail and the time necessary to experiment with possible solutions.
But, more than that, it should be noted that this is a serious hands-on programming course. It is designed to present you with the volume, pace and complexity of material required to prepare you for the AP Computer Science Exam in the Spring. It is the equivalent of an honors level course.
Projects involve terminology and a way of organizing thoughts that are peculiar to coding. And those same projects require the mastery of the intricacies of object-oriented programming, including such concepts as data typing and structuring, string manipulation, conditional predicate logic, recursion, parameter passing, array sorting, and inheritance.
For all of these reasons:
- the course moves quickly
- there are a lot of concepts to cover and a lot of skills to master
- the requirements for passing the AP Comp Sci test are significant
some prior exposure to computer programming is recommended before enrolling.
This can take the form of self-study in programming concepts, experience in coding (in any language), or the completion of a previous computer course that covered the essential elements of programming.
This course can open up a new world of ideas, initiate you into a fascinating global subculture, and expose you to a remarkable pattern of thinking that can be useful in other parts of your life. But some prior preparation for immersion in this world is highly recommended.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To be able to design and implement computer-based solutions to problems in a variety of applications.
2. To be able to use and implement well-known algorithms.
3. To be able to develop and select appropriate algorithms and data structures to solve problems.
4. To be able to code fluently in an object-oriented paradigm using the Java programming language.
5. To be able to use standard Java library classes from the AP Java subset.
6. To be able to read and understand the AP Marine Biology Simulation Case Study, a large program consisting of several classes and interacting objects.
William Sanford
New Britain High School
* - - - * |
Course Title: AP® Economics Section CB: Micro and Macro
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Good reading ability is a must. We will be reading a minimum of one chapter per week in an AP textbook. If you are unfamiliar with AP materials, these are college textbooks. Basic mathematics and graphing skills required. Active participation is a big part of this course; your active participation, especially. Being self motivated and able to work in small groups is also a plus.
Description: Economics is a social science which addresses how society allocates (distributes) limited resources (e.g. - goods and services). It is a “science” because it is governed by quantifiable laws designed to predict likely outcomes. It is a “social” science, as opposed to a natural science, because its laws are based upon social, as opposed to natural occurrences. This course will prepare the student for both the AP Micro and Macroeconomics exams. Each exam consists of 60 multiple choice questions and three free-response essay questions. More than 2800 colleges and universities give credit for passing the AP exam, enabling the student to move on to more advanced level courses. Students taking AP courses in VHS are required to take their respective AP exams in May.
WARNING: THIS COURSE COULD BE DANGEROUS TO YOUR THINKING THAT BUSINESS AND GOVERNMENT ARE HERE TO HELP YOU.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To develop economic thinking skills to gain an understanding of our role in the economy.
2. An understanding of scarcity, the need to make a choice and the opportunity cost of such choices.
3. An understanding of the graphs and interpretation of those graphs. Applying graphs to real world scenarios.
4. Learning the basics of economic concepts examining how business has an effect on how the economy operates.
5. Recognize the far-reaching effects of those business decisions on the economy as a whole.
6. All the fundamental knowledge and skills necessary to be successful on the Advanced Placement exams at the end of the spring semester.
Charles Bowers
Malden High School
* - - - * |
Course Title: AP® Economics Section JK1: Micro and Macro
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Good reading ability is a must. We will be reading a minimum of one chapter per week in an AP textbook. If you are unfamiliar with AP materials, these are college textbooks. Basic mathematics and graphing skills required. Active participation is a big part of this course; your active participation, especially. Being self motivated and able to work in small groups is also a plus.
Description: Economics is a social science which addresses how society allocates (distributes) limited resources (e.g. - goods and services). It is a “science” because it is governed by quantifiable laws designed to predict likely outcomes. It is a “social” science, as opposed to a natural science, because its laws are based upon social, as opposed to natural occurrences. This course will prepare the student for both the AP Micro and Macroeconomics exams. Each exam consists of 60 multiple choice questions and three free-response essay questions. More than 2800 colleges and universities give credit for passing the AP exam, enabling the student to move on to more advanced level courses. Students taking AP courses in VHS are required to take their respective AP exams in May.
WARNING: THIS COURSE COULD BE DANGEROUS TO YOUR THINKING THAT BUSINESS AND GOVERNMENT ARE HERE TO HELP YOU.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To develop economic thinking skills to gain an understanding of our role in the economy.
2. An understanding of scarcity, the need to make a choice and the opportunity cost of such choices.
3. An understanding of the graphs and interpretation of those graphs. Applying graphs to real world scenarios.
4. Learning the basics of economic concepts examining how business has an effect on how the economy operates.
5. Recognize the far-reaching effects of those business decisions on the economy as a whole.
6. All the fundamental knowledge and skills necessary to be successful on the Advanced Placement exams at the end of the spring semester.
Jean Kiekel
Virtual High School
* - - - * |
Course Title: AP® Economics Section JK2: Micro and Macro
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Good reading ability is a must. We will be reading a minimum of one chapter per week in an AP textbook. If you are unfamiliar with AP materials, these are college textbooks. Basic mathematics and graphing skills required. Active participation is a big part of this course; your active participation, especially. Being self motivated and able to work in small groups is also a plus.
Description: Economics is a social science which addresses how society allocates (distributes) limited resources (e.g. - goods and services). It is a “science” because it is governed by quantifiable laws designed to predict likely outcomes. It is a “social” science, as opposed to a natural science, because its laws are based upon social, as opposed to natural occurrences. This course will prepare the student for both the AP Micro and Macroeconomics exams. Each exam consists of 60 multiple choice questions and three free-response essay questions. More than 2800 colleges and universities give credit for passing the AP exam, enabling the student to move on to more advanced level courses. Students taking AP courses in VHS are required to take their respective AP exams in May.
WARNING: THIS COURSE COULD BE DANGEROUS TO YOUR THINKING THAT BUSINESS AND GOVERNMENT ARE HERE TO HELP YOU.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. To develop economic thinking skills to gain an understanding of our role in the economy.
2. An understanding of scarcity, the need to make a choice and the opportunity cost of such choices.
3. An understanding of the graphs and interpretation of those graphs. Applying graphs to real world scenarios.
4. Learning the basics of economic concepts examining how business has an effect on how the economy operates.
5. Recognize the far-reaching effects of those business decisions on the economy as a whole.
6. All the fundamental knowledge and skills necessary to be successful on the Advanced Placement exams at the end of the spring semester.
Jean Kiekel
Virtual High School
* - - - * |
Course Title: AP® English Language and Composition Section MM
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: The AP English Language and Composition course is devoted to the study of argument and persuasion or what has traditionally been called rhetoric. The course is intended to help students become effective readers and writers. The goal is to understand how messages are conveyed and arguments are structured. Because most media is at some level rhetorical, that is it has a point of view the reader, viewer, or listener is expected to accept, it is important to recognize how our view of the world is being shaped by what we read, view, or hear. It is also important that as writers we understand how best to communicate our own point of view in a way that others will find reasonable even if they do not agree. The purpose of this course is to allow students to explore how to express reasonable points of view and to communicate views effectively.
The AP Language and Composition test assesses a student's ability to recognize how arguments are made, the audiences to whom they are made, and the author's purpose in making those arguments. The test also expects that students will be able to recognize the rhetorical tricks of the trade an author employs to convey the argument and make it more agreeable to the reader. It is expected that the student will be able to identify the stylistic devices that characterize a writer's work, at least in a given passage. Stylistic analysis is probably the aspect of the Language and Composition course that is most like traditional literary analysis; this is where students focus on elements in a text such as imagery, metaphor, and allusion. It is important to remember that style is often a writer's fingerprint. Instead of looking at the literary devices employed by a text to understand how they help to tell a story, we will be looking at them to understand how they define a writer's unique style and how a writer uses style to shape an argument. The test also asks students to construct their own argument defending a point of view in regards to an issue.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
· To recognize the various literary and rhetorical devices authors use to construct their arguments.
· To use the various literary and rhetorical devices to construct an argument.
· To become skilled readers and writers of the English language.
· To earn a passing score on the A. P. Language and Composition Test
· Read the stories and poems with comprehension and accuracy.
· Master A. P. concepts.
· Express their ideas clearly, accurately, and concisely.
· Demonstrate a willingness to engage in the rough and tumble of literary debate.
· Write precisely, using reasoned and logical discourse in discussing opinions and ideas and in the analysis of literary texts.
· Demonstrate an ability to manage time effectively.
· Demonstrate an ability to conduct independent research.
· Develop a deep affection for the written word.
Maureen Murin
Roselle Catholic High School
* - - - * |
Course Title: AP® English Language and Composition Section VM
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: The AP English Language and Composition course is devoted to the study of argument and persuasion or what has traditionally been called rhetoric. The course is intended to help students become effective readers and writers. The goal is to understand how messages are conveyed and arguments are structured. Because most media is at some level rhetorical, that is it has a point of view the reader, viewer, or listener is expected to accept, it is important to recognize how our view of the world is being shaped by what we read, view, or hear. It is also important that as writers we understand how best to communicate our own point of view in a way that others will find reasonable even if they do not agree. The purpose of this course is to allow students to explore how to express reasonable points of view and to communicate views effectively.
The A. P. Language and Composition test assesses a student's ability to recognize how arguments are made, the audiences to whom they are made, and the author's purpose in making those arguments. The test also expects that students will be able to recognize the rhetorical tricks of the trade an author employs to convey the argument and make it more agreeable to the reader. It is expected that the student will be able to identify the stylistic devices that characterize a writer's work, at least in a given passage. Stylistic analysis is probably the aspect of the Language and Composition course that is most like traditional literary analysis; this is where students focus on elements in a text such as imagery, metaphor, and allusion. It is important to remember that style is often a writer's fingerprint. Instead of looking at the literary devices employed by a text to understand how they help to tell a story, we will be looking at them to understand how they define a writer's unique style and how a writer uses style to shape an argument. The test also asks students to construct their own argument defending a point of view in regards to an issue.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
· To recognize the various literary and rhetorical devices authors use to construct their arguments.
· To use the various literary and rhetorical devices to construct an argument.
· To become skilled readers and writers of the English language.
· To earn a passing score on the A. P. Language and Composition Test
· Read the stories and poems with comprehension and accuracy.
· Master A. P. concepts.
· Express their ideas clearly, accurately, and concisely.
· Demonstrate a willingness to engage in the rough and tumble of literary debate.
· Write precisely, using reasoned and logical discourse in discussing opinions and ideas and in the analysis of literary texts.
· Demonstrate an ability to manage time effectively.
· Demonstrate an ability to conduct independent research.
· Develop a deep affection for the written word.
Valerie Mattessich
Pascack Valley High School
* - - - * |
Course Title: AP® English Literature and Composition Section GG
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: This course is designed to promote the love of literature and to engage students to become independent thinkers and skillful writers. By using major works from different literary periods, this year long course focuses on a variety of genres. This includes the short story, the novel, drama and poetry.
This course requires extensive reading assignments to promote close and analytical interpretation of the text. It also includes challenging writing assignments, generally 3-5 pages in length, to foster strong organizational skills with attention to form, style, and structure as well as content. Some research is included.
Finally, class discussion is a major component of this course. We are a community of learners and teachers and it is important that we "hear" one another's voice. Everyone is expected to participate fully.
*** Note: Before enrolling in this course please read the
VHS AP Course Policy
Learning Objectives:
Students will
Develop accurate, perceptive reading skills through close study of text representing various literary genres.
Acquire a fluent, precise writing style through the preparation of questions and essays about the text.
Identify and understand the literary techniques of literature with particular attention on poetry as it affects and enhances the material.
Generate independent, thoughtful and analytical discourse during class discussions.
Do independent research.
.
Gaudentia Gwaro
East Orange School District
* - - - * |
Course Title: AP® English Literature and Composition Section SH
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: This course is designed to promote the love of literature and to engage students to become independent thinkers and skillful writers. By using major works from different literary periods, this year long course focuses on a variety of genres. This includes the short story, the novel, drama and poetry.
This course requires extensive reading assignments to promote close and analytical interpretation of the text. It also includes challenging writing assignments, generally 3-5 pages in length, to foster strong organizational skills with attention to form, style, and structure as well as content. Some research is included.
Finally, class discussion is a major component of this course. We are a community of learners and teachers and it is important that we "hear" one another's voice. Everyone is expected to participate fully.
*** Note: Before enrolling in this course please read the
VHS AP Course Policy
Learning Objectives:
Students will
Develop accurate, perceptive reading skills through close study of text representing various literary genres.
Acquire a fluent, precise writing style through the preparation of questions and essays about the text.
Identify and understand the literary techniques of literature with particular attention on poetry as it affects and enhances the material.
Generate independent, thoughtful and analytical discourse during class discussions.
Do independent research.
.
Susan Hardin
Petersburg High School
* - - - * |
Course Title: AP® Environmental Science Section CN
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: One full academic year of both high school-level biology and chemistry. Materials Provided: Some basic lab supplies (thermometer; magnifying lens) and a reading packet.
Students will need access to both a scanner and a digital camera to complete assignments for this course. The scanner is needed only occasionally, but the digital camera will be used every couple of weeks.
Description: This full year AP environmental science class is equivalent to an introductory, one semester, college level, environmental science class. If you have successfully completed both high school level biology and chemistry, if you are interested in the environment and, if you are looking for a challenge, this course might be for you! Because this is a college level course, be ready to commit time to your study. This course will cover concepts in ecology, geology, sociology, biology and chemistry that will further your understanding of Earth and the life on it. Integrated in the course is a laboratory component which will improve your observational skills, allow you to develop and conduct will-designed experiments, and have you interpret and share your results and conclusions with your classmates. You will also become involved in a Personal Research Project which is an ongoing project that culminates in a PowerPoint presentation at the end of the course.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
You will learn that:
-The earth is composed of interconnected systems governed by the laws of thermodynamics.
-Humans alter these systems, creating environmental challenges with cultural and social contexts.
-The scientific method is and will be important in providing for the long-term survival of life as well as helping humans develop sustainable systems of living.
-There are aspects of current and future environmental science issues that science cannot answer.
-Scientists present their research in a unique writing style and you will learn to both read and write scientific reports.
-Using the scientific method is both fun and challenging as you conduct your own environmental research project.
Catherine Niedziela
Hopkins Academy
* - - - * |
Course Title: AP® Environmental Science Section CN2
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: One full academic year of both high school-level biology and chemistry. Materials Provided: Some basic lab supplies (thermometer; magnifying lens) and a reading packet.
Students will need access to both a scanner and a digital camera to complete assignments for this course. The scanner is needed only occasionally, but the digital camera will be used every couple of weeks.
Description: This full year AP environmental science class is equivalent to an introductory, one semester, college level, environmental science class. If you have successfully completed both high school level biology and chemistry, if you are interested in the environment and, if you are looking for a challenge, this course might be for you! Because this is a college level course, be ready to commit time to your study. This course will cover concepts in ecology, geology, sociology, biology and chemistry that will further your understanding of Earth and the life on it. Integrated in the course is a laboratory component which will improve your observational skills, allow you to develop and conduct will-designed experiments, and have you interpret and share your results and conclusions with your classmates. You will also become involved in a Personal Research Project which is an ongoing project that culminates in a PowerPoint presentation at the end of the course.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
You will learn that:
-The earth is composed of interconnected systems governed by the laws of thermodynamics.
-Humans alter these systems, creating environmental challenges with cultural and social contexts.
-The scientific method is and will be important in providing for the long-term survival of life as well as helping humans develop sustainable systems of living.
-There are aspects of current and future environmental science issues that science cannot answer.
-Scientists present their research in a unique writing style and you will learn to both read and write scientific reports.
-Using the scientific method is both fun and challenging as you conduct your own environmental research project.
Catherine Niedziela
Virtual High School
* - - - * |
Course Title: AP® European History Section SM
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Several activities in this course require audio collaboration and interaction and therefore students are required to have a computer microphone.
Description: AP European History is a rigorous academic course that furnishes a basic narrative of events and movements in European History from 1450 to the present. It prepares students for the demands of a college education by providing experience in college level reading, writing and responsibility for learning. AP European History is challenging and stimulating, yet requires much more time than other high school courses. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. This course promotes just the type of effective time management skills and organization that are necessary for success in higher education.
Students will investigate the broad themes of intellectual, cultural and political history and will appreciate how those ideas are reflected in trends of philosophy, popular literature and the arts. As events in history can only be understood in terms of their social context, this course will examine demographics and the influences of social classes and gender roles on history. The course will also focus on economic history and the role of industrialization by reviewing the development of commercial practices and changing economic structures to recognize Europe's influence on the world.
Throughout the course, AP European History students can expect to:
· Watch or listen to traditional history lectures produced by the teacher or offered by colleges and
universities online.
· Participate in class discussions of primary documents and events in threaded discussions.
· Debate key issues or role-play historic figures through student audio recordings.
· Exercise essay writing skills designed to meet the requirements outlined by the College Board for Advanced Placement exams.
· Collaborate with other students in research groups using Web 2.0 information tools.
· Supplement traditional textbook reading with historical journals and primary documents.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1) This course will be designed to successfully prepare students for the College Board’s AP European History Exam
2) This class will provide an understanding of past concepts related to present ones
3) This course allows students to develop academic skills required for success in college and post-secondary education.
Steven Maher
Chatham NJ High School
* - - - * |
Course Title: AP® French Language Section BP
Discipline: Foreign Language
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: French IV or the equivalent, with a minimum grade of B. Students should rate at the Intermediate High level on the ACTFL Proficiency Guidelines
Description:
Do you just love French and want to take it to the next level and maybe try to get some college credit while you’re at it? Step into the world of AP French Language where we'll visit fascinating Web sites that will increase your knowledge of French culture, music, history, and literature. Hone your listening, reading, writing and speaking skills, the four major abilities that the AP exam tests. Converse with your virtual classmates via discussion threads on an interesting wide variety of topics and with me via private threads on a regular basis. Converse via email with French-speaking teenagers around the world. The major emphases of the AP course include essay writing; listening to commercially recorded selections and French radio broadcasts; and reading selections from newspapers, magazines and French authors. The work involved in the course will prepare you to take the AP examination in May.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
By the end of the course, you will be able to do the following:
comprehend extended audio selections of an advanced nature
read unedited texts
write a substantial essay on a given topic with few grammatical and idiomatic errors
communicate orally with a native speaker used to dealing with non-native speakers
develop and refine an extensive vocabulary, including idiomatic expressions
use accurately all of the major irregular verbs, compound tenses, the subjunctive mood, the passive voice, conditional sentences, the infinitive, and common prepositions.
Bruce Pollard
Black River High School
* - - - * |
Course Title: AP® French Language Section KA
Discipline: Foreign Language
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: French IV or the equivalent, with a minimum grade of B. Students should rate at the Intermediate High level on the ACTFL Proficiency Guidelines
Description: Do you just love French and want to take it to the next level and maybe try to get some college credit while you’re at it? Step into the world of AP French Language where we'll visit fascinating Web sites that will increase your knowledge of French culture, music, history, and literature. Hone your listening, reading, writing and speaking skills, the four major abilities that the AP exam tests. Converse with your virtual classmates via discussion threads on an interesting wide variety of topics and with me via private threads on a regular basis. Converse via email with French-speaking teenagers around the world. The major emphases of the AP course include essay writing; listening to commercially recorded selections and French radio broadcasts; and reading selections from newspapers, magazines and French authors. The work involved in the course will prepare you to take the AP examination in May.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
By the end of the course, you will be able to do the following:
comprehend extended audio selections of an advanced nature
read unedited texts
write a substantial essay on a given topic with few grammatical and idiomatic errors
communicate orally with a native speaker used to dealing with non-native speakers
develop and refine an extensive vocabulary, including idiomatic expressions
use accurately all of the major irregular verbs, compound tenses, the subjunctive mood, the passive voice, conditional sentences, the infinitive, and common prepositions.
Kelly Angileri
Academy of Information Technology and Engineering
* - - - * |
Course Title: AP® Government & Politics: U.S. Section CM
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Technology requirements:
Adobe Acrobat Reader
Microsoft Word or Windows Wordpad
Windows Media Player
High speed internet connection preferred (for viewing videos)
Description:
*** Note: Before enrolling in this course please read the VHS AP Course Policy
AP Government and Politics: United States is a college level course designed for highly motivated students who have a strong interest in the area of American government. The course approaches government and politics in the United States from an analytical perspective, and involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. Students should expect assignment of significant required reading each week, as well required participation in many group discussions and activities as we analyze the Constitution as a document and investigate its use as the foundation of our government. Students will interpret and evaluate documents related to American government and be expected to write well-structured essays.
Students are expected to register for and to take the Advanced Placement Government exam in May.
Christine Hull
TC Williams High School
* - - - * |
Course Title: AP® Government & Politics: U.S. Section TA
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Technology requirements:
Adobe Acrobat Reader
Microsoft Word or Windows Wordpad
Windows Media Player
High speed internet connection preferred (for viewing videos)
Description: *** Note: Before enrolling in this course please read the VHS AP Course Policy
AP Government and Politics: United States is a college level course designed for highly motivated students who have a strong interest in the area of American government. The course approaches government and politics in the United States from an analytical perspective, and involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. Students should expect assignment of significant required reading each week, as well required participation in many group discussions and activities as we analyze the Constitution as a document and investigate its use as the foundation of our government. Students will interpret and evaluate documents related to American government and be expected to write well-structured essays.
Students are expected to register for and to take the Advanced Placement Government exam in May.
Thomas Anderson
Collingswood High School
* - - - * |
Course Title: AP® Physics B
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Mathematics skills through Pre-Calculus or its equivalent. Must have a good grasp of plane geometry, right angle trigonometry and be able to factor quadratic equations. This course will not assume any prior physics course knowledge, however, if you have already taken an introductory course it should make the going easier for the first eight chapters.
Materials Required: A good scientific calculator and supplies available around the house.
Description: This course is designed to prepare students to participate in the Advanced Placement Physics (AP) test administered in May. There are two AP tests. "C" requires the use of calculus and only covers mechanics and electricity and magnetism. "B" is the approximate equivalent of a two-semester course in non-calculus based physics. Topics will range over the entire spectrum of physics including mechanics, properties of matter, thermodynamics, acoustics, optics, electricity, magnetism and modern physics. Students will be required to participate in small group discussions, home laboratory experiments, a few virtual field trips and an extensive array of tests and quizzes.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
The objective of this course is to fully understand the qualitative and quantitative content outcomes of the College Board standards for AP courses. This is a high standard. A student must be willing to work hard and keep up a strenuous pace. Many assessment activities will be taken from previous AP tests. Students must not only be able to recall facts but be able to solve problems using a logical approach applying advanced mathematical techniques.
Joseph Clement
Beverly High School
* - - - * |
Course Title: AP® Physics B Section JC
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Mathematics skills through Pre-Calculus or its equivalent. Must have a good grasp of plane geometry, right angle trigonometry and be able to factor quadratic equations. This course will not assume any prior physics course knowledge, however, if you have already taken an introductory course it should make the going easier for the first eight chapters.
Materials Required: A good scientific calculator and supplies available around the house.
Description: This course is designed to prepare students to participate in the Advanced Placement Physics (AP) test administered in May. There are two AP tests. "C" requires the use of calculus and only covers mechanics and electricity and magnetism. "B" is the approximate equivalent of a two-semester course in non-calculus based physics. Topics will range over the entire spectrum of physics including mechanics, properties of matter, thermodynamics, acoustics, optics, electricity, magnetism and modern physics. Students will be required to participate in small group discussions, home laboratory experiments, a few virtual field trips and an extensive array of tests and quizzes.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
The objective of this course is to fully understand the qualitative and quantitative content outcomes of the College Board standards for AP courses. This is a high standard. A student must be willing to work hard and keep up a strenuous pace. Many assessment activities will be taken from previous AP tests. Students must not only be able to recall facts but be able to solve problems using a logical approach applying advanced mathematical techniques.
John Clayton
South High Community School
* - - - * |
Course Title: AP® Physics B Section JC1
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Mathematics skills through Pre-Calculus or its equivalent. Must have a good grasp of plane geometry, right angle trigonometry and be able to factor quadratic equations. This course will not assume any prior physics course knowledge, however, if you have already taken an introductory course it should make the going easier for the first eight chapters.
Materials Required: A good scientific calculator and supplies available around the house.
Description: This course is designed to prepare students to participate in the Advanced Placement Physics (AP) test administered in May. There are two AP tests. "C" requires the use of calculus and only covers mechanics and electricity and magnetism. "B" is the approximate equivalent of a two-semester course in non-calculus based physics. Topics will range over the entire spectrum of physics including mechanics, properties of matter, thermodynamics, acoustics, optics, electricity, magnetism and modern physics. Students will be required to participate in small group discussions, home laboratory experiments, a few virtual field trips and an extensive array of tests and quizzes.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
The objective of this course is to fully understand the qualitative and quantitative content outcomes of the College Board standards for AP courses. This is a high standard. A student must be willing to work hard and keep up a strenuous pace. Many assessment activities will be taken from previous AP tests. Students must not only be able to recall facts but be able to solve problems using a logical approach applying advanced mathematical techniques.
John Clayton
Virtual High School
* - - - * |
Course Title: AP® Physics C
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: 1. Grade of B+ or better in prior Physics class.
2. Recommendation by former Physics teacher.
3. Completion or co-enrollment in AP Calculus.
Description: This course provides a systematic introduction to the main principles of Mechanics, Electricity and Magnetism, that will form a foundation for college studies of other sciences, engineering and technology. This algebra, geometry, and calculus based course emphasizes several components - knowledge of the basic laws of nature, the ability to apply that knowledge to the particular phenomenon and the ability to achieve its complete experimental and theoretical explanation. Great attention is given to the connectivity between the sciences. In addition to this interdisciplinary approach, modern technology is used to increase the level of study, which includes a multimedia approach to reports and projects. The sequence of topics is traditional and relies on the College Board requirements. Theory, discussion, labs and problem solving are the major tools for the students' education.
As an advanced placement (college-level) course, this course is rigorous, and students can expect to spend a minimum of 2 hours per day (5 days per week) doing coursework. Students should be highly motivated & interested in pursuing college studies science, engineering and/or technology. Access to Excel spreadsheet is important as it is used frequently for mathematical modeling of physics problems.
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
This course will help prepare students to fully understand both the qualitative and quantitative aspects of the content on the AP Physics C Exam. College Board standards are high and participation in this class does not guarantee a high score on the AP Exam but after the completion of this course it is intended that students will:
· Read, Understand, and Interpret physical information-verbal, mathematical, and graphical.
· Develop problem-solving skills, reflected by formulating usable questions and hypotheses, interpreting and analyzing data from the real or the computer simulated experiments, drawing
conclusions.
· Describe and explain the sequence of steps in the analysis of a particular physical phenomenon or problem.
· Describe the idealized model to be used in the analysis, including simplifying assumptions where necessary.
· State the principles and/or definitions that are applicable.
· Specify the relevant limitations on applications of those principles.
· Carry out and describe the steps of the analysis verbally and mathematically.
· Interpret the results or conclusions, including discussions of particular cases of special interest.
· Apply calculus for the solution of the physics problems.
· Gain an understanding of natural laws as they apply to the above-mentioned sections of physics.
· Recognize the correlation between the science and technology and their mutual influence.
· Be able to evaluate the possible effect of measurement errors on calculations.
· Learn to express physical relationships in term of mathematical equations derived from the theoretical approach and experimental data.
Perform experiments and interpret the results of observations, including making an assessment of experimental uncertainties.
Kristin Kiefaber
Newmarket Junior-Senior High School
* - - - * |
Course Title: AP® Physics C Section CW
Discipline: Science
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: 1. Grade of B+ or better in prior Physics class.
2. Recommendation by former Physics teacher.
3. Completion or co-enrollment in AP Calculus.
Description: This course provides a systematic introduction to the main principles of Mechanics, Electricity and Magnetism, that will form a foundation for college studies of other sciences, engineering and technology. This algebra, geometry, and calculus based course emphasizes several components - knowledge of the basic laws of nature, the ability to apply that knowledge to the particular phenomenon and the ability to achieve its complete experimental and theoretical explanation. Great attention is given to the connectivity between the sciences. In addition to this interdisciplinary approach, modern technology is used to increase the level of study, which includes a multimedia approach to reports and projects. The sequence of topics is traditional and relies on the College Board requirements. Theory, discussion, labs and problem solving are the major tools for the students' education.
As an advanced placement (college-level) course, this course is rigorous, and students can expect to spend a minimum of 2 hours per day (5 days per week) doing coursework. Students should be highly motivated & interested in pursuing college studies science, engineering and/or technology. Access to Excel spreadsheet is important as it is used frequently for mathematical modeling of physics problems.
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
This course will help prepare students to fully understand both the qualitative and quantitative aspects of the content on the AP Physics C Exam. College Board standards are high and participation in this class does not guarantee a high score on the AP Exam but after the completion of this course it is intended that students will:
· Read, Understand, and Interpret physical information-verbal, mathematical, and graphical.
· Develop problem-solving skills, reflected by formulating usable questions and hypotheses, interpreting and analyzing data from the real or the computer simulated experiments, drawing
conclusions.
· Describe and explain the sequence of steps in the analysis of a particular physical phenomenon or problem.
· Describe the idealized model to be used in the analysis, including simplifying assumptions where necessary.
· State the principles and/or definitions that are applicable.
· Specify the relevant limitations on applications of those principles.
· Carry out and describe the steps of the analysis verbally and mathematically.
· Interpret the results or conclusions, including discussions of particular cases of special interest.
· Apply calculus for the solution of the physics problems.
· Gain an understanding of natural laws as they apply to the above-mentioned sections of physics.
· Recognize the correlation between the science and technology and their mutual influence.
· Be able to evaluate the possible effect of measurement errors on calculations.
· Learn to express physical relationships in term of mathematical equations derived from the theoretical approach and experimental data.
Perform experiments and interpret the results of observations, including making an assessment of experimental uncertainties.
Christopher Waring
Lake Region Union High School
* - - - * |
Course Title: AP® Psychology Section DY
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: The AP Psychology course is designed around a variety of assignments that promote acquiring a deep understanding of content as well as developing study and writing skills necessary to be successful on the advanced placement exam. Students should expect weekly reading assignments that may require additional research, writing, group work, or participation in discussions.
Study groups will be formed to help students prepare for the advanced placement exam. Students will be loaned a textbook, Psychology: An Introduction, which is an excellent information source for the topics covered on the exam. Additional online study activities are available for this text book. Tips for writing the essay part of the exam are part of the instruction for this course.
For more information regarding advanced placement courses, please read the VHS AP Course Policy.
Elizabeth Ferns
Dalat International School
* - - - * |
Course Title: AP® Psychology Section DY1
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: The AP Psychology course is designed around a variety of assignments that promote acquiring a deep understanding of content as well as developing study and writing skills necessary to be successful on the advanced placement exam. Students should expect weekly reading assignments that may require additional research, writing, group work, or participation in discussions.
Study groups will be formed to help students prepare for the advanced placement exam. Students will be loaned a textbook, Psychology: An Introduction, which is an excellent information source for the topics covered on the exam. Additional online study activities are available for this text book. Tips for writing the essay part of the exam are part of the instruction for this course.
For more information regarding advanced placement courses, please read the VHS AP Course Policy.
Elizabeth Ferns
Dalat International School
* - - - * |
Course Title: AP® Psychology Section JD
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: The AP Psychology course is designed around a variety of assignments that promote acquiring a deep understanding of content as well as developing study and writing skills necessary to be successful on the advanced placement exam. Students should expect weekly reading assignments that may require additional research, writing, group work, or participation in discussions.
Study groups will be formed to help students prepare for the advanced placement exam. Students will be loaned a textbook, Psychology: An Introduction, which is an excellent information source for the topics covered on the exam. Additional online study activities are available for this text book. Tips for writing the essay part of the exam are part of the instruction for this course.
For more information regarding advanced placement courses, please read the VHS AP Course Policy.
Janice Davenport
Virtual High School
* - - - * |
Course Title: AP® Psychology Section JD1
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: The AP Psychology course is designed around a variety of assignments that promote acquiring a deep understanding of content as well as developing study and writing skills necessary to be successful on the advanced placement exam. Students should expect weekly reading assignments that may require additional research, writing, group work, or participation in discussions.
Study groups will be formed to help students prepare for the advanced placement exam. Students will be loaned a textbook, Psychology: An Introduction, which is an excellent information source for the topics covered on the exam. Additional online study activities are available for this text book. Tips for writing the essay part of the exam are part of the instruction for this course.
For more information regarding advanced placement courses, please read the VHS AP Course Policy.
Janice Davenport
Virtual High School
* - - - * |
Course Title: AP® Spanish Language/Spanish V Section ACF
Discipline: Foreign Language
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Spanish I-IV or the equivalent with at least a B average in your previous Spanish class. In this fifth year Spanish course, it is assumed that students have already learned the grammar and syntax of the language and have acquired strong skills in speaking, writing, reading, and understanding Spanish. The college-level curriculum for this course is designed to reinforce and sharpen these skills with the goal of achieving mastery in the skills of Listening, Speaking, Reading, and Writing as defined by the AP Spanish Language Course Description. We will be working at a rigorous pace to cover the material and prepare you for the Advanced Placement Examination in May. This course will meet the needs of highly motivated students who have a strong interest and ability in the Spanish language.
Students will need access to Power Point, Quick Time, and Real Player. This course requires students have access to a computer with headphone, microphone, and software to record voice and save in WAV format. Instructions are provided for Sound Recorder, used in Windows. Other software may be substituted, as long as it has the ability to record up to 2 minutes of voice in the WAV format.
Description: Are you a motivated Spanish student who likes to surf the Web? Then this course is for you. Not only will you be prepared for the Spanish AP exam in May, but you will also gain an insight into the cultural aspects of Spain and other Spanish-speaking countries. You will be exposed to many different forms of written and spoken Spanish through the study of poems, short stories, newspaper articles, along with radio and television broadcasts. We will take a virtual tour of Barcelona, view paintings in the Prado Museum in Madrid, listen to the top 40 hits on Madrid radio, and much, much more. You will be involved in many activities designed to prepare you for the Spanish AP exam. When you want to chat with your cyber friends you can meet them informally at a sidewalk café in the La Calle San Sebastian for some relaxation. Weekly examinations will test your knowledge of the material as well as prepare you for the AP examination. Due to the volume and level of the material, this course is designed to challenge extremely motivated students who have a strong interest in the Spanish language. Students enrolled in this course are required to take the Spanish AP Language Exam in May. See VHS Course Policy for more information. Upon successful completion of the AP Spanish exam, you may receive college credit and advanced placement.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
The course objectives are to develop the following competencies:
* achieve a level of proficiency in the language that permits comprehension of formal and informal spoken Spanish;
* compose expository passages;
* express ideas orally with accuracy and fluency; and
* acquire vocabulary and a grasp of structure to allow the accurate reading of newspaper and magazine articles, as well as of modern literature in Spanish.
Amanda Elisa Cruz-Fernández
Baldwin School of Puerto Rico
* - - - * |
Course Title: AP® Spanish Language/Spanish V Section KCF
Discipline: Foreign Language
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Spanish I-IV or the equivalent with at least a B average in your previous Spanish class. In this fifth year Spanish course, it is assumed that students have already learned the grammar and syntax of the language and have acquired strong skills in speaking, writing, reading, and understanding Spanish. The college-level curriculum for this course is designed to reinforce and sharpen these skills with the goal of achieving mastery in the skills of Listening, Speaking, Reading, and Writing as defined by the AP Spanish Language Course Description. We will be working at a rigorous pace to cover the material and prepare you for the Advanced Placement Examination in May. This course will meet the needs of highly motivated students who have a strong interest and ability in the Spanish language.
Students will need access to Power Point, Quick Time, and Real Player. This course requires students have access to a computer with headphone, microphone, and software to record voice and save in WAV format. Instructions are provided for Sound Recorder, used in Windows. Other software may be substituted, as long as it has the ability to record up to 2 minutes of voice in the WAV format.
Description: Are you a motivated Spanish student who likes to surf the Web? Then this course is for you. Not only will you be prepared for the Spanish AP exam in May, but you will also gain an insight into the cultural aspects of Spain and other Spanish-speaking countries. You will be exposed to many different forms of written and spoken Spanish through the study of poems, short stories, newspaper articles, along with radio and television broadcasts. We will take a virtual tour of Barcelona, view paintings in the Prado Museum in Madrid, listen to the top 40 hits on Madrid radio, and much, much more. You will be involved in many activities designed to prepare you for the Spanish AP exam. When you want to chat with your cyber friends you can meet them informally at a sidewalk café in the Plaza Mayor for some relaxation. Weekly examinations will test your knowledge of the material as well as prepare you for the AP examination. Due to the volume and level of the material, this course is designed to challenge extremely motivated students who have a strong interest in the Spanish language. Students enrolled in this course are required to take the Spanish AP Language Exam in May. See VHS Course Policy for more information. Upon successful completion of the AP Spanish exam, you may receive college credit and advanced placement.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
The course objectives are to develop the following competencies:
* achieve a level of proficiency in the language that permits comprehension of formal and informal spoken Spanish;
* compose expository passages;
* express ideas orally with accuracy and fluency; and
* acquire vocabulary and a grasp of structure to allow the accurate reading of newspaper and magazine articles, as well as of modern literature in Spanish.
Karen Cribbin Fitzpatrick
Bethlehem Catholic High School
* - - - * |
Course Title: AP® Statistics Section BS
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Algebra II
Description: This course will introduce students to the concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exposed to four themes:
Exploring data: students observe patterns in data, conjecture about relationships of variables.
Planning a study: students develop a plan to identify variables related to a conjecture and devise a means to measure them.
Anticipating patterns: students will develop mathematics models and simulations.
Statistical inference: students will use the models to draw conclusions from data and express confidence in the modeling process.
Students need to have access to a calculator (preferably a TI-83) and a spreadsheet software package (preferably Excel). They will be provided with a book and a software package.
Students will be evaluated on assignments, projects, weekly quizzes, unit tests, semester exams, and their contribution to discussions.
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. The AP Statistics course offers a course and exam to students who wish to complete studies equivalent to an introductory, non-calculus based, college statistics course.
2. The purpose of the course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.
3. As compared to the college statistics course, this course will include more data and concepts, fewer recipes and derivations, and more automated computations and graphics.
Beth Schiller
Hudson High School
* - - - * |
Course Title: AP® Statistics Section FS
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Algebra II
Description: This course will introduce students to the concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exposed to four themes:
Exploring data: students observe patterns in data, conjecture about relationships of variables.
Planning a study: students develop a plan to identify variables related to a conjecture and devise a means to measure them.
Anticipating patterns: students will develop mathematics models and simulations.
Statistical inference: students will use the models to draw conclusions from data and express confidence in the modeling process.
Students need to have access to a calculator (preferably a TI-83) and a spreadsheet software package (preferably Excel). They will be provided with a book and a software package.
Students will be evaluated on assignments, projects, weekly quizzes, unit tests, semester exams, and their contribution to discussions.
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. The AP Statistics course offers a course and exam to students who wish to complete studies equivalent to an introductory, non-calculus based, college statistics course.
2. The purpose of the course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.
3. As compared to the college statistics course, this course will include more data and concepts, fewer recipes and derivations, and more automated computations and graphics.
Frank Szydlo
Chicopee Comprehensive High School
* - - - * |
Course Title: AP® Statistics Section KT
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Algebra II
Description: This course will introduce students to the concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exposed to four themes:
Exploring data: students observe patterns in data, conjecture about relationships of variables.
Planning a study: students develop a plan to identify variables related to a conjecture and devise a means to measure them.
Anticipating patterns: students will develop mathematics models and simulations.
Statistical inference: students will use the models to draw conclusions from data and express confidence in the modeling process.
Students need to have access to a calculator (preferably a TI-83) and a spreadsheet software package (preferably Excel). They will be provided with a book and a software package.
Students will be evaluated on assignments, projects, weekly quizzes, unit tests, semester exams, and their contribution to discussions.
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. The AP Statistics course offers a course and exam to students who wish to complete studies equivalent to an introductory, non-calculus based, college statistics course.
2. The purpose of the course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.
3. As compared to the college statistics course, this course will include more data and concepts, fewer recipes and derivations, and more automated computations and graphics.
Karen Trenholm
Watertown MA High School
* - - - * |
Course Title: AP® Statistics Section MD
Discipline: Mathematics
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Algebra II
Description:
This course will introduce students to the concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exposed to four themes:
Exploring data: students observe patterns in data, conjecture about relationships of variables.
Planning a study: students develop a plan to identify variables related to a conjecture and devise a means to measure them.
Anticipating patterns: students will develop mathematics models and simulations.
Statistical inference: students will use the models to draw conclusions from data and express confidence in the modeling process.
Students need to have access to a calculator (preferably a TI-83) and a spreadsheet software package (preferably Excel). They will be provided with a book and a software package.
Students will be evaluated on assignments, projects, weekly quizzes, unit tests, semester exams, and their contribution to discussions.
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1. The AP Statistics course offers a course and exam to students who wish to complete studies equivalent to an introductory, non-calculus based, college statistics course.
2. The purpose of the course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.
3. As compared to the college statistics course, this course will include more data and concepts, fewer recipes and derivations, and more automated computations and graphics.
Michael Ditzel
Hampden Academy
* - - - * |
Course Title: AP® U.S. History Section GA
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites:
Description: This is a college level history course designed to meet the needs of highly motivated students who have a strong interest and ability in history. The student is expected to read and analyze both primary and secondary source materials and to demonstrate ability to interpret and evaluate these sources in essay form. Students will take the Advanced Placement American History exam in May, as preparation for this exam is a major goal of this course. Therefore, the course is content driven with heavy emphasis on written critical analysis. Extensive reading writing and class discussions are integral components of the program.
Students should expect 40-50 pages of reading weeky.
The AP program in United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials- their relevance to a given interpretive problem, their reliability, and their importance- and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
1) This course will be designed to offer those students interested in taking the AP Exam the greatest possible chance of passing
2) This class will provide an understanding of past concepts related to present ones
3) This course can be used as a tool for those students preparing for college to get aquatinted with the demands of a post secondary curriculum.
Gregg Anderson
Tantasqua Regional High School
* - - - * |
Course Title: AP® World History Section LM
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Advanced placement
Offering: Full Year
Prerequisites: Technical Requirements: Power Point , the latest version of Adobe Acrobat Reader.
To use all of the features of MyHistoryLab and the on-line text, they will need the following plug-ins: Adobe Acrobat Reader and Flash.
Description: This is a college level history course designed to meet the needs of highly motivated students who have a strong interest and ability in history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. The student is expected to read and analyze both primary and secondary source materials and to demonstrate ability to interpret and evaluate these sources in essay form. Students will take the Advanced Placement World History exam in May, as preparation for this exam is a major goal of this course. Therefore, the course is content driven with heavy emphasis on written critical analysis. Extensive reading writing and class discussions are integral components of the program.
Students should expect 40-50 pages of reading weekly.
The AP program in World History is designed develop a greater understanding of human societies. The course covers world history from approximately 8,000 B.C.E. to the present.
The following themes will be highlighted throughout the course:
Ø Patterns and impacts of interaction among major societies: trade, war, diplomacy, and international organizations.
Ø The relationship of change and continuity across the world history periods covered in this course.
Ø The impact of technology and demography on people and the environment (population growth and decline, disease, manufacturing, migrations, agriculture, weaponry).
Ø Systems of social structure and gender structure (comparing major features within and among societies and assessing change).
Ø Cultural and intellectual developments and interactions among and within societies.
Ø Changes in functions and structures of states and changes in attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization).
The following habits of mind will be practiced throughout the course:
Ø Constructing and evaluating arguments, using evidence to make plausible arguments.
Ø Using documents and other primary data: developing the skills necessary to analyze point of view, context and bias, and to understand and interpret information.
Ø Developing the ability to assess issues of change and continuity over time.
Ø Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.
Ø Seeing global patterns over time and space, while acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular.
Ø Developing the ability to compare within and among societies, including comparing societies’ reactions to global processes.
Ø Developing the ability to assess claims of universal standards, yet remaining aware of human commonalities and differences;
Ø Putting culturally diverse ideas and values in historical context, not by suspending judgment, but by developing understanding.
*** Note: Before enrolling in this course please read the VHS AP Course Policy
Learning Objectives:
Larissa Murphy
Leominster High School
* - - - * |
Course Title: Around the World in 80 Days
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Spring Only
Prerequisites: Desire to read and use the Internet
Description: Visit the world of Jules Verne during the 1870's through reading the pocket novel, Around the World in 80 Days. Even if you have read the novel or seen the movie starring David Niven, you will explore through Internet websites, reference resources, and movies, the people, places, religion, cultures, and methods of transportation that Phileas Fogg confronted in his travel around the world. You will discover a world at the height of the British Empire and in the midst of American Expansion. Compare transportation by ship, locomotive, and beast as you visit France, Egypt, India, Hong Kong, and the United States. Learn about the religions of India and confront Kali, the goddess depicted in the movie, Indiana Jones and The Temple of Doom! Now, let us depart, as we read and write about our journey around the world in 80 days!
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Student will:
1. Read, discuss, interpret, and evaluate the novel by Jules Verne;
2. Practice established research techniques;
3. Understand differences in the world during the 1870’s.
4. Gain an appreciation for different religions, history, the industrial revolution, and the arts.
Brooks Steele
Monroe County Public Schools
* - - - *,
Course Title: Around the World in 80 Days
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Spring Only
Prerequisites: Desire to read and use the Internet
Description: Visit the world of Jules Verne during the 1870's through reading the pocket novel, Around the World in 80 Days. Even if you have read the novel or seen the movie starring David Niven, you will explore through Internet websites, reference resources, and movies, the people, places, religion, cultures, and methods of transportation that Phileas Fogg confronted in his travel around the world. You will discover a world at the height of the British Empire and in the midst of American Expansion. Compare transportation by ship, locomotive, and beast as you visit France, Egypt, India, Hong Kong, and the United States. Learn about the religions of India and confront Kali, the goddess depicted in the movie, Indiana Jones and The Temple of Doom! Now, let us depart, as we read and write about our journey around the world in 80 days!
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Student will:
1. Read, discuss, interpret, and evaluate the novel by Jules Verne;
2. Practice established research techniques;
3. Understand differences in the world during the 1870’s.
4. Gain an appreciation for different religions, history, the industrial revolution, and the arts.
Devlynne Barnes
Monroe County Public Schools
* - - - *,
Course Title: Around the World in 80 Days
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Spring Only
Prerequisites: Desire to read and use the Internet
Description: Visit the world of Jules Verne during the 1870's through reading the pocket novel, Around the World in 80 Days. Even if you have read the novel or seen the movie starring David Niven, you will explore through Internet websites, reference resources, and movies, the people, places, religion, cultures, and methods of transportation that Phileas Fogg confronted in his travel around the world. You will discover a world at the height of the British Empire and in the midst of American Expansion. Compare transportation by ship, locomotive, and beast as you visit France, Egypt, India, Hong Kong, and the United States. Learn about the religions of India and confront Kali, the goddess depicted in the movie, Indiana Jones and The Temple of Doom! Now, let us depart, as we read and write about our journey around the world in 80 days!
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Student will:
1. Read, discuss, interpret, and evaluate the novel by Jules Verne;
2. Practice established research techniques;
3. Understand differences in the world during the 1870’s.
4. Gain an appreciation for different religions, history, the industrial revolution, and the arts.
Lora Holley
Monroe County Public Schools
* - - - * |
Course Title: Around the World in 80 Days : Private Offering
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Desire to read and use the Internet
Description: **Please note that this course section is only open to Monroe County Public School students**
Visit the world of Jules Verne during the 1870's through reading the pocket novel, Around the World in 80 Days. Even if you have read the novel or seen the movie starring David Niven, you will explore through Internet websites, reference resources, and movies, the people, places, religion, cultures, and methods of transportation that Phileas Fogg confronted in his travel around the world. You will discover a world at the height of the British Empire and in the midst of American Expansion. Compare transportation by ship, locomotive, and beast as you visit France, Egypt, India, Hong Kong, and the United States. Learn about the religions of India and confront Kali, the goddess depicted in the movie, Indiana Jones and The Temple of Doom! Now, let us depart, as we read and write about our journey around the world in 80 days!
Learning Objectives:
Student will:
1. Read, discuss, interpret, and evaluate the novel by Jules Verne;
2. Practice established research techniques;
3. Understand differences in the world during the 1870’s.
4. Gain an appreciation for different religions, history, the industrial revolution, and the arts.
Brooks Steele
Monroe County Public Schools
* - - - *,
Course Title: Around the World in 80 Days : Private Offering
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Full Year
Prerequisites: Desire to read and use the Internet
Description: **Please note that this course section is only open to Monroe County Public School students**
Visit the world of Jules Verne during the 1870's through reading the pocket novel, Around the World in 80 Days. Even if you have read the novel or seen the movie starring David Niven, you will explore through Internet websites, reference resources, and movies, the people, places, religion, cultures, and methods of transportation that Phileas Fogg confronted in his travel around the world. You will discover a world at the height of the British Empire and in the midst of American Expansion. Compare transportation by ship, locomotive, and beast as you visit France, Egypt, India, Hong Kong, and the United States. Learn about the religions of India and confront Kali, the goddess depicted in the movie, Indiana Jones and The Temple of Doom! Now, let us depart, as we read and write about our journey around the world in 80 days!
Learning Objectives:
Student will:
1. Read, discuss, interpret, and evaluate the novel by Jules Verne;
2. Practice established research techniques;
3. Understand differences in the world during the 1870’s.
4. Gain an appreciation for different religions, history, the industrial revolution, and the arts.
Lora Holley
Monroe County Public Schools
* - - - * |
Course Title: Around the World in 80 Days Section LK
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: Desire to read and use the Internet
Description: Visit the world of Jules Verne during the 1870's through reading the pocket novel, Around the World in 80 Days. Even if you have read the novel or seen the movie starring David Niven, you will explore through Internet websites, reference resources, and movies, the people, places, religion, cultures, and methods of transportation that Phileas Fogg confronted in his travel around the world. You will discover a world at the height of the British Empire and in the midst of American Expansion. Compare transportation by ship, locomotive, and beast as you visit France, Egypt, India, Hong Kong, and the United States. Learn about the religions of India and confront Kali, the goddess depicted in the movie, Indiana Jones and The Temple of Doom! Now, let us depart, as we read and write about our journey around the world in 80 days!
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Student will:
1. Read, discuss, interpret, and evaluate the novel by Jules Verne;
2. Practice established research techniques;
3. Understand differences in the world during the 1870’s.
4. Gain an appreciation for different religions, history, the industrial revolution, and the arts.
Patricia Lynn Knee
Jenkintown High School
* - - - * |
Course Title: Art History Section CR: Renaissance to Present
Discipline: Arts
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Solid writing and reading skills, an interest in art, access to a scanner, Windows Media Player or an equivalent program, and ability to attach images.
It is strongly recommended that students have access to a digital camera.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Ever wonder why Impressionists seem so mundane now but were so shocking in their day? Why did that guy Pollock toss and drip all that paint around and get paid a lot of money for it? What was all the hoopla at the Brooklyn Museum a few years ago?
This course is designed to emulate a college level 'survey' course in Art History that will answer these questions and raise a few more. It begins in the Renaissance in Western Europe, because 1500 was an important moment for Western culture, and finishes off the second half of the millennium. We'll visit museums all over the world, virtually of course, and look at the connections among various types of art that have been created for the past 500 years. This course is a great way to expand your understanding of history as well as your understanding and love of visual art. If you like looking at works of art and wondering what on earth the artist was trying to communicate, this is the course for you!
As in any art history course, images of the nude human figure will be viewed and discussed. Some controversial topics will be raised during the course, particularly when we discuss censorship and contemporary art.
WARNING: Pulling images up from the Internet can take an EXTREMELY long time if you don't have an adequate high speed Internet connection as well as memory on your computer. Check to make sure the equipment available to you won't leave you snoring while you wait for a peek at the "Mona Lisa!"
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
At the end of this course, you should be able to:
1. Visually "read" and understand a work of art.
2. Recognize major movements in Western and some non-Western art from the Renaissance to the present.
3. Figure out what major art movements an individual work of art relates to and how.
4. Be introduced to the discipline of art history and gain an understanding of the mechanisms of that field of study.
5. Develop your own informed opinions and responses to works of art.
6. Write an informed, intelligent, analysis comparing various works of art.
Cheryl Ray
Parish Hill Middle/High School
* - - - * |
Course Title: Art History Section KD: Renaissance to Present
Discipline: Arts
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Solid writing and reading skills, an interest in art, access to a scanner, Windows Media Player or an equivalent program, and ability to attach images.
It is strongly recommended that students have access to a digital camera.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Ever wonder why Impressionists seem so mundane now but were so shocking in their day? Why did that guy Pollock toss and drip all that paint around and get paid a lot of money for it? What was all the hoopla at the Brooklyn Museum a few years ago?
This course is designed to emulate a college level 'survey' course in Art History that will answer these questions and raise a few more. It begins in the Renaissance in Western Europe, because 1500 was an important moment for Western culture, and finishes off the second half of the millennium. We'll visit museums all over the world, virtually of course, and look at the connections among various types of art that have been created for the past 500 years. This course is a great way to expand your understanding of history as well as your understanding and love of visual art. If you like looking at works of art and wondering what on earth the artist was trying to communicate, this is the course for you!
As in any art history course, images of the nude human figure will be viewed and discussed. Some controversial topics will be raised during the course, particularly when we discuss censorship and contemporary art.
WARNING: Pulling images up from the Internet can take an EXTREMELY long time if you don't have an adequate high speed Internet connection as well as memory on your computer. Check to make sure the equipment available to you won't leave you snoring while you wait for a peek at the "Mona Lisa!"
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
At the end of this course, you should be able to:
1. Visually "read" and understand a work of art.
2. Recognize major movements in Western and some non-Western art from the Renaissance to the present.
3. Figure out what major art movements an individual work of art relates to and how.
4. Be introduced to the discipline of art history and gain an understanding of the mechanisms of that field of study.
5. Develop your own informed opinions and responses to works of art.
6. Write an informed, intelligent, analysis comparing various works of art.
Kathleen Doyle
North River Collaborative
* - - - * |
Course Title: Art History Section LD: Renaissance to Present
Discipline: Arts
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Solid writing and reading skills, an interest in art, access to a scanner, Windows Media Player or an equivalent program, and ability to attach images.
It is strongly recommended that students have access to a digital camera.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Ever wonder why Impressionists seem so mundane now but were so shocking in their day? Why did that guy Pollock toss and drip all that paint around and get paid a lot of money for it? What was all the hoopla at the Brooklyn Museum a few years ago?
This course is designed to emulate a college level 'survey' course in Art History that will answer these questions and raise a few more. It begins in the Renaissance in Western Europe, because 1500 was an important moment for Western culture, and finishes off the second half of the millennium. We'll visit museums all over the world, virtually of course, and look at the connections among various types of art that have been created for the past 500 years. This course is a great way to expand your understanding of history as well as your understanding and love of visual art. If you like looking at works of art and wondering what on earth the artist was trying to communicate, this is the course for you!
As in any art history course, images of the nude human figure will be viewed and discussed. Some controversial topics will be raised during the course, particularly when we discuss censorship and contemporary art.
WARNING: Pulling images up from the Internet can take an EXTREMELY long time if you don't have an adequate high speed Internet connection as well as memory on your computer. Check to make sure the equipment available to you won't leave you snoring while you wait for a peek at the "Mona Lisa!"
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
At the end of this course, you should be able to:
1. Visually "read" and understand a work of art.
2. Recognize major movements in Western and some non-Western art from the Renaissance to the present.
3. Figure out what major art movements an individual work of art relates to and how.
4. Be introduced to the discipline of art history and gain an understanding of the mechanisms of that field of study.
5. Develop your own informed opinions and responses to works of art.
6. Write an informed, intelligent, analysis comparing various works of art.
Leone Donovan
Kennebec Valley Alliance
* - - - * |
Course Title: Art History Section SJ: Renaissance to Present
Discipline: Arts
Grade Level: 10, 11, 12
Level: Honors
Offering: Spring Only
Prerequisites: Solid Writing and Reading Skills, An Interest in Art, and Access to a Scanner
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Ever wonder why Impressionists seem so mundane now but were so shocking in their day? Why did that guy Pollock toss and drip all that paint around and get paid a lot of money for it? What was all the hoopla at the Brooklyn Museum a few years ago?
This course is designed to emulate a college level 'survey' course in Art History that will answer these questions and raise a few more. It begins in the Renaissance in Western Europe, because 1500 was an important moment for Western culture, and finishes off the second half of the millennium. We'll visit museums all over the world, virtually of course, and look at the connections among various types of art that have been created for the past 500 years. This course is a great way to expand your understanding of history as well as your understanding and love of visual art. If you like looking at works of art and wondering what on earth the artist was trying to communicate, this is the course for you!
As in any art history course, images of the nude human figure will be viewed and discussed. Some controversial topics will be raised during the course, particularly when we discuss censorship and contemporary art.
WARNING: Pulling images up from the Internet can take an EXTREMELY long time if you don't have an adequate high speed Internet connection as well as memory on your computer. Check to make sure the equipment available to you won't leave you snoring while you wait for a peek at the "Mona Lisa!"
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
At the end of this course, you should be able to:
1. Visually "read" and understand a work of art.
2. Recognize major movements in Western and some non-Western art from the Renaissance to the present.
3. Figure out what major art movements an individual work of art relates to and how.
4. Be introduced to the discipline of art history and gain an understanding of the mechanisms of that field of study.
5. Develop your own informed opinions and responses to works of art.
6. Write an informed, intelligent, analysis comparing various works of art.
Susan Jarvis
Leland & Gray Union High School
* - - - * |
Course Title: Arts and Ideas Section AF: The Best of Western Culture
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Students may need to download a variety of plug-ins to view slides and listen to music selections online. Further information on these will be provided within the course.
Description: Students will take a guided tour through the best of western culture in which they will taste arts, architecture, music, literature, history, religion, and philosophy from ancient times into the twenty-first century. Western Culture and Humanities is a challenge course for students who like to study how arts, ideas, inventions, and events all connect. Students will:
· Read and respond to text and online verbal, visual, and auditory sources
· Visit virtual museums and cultural websites
· Share active class "discussions" online
· Work with other students online in student-selected investigations and presentations
· Synthesize ideas and develop writing skills in individual short essays
Course Bias: Open Minds and Kindness. While the course focuses on the best of the arts in western culture, the student and parent should be aware that the texts and some websites include artistic historical nudes. The course instructor will encourage students to investigate many artistic and social orientations as valid within the culture of origin. Maintaining open minds and withholding judgment in order to understand what contributions have been made in the past are biases encouraged throughout the course. In addition, students will be required to maintain courteous and encouraging tones toward all others as they discuss their personal responses to works.
Learning Objectives:
Students get to:
· Examine philosophy's historical trends from its Greek roots through postmodernism
· Develop a broad understanding of western culture via art, architecture, literature, and music
· Assess arts for aesthetic, historical, and philosophical elements
· Investigate connections in western religious roots
· Increase research skills using online and onsite resources
· Gain confidence in use of technology with focus on online web resources
· Develop written expression in short guided essays
· Practice interaction and discussion techniques with other students to share learning
· Expand personal interests and self-motivated learning through exposure to historical humanities
Ashley Frame
Nute Middle High School
* - - - * |
Course Title: Astronomy Basics Section DG
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Physics recommended but not required
Description: This course is an introduction to astronomy. Student will learn how to observe the sky we see and how it appears to change over time. Then they will learn more about the planets of our solar system and the structure and life of stars. Lastly students will study the Milky Way galaxy as well as those beyond and end by looking to the future.
Student will be evaluated on weekly contributions to discussions, reading assignments, regular observation assignments in their Sky Watch journal and other activities and assignments. Activities will involve virtual labs, web inquiries, and using planetarium software. There will be a mid-term and final project.
Learning Objectives:
Students will:
v Learn about and observe the night sky.
v Gain an appreciation for the astronomical principles that affect our everyday lives, such as the motion of the moon and the Earth, and our relative position in the universe.
v Compare the important features of each of the planets in the solar system.
v Know the types of stars and their possible life-cycles
v Explain where we fit in the cosmos and current theory on where our future lies
v Develop independent study habits and meta-cognitive skills by successfully participating in an asynchronous, online medium.
Dvora Geller
@IS School Consortium
* - - - * |
Course Title: Astronomy Basics Section KT
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Physics recommended but not required
Description: This course is an introduction to astronomy. Student will learn how to observe the sky we see and how it appears to change over time. Then they will learn more about the planets of our solar system and the structure and life of stars. Lastly students will study the Milky Way galaxy as well as those beyond and end by looking to the future.
Student will be evaluated on weekly contributions to discussions, reading assignments, regular observation assignments in their Sky Watch journal and other activities and assignments. Activities will involve virtual labs, web inquiries, and using planetarium software. There will be a mid-term and final project.
Learning Objectives:
Students will:
v Learn about and observe the night sky.
v Gain an appreciation for the astronomical principles that affect our everyday lives, such as the motion of the moon and the Earth, and our relative position in the universe.
v Compare the important features of each of the planets in the solar system.
v Know the types of stars and their possible life-cycles
v Explain where we fit in the cosmos and current theory on where our future lies
v Develop independent study habits and meta-cognitive skills by successfully participating in an asynchronous, online medium.
Kim Trinklein
Bethel High School
* - - - * |
Course Title: Astronomy Basics Section WL
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Physics recommended but not required
Description: This course is an introduction to the basic techniques and current knowledge of astronomy. Students will learn to observe the sky and how the sky appears to change over time. They will see how models that predict and explain these changes developed. The students will also study how the physical properties of the solar system, the Milky Way galaxy, and the universe are observed, measured and modeled.
Instruction will be based on readings and questions found in a textbook, on-line sources, and a CD-ROM that accompanies the text. WARNING: The textbook will be used as a REFERENCE - it is not meant to read as a novel or a piece of nonfiction. We will be starting at the beginning of the text but will jump around it during the first few weeks of the course.
Students will be evaluated on weekly contributions to discussions, reading assignments, homework, paper & pencil activities, computer simulations, weekly quizzes, small group projects a midterm and final exams.
Learning Objectives:
Students will:
I. Gain an appreciation for the astronomical principles that affect our everyday lives, such as the motion of the moon and the Earth, and our relative position in the universe.
II. Identify the major contributions of important scientists in the development in modern theories in astronomy.
III. Form a reasonable understanding of common theories about the origin of the universe and solar system, and become familiar with the evidence that supports these theories.
IV. Classify stars according to physical, observable properties, understand how their distance is measured, and interpret wavelengths of emitted light to determine their composition.
V. Learn the important features of each of the planets in the solar system, and compare these features to those of Earth.
VI. Study the motion of asteroids, comets, and meteorites, and recognize the effects of their collisions with other objects in the universe.
VII. Develop independent study habits and metacognitive skills by successfully participating in an asynchronous, online medium.
William Luzader
Plymouth Public Schools
* - - - * |
Course Title: Astronomy Section PC: Stars and the Cosmos
Discipline: Science
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Physics recommended but not required
Description: This course is an introduction to stellar astronomy. We will study how stars work, what different life cycles stars can have, and how we measure and infer many things about stars from our tiny planet. Then we will extend this knowledge to star clusters and to galaxies, and to understanding how the cosmos is organized and where it is going.
Students will be evaluated on weekly contribution to discussions, reading assignments, homework, some activities and observations, weekly quizzes, a midterm and a final. Quizzes and homework can be resubmitted, and the midterm and final are open book, though they are timed.
Learning Objectives:
Students will:
1. know what distinguishes stars from other celestial objects, and can describe a model for how they function;
2. know process of star formation and possible life cycles for stars, and what determines which path a star will take;
3. be able to discuss and defend the Big Bang theory, understanding why it is the currently accepted theory;
4. become comfortable finding bright constellations, observing colors and brightness' of stars, and distinguishing stars from planets in the heavens; and
5. develop independent study techniques, both individual and group building skills so they can learn independently from an instructor.
Peggy Collins
Hudson High School
* - - - * |
Course Title: Basic Chemistry Summer Offering
Discipline: Science
Grade Level:
Level: Standard
Offering: Summer I, Summer II
Prerequisites:
Description: The major goal of Basic Chemistry is to introduce students to the fundamental aspects of chemistry while broadening their appreciation for the applications of chemistry in their lives.
Learning Objectives:
· use knowledge of chemistry to broaden understanding of aspects of their natural lives.
· analyze news articles and interpret implications of new scientific technology.
· use the web as a resource to improve scientific understanding.
· effectively communicate lab results and scientific information to their peers.
· perform basic laboratory activities and provide critical analysis of their results.
Steven Perrin
Virtual High School
* - - - * |
Course Title: Basic Mandarin Section DD: Chinese Language and Culture
Discipline: Foreign Language
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: An open mind and sincere desire to learn to speak and write Mandarin.
Technology requirements: Students will need access to Power Point, Quick Time, and Real Player. This course requires students to have access to a computer with headphones, microphone, and software to record voice and save in WAV format. Students must also be able to download MP3 files to school computers. Instructions will be provided for Sound Recorder, used in Windows. Other software may be substituted, as long as it has the ability to record up to 2 minutes of voice in the WAV format. Students will also need to have the Chinese language bar installed and activated. This is a free function of Windows XP. Instructions are provided below.
You must make your computer Chinese-ready before the class begins! The following screencasts are provided to teach students how to type Chinese using a Roman alphabet keyboard. Students and Site Coordinators, please make sure any computers that your students will use for this course have Simplified characters loaded and working, and that students have tried out the tasks mentioned in the screencasts below. These instructions are for Word 2003 on Windows XP, and similar steps should be applicable for other versions. If you have any questions or need assistance with this setup, please submit a Service Ticket via service.goVHS.org.
- Loading the Chinese Language (Flash, 3Mb, 6 min) PDF Script
- Editing Chinese Characters in Word
- Working in Pinyin (Flash, 3.5Mb, 9 min) PDF Script
Description:
What do you know about China – an ancient country whose language has 5000 years of history? Learning the language of this country will help you understand more about Chinese culture.
This Chinese Mandarin course is combination of language acquisition and Chinese culture. Emphasis is placed on the communication skills of speaking and writing. Chinese characters and writing will be introduced too.
In fifteen weeks, the teaching content will cover a variety of basic topics:
how to use Chinese Pin Yin, recognize basic Chinese characters, greetings, self-introductions, numbers, time, date, weather, pronouns, basic sentences, asking questions, basic verbs, basic adjectives, school, home, transportations, restaurant, hotel, seeing the doctor, emergencies, feelings, city , shopping and also you will do some research on Chinese culture.
Practice your listening and speaking skills. On a regular basis, converse on a wide variety of interesting topics with your virtual classmates via discussion threads and with me via private threads.
Doris King
Shekou International School
* - - - * |
Course Title: Basic Mandarin Section ZH: Chinese Language and Culture
Discipline: Foreign Language
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites:
An open mind and sincere desire to learn to speak and write Mandarin.
Technology requirements: Students will need access to Power Point, Quick Time, and Real Player. This course requires students to have access to a computer with headphones, microphone, and software to record voice and save in WAV format. Students must also be able to download MP3 files to school computers. Instructions will be provided for Sound Recorder, used in Windows. Other software may be substituted, as long as it has the ability to record up to 2 minutes of voice in the WAV format. Students will also need to have the Chinese language bar installed and activated. This is a free function of Windows XP. Instructions are provided below.
You must make your computer Chinese-ready before the class begins! The following screencasts are provided to teach students how to type Chinese using a Roman alphabet keyboard. Students and Site Coordinators, please make sure any computers that your students will use for this course have Simplified characters loaded and working, and that students have tried out the tasks mentioned in the screencasts below. These instructions are for Word 2003 on Windows XP, and similar steps should be applicable for other versions. If you have any questions or need assistance with this setup, please submit a Service Ticket via service.goVHS.org.
- Loading the Chinese Language (Flash, 3Mb, 6 min) PDF Script
- Editing Chinese Characters in Word
- Working in Pinyin (Flash, 3.5Mb, 9 min) PDF Script
Description:
What do you know about China – an ancient country whose language has 5000 years of history? Learning the language of this country will help you understand more about Chinese culture.
This Chinese Mandarin course is combination of language acquisition and Chinese culture. Emphasis is placed on the communication skills of speaking and writing. Chinese characters and writing will be introduced too.
In fifteen weeks, the teaching content will cover a variety of basic topics:
how to use Chinese Pin Yin, recognize basic Chinese characters, greetings, self-introductions, numbers, time, date, weather, pronouns, basic sentences, asking questions, basic verbs, basic adjectives, school, home, transportations, restaurant, hotel, seeing the doctor, emergencies, feelings, city , shopping and also you will do some research on Chinese culture.
Practice your listening and speaking skills. On a regular basis, converse on a wide variety of interesting topics with your virtual classmates via discussion threads and with me via private threads.
Zhihang Hao
Burlington VT High School
* - - - * |
Course Title: Bioethics Symposium Section AS
Discipline: Science
Grade Level: 09, 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: The Bioethics Symposium is built around student inquiry and critical thinking. The nature of the course is to develop the concept of ethical decision-making and how this applies to the increasing number of biological ethics decisions we are, and will be, making as we venture into the next decade/century. Students will investigate the topic of ethics, belief systems, important ethical dilemmas from the past and how decisions were made. A variety of bioethical questions will then be proposed by the participants. Teams will investigate the science and the social science aspects of a particular question. The culminating activity will be an on-line bioethics symposium. Each team will prepare and offer a multi-media presentation of their issue.
Learning Objectives:
1) To assist students in establishing a connection between classroom science and their own lives.
2) To enhance the students' ability to reason intelligently about ethical dilemmas inherent in knowledge and application of science technology.
3) To elicit a sense of responsibility on the part of the students as they confront a web of complex-- often emotional -- issues often science related.
4) To assist students in acquiring the ability to construct arguments that are logical, consistent and defensible in the face of disagreement and challenge.
5) To help students recognize ethical issues, to understand that their perceptions affect their decision making process, and that their decisions have significant consequences on the rights and well-being of others.
6) To help students tolerate disagreement, to accept ambiguities that arise when examining ethical problems, to identify sources of disagreement, and to seek common ground.
Amy Sunke
Appleton eSchool
* - - - * |
Course Title: Bioethics Symposium Section EL
Discipline: Science
Grade Level: 09, 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description:
The Bioethics Symposium is built around student inquiry and critical thinking. The nature of the course is to develop the concept of ethical decision-making and how this applies to the increasing number of biological ethics decisions we are, and will be, making as we venture into the next decade/century. Students will investigate the topic of ethics, belief systems, important ethical dilemmas from the past and how decisions were made. A variety of bioethical questions will then be proposed by the participants. Teams will investigate the science and the social science aspects of a particular question. The culminating activity will be an on-line bioethics symposium. Each team will prepare and offer a multi-media presentation of their issue.
Learning Objectives:
1) To assist students in establishing a connection between classroom science and their own lives.
2) To enhance the students' ability to reason intelligently about ethical dilemmas inherent in knowledge and application of science technology.
3) To elicit a sense of responsibility on the part of the students as they confront a web of complex-- often emotional -- issues often science related.
4) To assist students in acquiring the ability to construct arguments that are logical, consistent and defensible in the face of disagreement and challenge.
5) To help students recognize ethical issues, to understand that their perceptions affect their decision making process, and that their decisions have significant consequences on the rights and well-being of others.
6) To help students tolerate disagreement, to accept ambiguities that arise when examining ethical problems, to identify sources of disagreement, and to seek common ground.
elaine lennox
Ridley High School
* - - - * |
Course Title: Biotechnology
Discipline: Science
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic Biology; desire to learn to write about science
Description: Nearly every day there is amazing news about biotechnology and genetic engineering. This is an exciting, dynamic area that includes many applications that we hear about often – cloning, stem cells, genetically engineered plants and animals, DNA fingerprinting and forensics, gene therapy, and the Human Genome Project. This course is intended to provide you with an overview of biotechnology, starting with a review of DNA structure and function and extending to the current research ongoing in the field.
Biotechnology is a course designed to familiarize you with these current innovative technologies based on our use of the DNA molecule. You will examine the opportunities and challenges that these abilities have created for us all. You will look at the techniques that are used in biotechnology and will also see just what kind of work modern biotech companies are involved in.
In this class, we will be looking at how scientists use or plan to use DNA in all sorts of fascinating ways. We have all heard of DNA fingerprinting, but there are many, many other ways in which DNA is being used these days, and that's what we'll be looking at in this course, from DNA vaccines to cell therapy to genetically engineered corn.
Learning Objectives:
· gain a more thorough understanding of DNA and the exciting applications of this molecule
· learn in what ways biotechnology is already in use
· learn how biotechnology may be used in the future
· develop an appreciation for the scientists and science involved in biotechnology
· be exposed to potential career possibilities
· understand the science behind many ethical decisions facing the world today
· have a better understanding when you hear biotechnology-related news in the media.
William Peace
Dennis-Yarmouth Regional High School
* - - - * |
Course Title: Biotechnology Section WP
Discipline: Science
Grade Level: 10, 11, 12
Level: Standard
Offering: Spring Only
Prerequisites: Basic Biology; desire to learn to write about science
Description: Nearly every day there is amazing news about biotechnology and genetic engineering. This is an exciting, dynamic area that includes many applications that we hear about often – cloning, stem cells, genetically engineered plants and animals, DNA fingerprinting and forensics, gene therapy, and the Human Genome Project. This course is intended to provide you with an overview of biotechnology, starting with a review of DNA structure and function and extending to the current research ongoing in the field.
Biotechnology is a course designed to familiarize you with these current innovative technologies based on our use of the DNA molecule. You will examine the opportunities and challenges that these abilities have created for us all. You will look at the techniques that are used in biotechnology and will also see just what kind of work modern biotech companies are involved in.
In this class, we will be looking at how scientists use or plan to use DNA in all sorts of fascinating ways. We have all heard of DNA fingerprinting, but there are many, many other ways in which DNA is being used these days, and that's what we'll be looking at in this course, from DNA vaccines to cell therapy to genetically engineered corn.
Learning Objectives:
- gain a more thorough understanding of DNA and the exciting applications of this molecule
- learn in what ways biotechnology is already in use
- learn how biotechnology may be used in the future
- develop an appreciation for the scientists and science involved in biotechnology
- be exposed to potential career possibilities
- understand the science behind many ethical decisions facing the world today
- have a better understanding when you hear biotechnology-related news in the media
William Peace
Virtual High School
* - - - * |
Course Title: Biotechnology Section WP2
Discipline: Science
Grade Level: 10, 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: Basic Biology; desire to learn to write about science
Description: Nearly every day there is amazing news about biotechnology and genetic engineering. This is an exciting, dynamic area that includes many applications that we hear about often – cloning, stem cells, genetically engineered plants and animals, DNA fingerprinting and forensics, gene therapy, and the Human Genome Project. This course is intended to provide you with an overview of biotechnology, starting with a review of DNA structure and function and extending to the current research ongoing in the field.
Biotechnology is a course designed to familiarize you with these current innovative technologies based on our use of the DNA molecule. You will examine the opportunities and challenges that these abilities have created for us all. You will look at the techniques that are used in biotechnology and will also see just what kind of work modern biotech companies are involved in.
In this class, we will be looking at how scientists use or plan to use DNA in all sorts of fascinating ways. We have all heard of DNA fingerprinting, but there are many, many other ways in which DNA is being used these days, and that's what we'll be looking at in this course, from DNA vaccines to cell therapy to genetically engineered corn.
Learning Objectives:
- gain a more thorough understanding of DNA and the exciting applications of this molecule
- learn in what ways biotechnology is already in use
- learn how biotechnology may be used in the future
- develop an appreciation for the scientists and science involved in biotechnology
- be exposed to potential career possibilities
- understand the science behind many ethical decisions facing the world today
- have a better understanding when you hear biotechnology-related news in the media
William Peace
Virtual High School
* - - - * |
Course Title: Blogs, Wikis, and Web Tools: Research in a Digital Age
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An interest in research and how technology affects you and your world
Description: In "Blogs, Wikis, and Web Tools: Research in a Digital Age" you will collaborate with other students to conduct research around a chosen topic of interest. You will get suggestions from your classmates and work closely with your teacher, as your subject of interest comes to life. In this course you will become an effective researcher, as you explore the web-based resources available on your topic. All students will work in teams to define their topic, conduct preliminary searches, develop their research question, gather information from a variety of online resources, organize and synthesize their findings, and create a final project that contributes to the body of knowledge about their chosen topic.
If you have ever wanted to find out more about a topic that interests you while working closely with students who share common interests and using Web 2.0 tools, "Blogs, Wikis, and Web Tools: Research in a Digital Age" is the course for you!
Learning Objectives:
· To learn about and be involved in the research process
· To conduct authentic research
· To engage in creative thinking and problem solving
· To collaborate with fellow students
· To organize and share tasks effectively
· To make decisions in groups
· To effectively communicate results of research
· To contribute to a body of knowledge about a topic
Joyce Wheeler
Scarborough High School
* - - - *,
Course Title: Blogs, Wikis, and Web Tools: Research in a Digital Age
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An interest in research and how technology affects you and your world
Description: In "Blogs, Wikis, and Web Tools: Research in a Digital Age" you will collaborate with other students to conduct research around a chosen topic of interest. You will get suggestions from your classmates and work closely with your teacher, as your subject of interest comes to life. In this course you will become an effective researcher, as you explore the web-based resources available on your topic. All students will work in teams to define their topic, conduct preliminary searches, develop their research question, gather information from a variety of online resources, organize and synthesize their findings, and create a final project that contributes to the body of knowledge about their chosen topic.
If you have ever wanted to find out more about a topic that interests you while working closely with students who share common interests and using Web 2.0 tools, "Blogs, Wikis, and Web Tools: Research in a Digital Age" is the course for you!
Learning Objectives:
· To learn about and be involved in the research process
· To conduct authentic research
· To engage in creative thinking and problem solving
· To collaborate with fellow students
· To organize and share tasks effectively
· To make decisions in groups
· To effectively communicate results of research
· To contribute to a body of knowledge about a topic
Joyce Wheeler
Scarborough High School
* - - - * |
Course Title: Business and Personal Law Section KT
Discipline: Business
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Spring Only
Prerequisites: Students must be willing and able to do a large volume of reading and be capable of participating in discussions in a mature manner. They should have an interest in legal issues and a desire to learn about legal concepts that will impact their lives on a personal level and within the business community. Students should be comfortable with keyboarding as the course requires extensive written work and weekly discussions. Case studies and debates are part of this course. Students will need to defend their position and ideas. Self-evaluation will be stressed within the course. The class should take a minimum of 6 to 8 hours per week.
Description:
Business/Personal Law is designed for students who have a desire to learn more about legal issues that will affect them in the present and in the future. It will acquaint students with basic legal principles common to business and personal issues. Ethics, the origin of law, our court system structure, contracting, buying and selling, employment, organizing a business, real estate, wills, trusts, and marriage and divorce will be explored. Students will leave the course with an understanding of legal issues impacting their lives in today's world. They will leave the course with an understanding and preparedness to face future legal issues.
Learning Objectives:
Ethics and the Law: Students will identify consequences of unethical and illegal behavior.
Sources of the Law: Students will understand the history of law in our country and the basic freedoms of our citizens.
Structure of the Courts: Students will understand the structure of the court system, including state, federal, and district courts.
Contract Law: Students will identify the components of a contract and the legal requirements for entering in to a contract.
Law of Sales: Students will be aware of laws relating to the sale of goods.
Consumer Law: Students will evaluate the laws relating to their purchasing power.
Agency: Students will identify different agents and their legal status.
Employment: Students will address legal issues surrounding interviews, discrimination, and sexual harassment.
Business Organizations: Students will differentiate between different types of businesses and legal issues relevant to these businesses.
Property Law: Students will explore legal issues relating to real and personal property.
Domestic Relations Law: Students will evaluate legal issues regarding marriage and divorce.
Wills and Trusts: Students will explore legal avenues for planning for the future.
Kerry Thompson
Mascenic Regional High School
* - - - * |
Course Title: Business and Personal Law Section LC
Discipline: Business
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: The ability to participate in discussions regarding the law in a mature manner. Students should have an interest in legal issues and a desire to learn about legal concepts that will impact their lives on a personal level and within the business community. Students should be comfortable with keyboarding. The course will require written work and weekly discussions. Case studies and debates will be part of this course. Students will need to defend their position and ideas. Self-evaluation will be stressed within the course. The class should take a minimum of 5 to 8 hours per week.
Description: Business/Personal Law is designed for students who have a desire to learn more about legal issues that will affect them in the present and in the future. It will acquaint students with basic legal principles common to business and personal issues. Ethics, the origin of law, our court system structure, contracting, buying and selling, employment, organizing a business, real estate, wills, trust, and marriage and divorce will be explored. Students will leave the course with an understanding of legal issues impacting their lives in today's world. They will leave the course with an understanding and preparedness to face future legal issues.
Learning Objectives:
Ethics and the Law: Students will identify consequences of unethical and illegal behavior.
Sources of the Law: Students will understand the history of law in our country and the basic freedoms of our citizens.
Structure of the Courts: Students will understand the structure of the court system, including state, federal, and district courts.
Contract Law: Students will identify the components of a contract and the legal requirements for entering in to a contract.
Law of Sales: Students will be aware of laws relating to the sale of goods.
Consumer Law: Students will evaluate the laws relating to their purchasing power.
Agency: Students will identify different agents and their legal status.
Employment: Students will address legal issues surrounding interviews, discrimination, and sexual harassment.
Business Organizations: Students will differentiate between different types of businesses and legal issues relevant to these businesses.
Property Law: Students will explore legal issues relating to real and personal property.
Domestic Relations Law: Students will evaluate legal issues regarding marriage and divorce.
Wills and Trusts: Students will explore legal avenues for planning for the future.
Linda Church
Jonesport-Beals High School
* - - - * |
Course Title: Business and Personal Law Section SC
Discipline: Business
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: The ability to participate in discussions regarding the law in a mature manner. Students should have an interest in legal issues and a desire to learn about legal concepts that will impact their lives on a personal level and within the business community. Students should be comfortable with keyboarding. The course will require written work and weekly discussions. Case studies and debates will be part of this course. Students will need to defend their position and ideas. Self-evaluation will be stressed within the course. The class should take a minimum of 5 to 8 hours per week.
Description: Business/Personal Law is designed for students who have a desire to learn more about legal issues that will affect them in the present and in the future. It will acquaint students with basic legal principles common to business and personal issues. Ethics, the origin of law, our court system structure, contracting, buying and selling, employment, organizing a business, real estate, wills, trust, and marriage and divorce will be explored. Students will leave the course with an understanding of legal issues impacting their lives in today's world. They will leave the course with an understanding and preparedness to face future legal issues.
Learning Objectives:
Ethics and the Law: Students will identify consequences of unethical and illegal behavior.
Sources of the Law: Students will understand the history of law in our country and the basic freedoms of our citizens.
Structure of the Courts: Students will understand the structure of the court system, including state, federal, and district courts.
Contract Law: Students will identify the components of a contract and the legal requirements for entering in to a contract.
Law of Sales: Students will be aware of laws relating to the sale of goods.
Consumer Law: Students will evaluate the laws relating to their purchasing power.
Agency: Students will identify different agents and their legal status.
Employment: Students will address legal issues surrounding interviews, discrimination, and sexual harassment.
Business Organizations: Students will differentiate between different types of businesses and legal issues relevant to these businesses.
Property Law: Students will explore legal issues relating to real and personal property.
Domestic Relations Law: Students will evaluate legal issues regarding marriage and divorce.
Wills and Trusts: Students will explore legal avenues for planning for the future.
Sue Comparato
Swampscott High School
* - - - * |
Course Title: Business and Personal Law Section TC
Discipline: Business
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: The ability to participate in discussions regarding the law in a mature manner. Students should have an interest in legal issues and a desire to learn about legal concepts that will impact their lives on a personal level and within the business community. Students should be comfortable with keyboarding. The course will require written work and weekly discussions. Case studies and debates will be part of this course. Students will need to defend their position and ideas. Self-evaluation will be stressed within the course. The class should take a minimum of 5 to 8 hours per week.
Description: Business/Personal Law is designed for students who have a desire to learn more about legal issues that will affect them in the present and in the future. It will acquaint students with basic legal principles common to business and personal issues. Ethics, the origin of law, our court system structure, contracting, buying and selling, employment, organizing a business, real estate, wills, trust, and marriage and divorce will be explored. Students will leave the course with an understanding of legal issues impacting their lives in today's world. They will leave the course with an understanding and preparedness to face future legal issues.
Learning Objectives:
Ethics and the Law: Students will identify consequences of unethical and illegal behavior.
Sources of the Law: Students will understand the history of law in our country and the basic freedoms of our citizens.
Structure of the Courts: Students will understand the structure of the court system, including state, federal, and district courts.
Contract Law: Students will identify the components of a contract and the legal requirements for entering in to a contract.
Law of Sales: Students will be aware of laws relating to the sale of goods.
Consumer Law: Students will evaluate the laws relating to their purchasing power.
Agency: Students will identify different agents and their legal status.
Employment: Students will address legal issues surrounding interviews, discrimination, and sexual harassment.
Business Organizations: Students will differentiate between different types of businesses and legal issues relevant to these businesses.
Property Law: Students will explore legal issues relating to real and personal property.
Domestic Relations Law: Students will evaluate legal issues regarding marriage and divorce.
Wills and Trusts: Students will explore legal avenues for planning for the future.
Tracy Clement
Stearns High School
* - - - * |
Course Title: CAD
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Pro/DESKTOP software will only run on a PC. Students will need access to a PC to complete their coursework.
Description: CAD is a fifteen-week course that introduces students to Pro/DESKTOP 3D parametric solid modeling software. The text used in the course is Designing with Pro/DESKTOP by John Hutchinson. The course syllabus follows the text directly and provides the students with an introduction to the engineering discipline and the creative process of product design.
Students begin by exploring basic design commands such as lines, circles and rectangles, which are used to create valid sketches. These commands are then applied to create extrusions and other generic three-dimensional objects. Students then create recognizable products such as a toy block, a digital camera and a telephone handset. The instruction continues with more complex concepts such as tangent, offset and angled workplanes. The course culminates with a final project where each student applies what he or she has learned by creating a unique product.
Important
As part of the licensing agreement that I have with the software manufacturer, I need to ensure that each copy of the Pro/DESKTOP software be COMPLETELY removed and uninstalled from ALL computers at the end of the course. Also, I need to ensure that no copies of the Pro/DESKTOP installation CD that I provided to you exist anywhere using any storage method. Finally, I need to ensure that the textbook, the Pro/DESKTOP installation CD and the signed welcome letter sent to you in the media kit be returned to me immediately at the end of the course and that it be mailed to me using delivery tracking/delivery confirmation through USPS, Federal Express, UPS etc. If you are located outside of the 48 contiguous U.S. States you must use Federal Express to return these three items to me. For overseas shipments, the FedEx cost has exceeded $100 in some cases. Because of this, you may find that it is cheaper to contact the publisher directly (Designed World Learning - www.designedworldlearning.com) and purchase the textbook (see MediaKit Contents under “Click Here for Additional Course Details” below) yourself. This will reduce the weight of the media kit tremendously and save you money in the end.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
· Demonstrate knowledge of pictorial drawings (e.g., Workplanes, 3-Dimensional View, Faces) using proper techniques.
· Demonstrate the use of drafting techniques with paper and pencil and/or computer-aided design (CAD) systems.
· Interpret plans, diagrams, and working drawings in the construction of a prototype.
· Demonstrate the necessary reading and writing skills required to complete all design tasks.
Richard Eiermann
Tahanto Regional High School
* - - - * |
Course Title: CAD Section SM
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: ProENGINEER 3D software will only run on a PC. Students will need access to a PC to complete their coursework.
System Requirements:
RAM: Recommended 1024 MG or Higher min:256 MG
Available Disk Space: 3 GB or higher min:2 GB
CPU Speed: 2.4 GHz or higher min:500 MHz
Mouse: 3-button mouse
Misc: CD-ROM or DVD drive
Description: Description:
CAD is a fifteen-week course that introduces students to ProENGINEER 3D parametric solid modeling software. The text used in the course is ProENGINEER Wildfire 3.0 Tutorial by Roger Toogood. The course syllabus follows the text almost directly and provides the students with an introduction to the engineering discipline.
Students begin by exploring basic design commands such as lines, circles and rectangles, which are used to create valid sketches. These commands are then applied to create extrusions and other generic three-dimensional objects.
*The software ProENGINEER is designed by engineers for engineers and may be difficult for students who have no prior experience in Technical Drawing or CADD. It is highly recommended that students are able to install the software both at home and at school.
System Requirements:
RAM: Recommended 1024 MG or Higher min:256 MG
Available Disk Space: 3 GB or higher min:2 GB
CPU Speed: 2.4 GHz or higher min:500 MHz
Mouse: 3-button mouse
Misc: CD-ROM or DVD drive
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
· Demonstrate knowledge of pictorial drawings (e.g., Workplanes, 3-Dimensional View, Faces) using proper techniques.
· Demonstrate the use of drafting techniques with paper and pencil and/or computer-aided design (CAD) systems.
· Interpret plans, diagrams, and working drawings in the construction of a prototype.
· Demonstrate the necessary reading and writing skills required to complete all design tasks.
Steven Martin
Nanuet Senior High School
* - - - * |
Course Title: Career Awareness for the New Millennium Section BA
Discipline: Life Skills/Health
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: None
Description:
Finally, you'll have the answer to that age-old question: "What do you want to be when you grow up?"
Prepare now for success in the New Millennium. Whether you plan to go to college, to seek immediate job opportunity or you're just not sure - this course will show you the way.
* Explore topics ranging from self-awareness to career awareness.
* Learn important test-taking skills (including SAT).
* Discover your learning styles and personality traits.
* Master time management skills for use in the classroom now and in future careers.
* Find out about the hot career choices for the new millennium
If you would like a course that helps you learn about yourself while you prepare for the future, this is it!
By the end of the semester, each student will have an individualized career plan to help ensure success in the highly competitive 21st Century.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
The student will:
1. Make potential career decisions based upon interests, abilities and values and formulate appropriate plans to reach career goals.
2. Select career options based on an evaluation of aptitude and/or interest areas.
3. Review and select a program of study that includes educational training and post-secondary options beyond high school.
4. Understand personal characteristics to be considered in making career choices.
5. Demonstrate knowledge and use of occupational information sources.
6. Demonstrate an understanding of the influence of technological and societal changes on careers.
7. Demonstrate an understanding of higher education and training options for careers of interest.
Beth Allen
Whitinsville Christian School
* - - - * |
Course Title: Career Awareness for the New Millennium Section KM
Discipline: Life Skills/Health
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: None
Description:
Finally, you'll have the answer to that age-old question: "What do you want to be when you grow up?"
Prepare now for success in the New Millennium. Whether you plan to go to college, to seek immediate job opportunity or you're just not sure - this course will show you the way.
* Explore topics ranging from self-awareness to career awareness.
* Learn important test-taking skills (including SAT).
* Discover your learning styles and personality traits.
* Master time management skills for use in the classroom now and in future careers.
* Find out about the hot career choices for the new millennium
If you would like a course that helps you learn about yourself while you prepare for the future, this is it!
By the end of the semester, each student will have an individualized career plan to help ensure success in the highly competitive 21st Century.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
The student will:
1. Make potential career decisions based upon interests, abilities and values and formulate appropriate plans to reach career goals.
2. Select career options based on an evaluation of aptitude and/or interest areas.
3. Review and select a program of study that includes educational training and post-secondary options beyond high school.
4. Understand personal characteristics to be considered in making career choices.
5. Demonstrate knowledge and use of occupational information sources.
6. Demonstrate an understanding of the influence of technological and societal changes on careers.
7. Demonstrate an understanding of higher education and training options for careers of interest.
Kelly Markland
Wahconah Regional High School
* - - - * |
Course Title: Career Awareness for the New Millennium Section MG
Discipline: Life Skills/Health
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: None
Description: Finally, you'll have the answer to that age-old question: "What do you want to be when you grow up?"
Prepare now for success in the New Millennium. Whether you plan to go to college, to seek immediate job opportunity or you're just not sure - this course will show you the way.
* Explore topics ranging from self-awareness to career awareness.
* Learn important test-taking skills (including SAT).
* Discover your learning styles and personality traits.
* Master time management skills for use in the classroom now and in future careers.
* Find out about the hot career choices for the new millennium
If you would like a course that helps you learn about yourself while you prepare for the future, this is it! By the end of the semester, each student will have an individualized career plan to help ensure success in the highly competitive 21st Century.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
The student will:
1. Make potential career decisions based upon interests, abilities and values and formulate appropriate plans to reach career goals.
2. Select career options based on an evaluation of aptitude and/or interest areas.
3. Review and select a program of study that includes educational training and post-secondary options beyond high school.
4. Understand personal characteristics to be considered in making career choices.
5. Demonstrate knowledge and use of occupational information sources.
6. Demonstrate an understanding of the influence of technological and societal changes on careers.
7. Demonstrate an understanding of higher education and training options for careers of interest.
Marcia Grant
Arthur W Coolidge Middle School
* - - - * |
Course Title: Caribbean Art History Section SE
Discipline: Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An Interest in Art, Writing and Reading Skills. Experience navigating and doing searches on the Internet.
Description: What is "Caribbean Art"? Is it indigenous art? Little statues and paintings found in caverns? Was Jean-Michel Basquiat a New Yorker or a true Caribbean artist? Find these answers and more in this course where we are going to explore the mixture of different origins that make up art in the Caribbean, an area comprised of more than 20 islands including Bermuda, Jamaica, Cuba, Dominican Republic, Haiti, and Puerto Rico. We'll cover the Spanish colonial period to the present, and look at African, Amerindian, Asian and European influences on Caribbean art. We'll also tour some of the most amazing virtual museums and artists' websites where debates are going to be raised on specific paintings. While surfing on the net, your art appreciation skills and vocabulary are going to be trained and exercised. Whether you are an art lover, don't want to feel lost next time you go to a museum, or just want to know how to recognize art from different backgrounds and styles, this Caribbean Art course is designed for you!
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
Students will learn to:
- Identify Caribbean Artists and movements from the colonial period to the present.
- Talk properly and naturally about Caribbean Art.
- "See" and understand Caribbean artworks.
- Critique Caribbean artists' portfolios using original comments and analysis.
- Learn about artists from their communities.
Susan Ettenheim
Eleanor Roosevelt High School
* - - - * |
Course Title: Chemistry II Section BH: Chemicals of Civilization
Discipline: Science
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Successful completion of a previous High School Chemistry course
Description: Did you know the infamous Salem witch trials might have been caused by moldy grain? Did you know that cotton could explode? How did silkworms lead to spandex? How can lasagna react with aluminum? Can we build an elevator to space?
In The Chemicals of Civilization, we’ll take a look at a few of the chemicals and chemical concepts that have shaped our society. We’ll take a look at the history behind the chemicals and the chemicals behind the history. We’ll explore several areas of chemistry and then examine how they have shaped the world we live in today. We’ll also examine new chemicals being developed today and study how they might influence the future shape of our civilization.
The course begins by examining some basic organic chemistry and reviewing a few inorganic chemical concepts. This portion of the course will examine concepts of chemistry by looking at food preparation. We’ll then explore the chemistry behind various substances, and the effects they’ve had on the past and present of human societies. A few topics we’ll look at include vitamins, spices, silk and synthetic fabrics, rubber, caffeine, and nicotine. Student input into what topics we’ll study is also encouraged.
Students will complete private lessons and some lab activities using common household chemicals. Students will also take part in weekly discussions, and will have an opportunity to moderate at least one discussion during the course. Team cooperative projects will also be a portion of the course, and students will be asked to complete a final project working in teams.
Learning Objectives:
1. Students will extend their previous chemistry experience by studying selected topic in great detail.
2. Students will place the chemistry content into a historical context and examine the processes and events that have shaped our history
3. Student will examine the current and potential applications of present chemistry
4. Student will continue to develop an appreciation for the role that science and scientists play in out history and our daily lives.
Bruce Holloway
Brattleboro Union High School
* - - - * |
Course Title: Community Service-Learning: You Can Change the World!
Discipline: Social Studies
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Interested in service and making a difference.
Description: Do you think that what you learn should serve a real purpose and make a difference? How would you like to combine your learning with service that meets real community need and provides you with opportunities to contribute? Would you like to make a difference in your school, your community, your state, your country and our world? This course will immerse you in the ideas and practice of Service-Learning (SL) also known as Community Service-Learning (CSL).
Service-learning can be connected to all academic subjects as well as part of after-school activities too! You will discover the types and degrees of Service-Learning that exist in schools and colleges across the country. We will begin and end with an Essential Question: How can student learning serve society? Starting with understanding of community and your many communities, you will explore the concept of service and the distinction between community service and Service-Learning. Service-learning has many parts that include student inquiry, brainstorming, learning, serving, reflecting, celebrating and assessing. Opportunities for exploring different types of Service-Learning from civic activism, to environmental, intergenerational, human needs, public safety and student mentoring will be part of your experience in this course. Best of all, you will design and carry out your own Service-Learning project either individually or with another student in the course.
Service-Learning gives you opportunities to exercise your citizenship and contribute to the common good. Learning, serving and civic engagement all rolled up in one course await you and your ideas in this unique course!
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Students will form an online Service-Learning community and work together through online discussions, pairs and groups on SL questions and projects.
Students will become familiar with the meaning, types and methods of Service-Learning.
Students will explore the concepts and examples of community and service through identification of the communities they belong to and description of the service they have given or observed.
Students will make connections between learning and serving in theory and in practice in their communities, their schools and in their own lives.
Students will identify and utilize the definitions and resources on Service-Learning and they will be introduced to research on Service-Learning.
Students will thoughtfully consider the importance of reflection and will practice reflective journaling.
Students will locate Service-Learning resources in their own state including the colleges that offer Service-Learning courses, projects or College Compact activities. Students will construct a map of SL resources as a class.
Students will search, locate and present Service-Learning examples and then vote as a class on projects that exemplify Service-Learning standards.
Students will generate their own Service-Learning connections, design and carry-out a SL project either tied to one of their academic subjects or as an after school SL project.
Students will understand the civic dimension of Service-Learning.
Students will be able to discuss and offer ideas to answer the Essential Question: How can student learning serve society?
Mary McCarthy
Hudson High School
* - - - * |
Course Title: Computational Science and Engineering Using Java Section BT
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Two years of algebra, one year of geometry, one year of a laboratory science; the class is designed as a first course in programming for science and engineering--the class is not intended for students who have completed an Advanced Placement course in computer science
Description: This course is an introduction to computational science, an interdisciplinary method of scientific inquiry. Students will develop a working knowledge of Java, the most important new computer language to arise in the last decade. Students will also gain experience with the fundamental ideas of calculus and its application in science and engineering. The emphasis of the course is scientific programming, and not simply learning Java. The Java language is used as a tool in building mathematical models that are of interest to scientists and engineers.
Evaluation: Each student will receive a grade on the basis of the completion of the assigned programs, the completion and quality of a few writing assignments, the completion of an experimental design project (group activity), and the completion of a final modeling project that includes an online presentation (group project).
Online text: How to Think Like a Computer Scientist: Java Version - A computer science textbook by Allan Downey
Learning Objectives:
1. Learn how to apply mathematical modeling techniques to solve scientific and engineering problems.
2. Develop a working knowledge of Java, including object-oriented programming and user interface design.
3. Gain experience with the application of calculus.
4. Develop project-construction skills.
Brian Turner
American Community School
* - - - * |
Course Title: Computational Science and Engineering Using Java Section KH
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Two years of algebra, one year of geometry, one year of a laboratory science; the class is designed as a first course in programming for science and engineering--the class is not intended for students who have completed an Advanced Placement course in computer science
Description: This course is an introduction to computational science, an interdisciplinary method of scientific inquiry. Students will develop a working knowledge of Java, the most important new computer language to arise in the last decade. Students will also gain experience with the fundamental ideas of calculus and its application in science and engineering. The emphasis of the course is scientific programming, and not simply learning Java. The Java language is used as a tool in building mathematical models that are of interest to scientists and engineers.
Evaluation: Each student will receive a grade on the basis of the completion of the assigned programs, the completion and quality of a few writing assignments, the completion of an experimental design project (group activity), and the completion of a final modeling project that includes an online presentation (group project).
Online text: How to Think Like a Computer Scientist: Java Version - A computer science textbook by Allan Downey
Learning Objectives:
1. Learn how to apply mathematical modeling techniques to solve scientific and engineering problems.
2. Develop a working knowledge of Java, including object-oriented programming and user interface design.
3. Gain experience with the application of calculus.
4. Develop project-construction skills.
Karen Healey
Milford High School
* - - - * |
Course Title: Constitutional Law Section AK
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: U.S. History and American Government
Description: This class focuses on the history and development of the United States Constitutional Legal system.
The class starts by showing the student how the Supreme Court has gained its power and established its rules for decision-making. The class then examines how the Supreme Court has interpreted the United States Constitution and its amendments over the last 200 plus years. This encompasses studying the many individual rights set forth in the Bill of Rights, including freedom of speech and religion, rights of the accused, affirmative action, the death penalty, and rights during wartime. In order to gain an understanding of these issues, students will read and listen to condensed versions of selected Supreme Court cases and hold discussions on these cases.
You do not need to be a lawyer to understand this class; you just need an interest in the law. This class promises to be enjoyable, with individual as well as group projects which explore the Supreme Court and its interpretation of the Constitution.
Learning Objectives:
1. The learner will be introduced to the Supreme Court of the United States through a historical context, where the learner will assess the need of the Court in
the United States.
2. The learner will develop an understanding of the court, how it works, and the importance of Supreme Court cases in American history.
3. The learner will analyze cases and develop well thought out opinions of the decisions that have been made by the Supreme Court.
In addition:
1. Take responsibility for your work
2. Learn to work collaboratively in group assignments, and respect different views of the law
Anne Kennedy
Holy Name High School MA
* - - - * |
Course Title: Constitutional Law Section JA
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: U.S. History and American Government
Description:
This class will focus on the history and development of the United States Constitutional Legal system. We will look at selected cases and see the lasting effect that they had in the legal and political world.
The primary focus will be on the basic principles of law, the judicial system and judicial/political behavior. In order to achieve this, students will read and listen to condensed versions of selected Supreme Court cases.
You don't need to be a lawyer to understand this class; you just need an interest in the law. This class promises to be enjoyable, with individual as well as group projects which explore the Supreme Court.
Learning Objectives:
1. The learner will be introduced to the Supreme Court of the United States through a historical context, where the learner will assess the need of the Court in
the USA.
2. The learner will develop an understanding of the court, how it works, and the importance of the cases in American history.
3. The learner will analyze cases and develop well thought out opinions of the decisions that have been made by the Supreme Court.
In addition:
1. Take responsibility for your work
2. Learn to work collaboratively in group assignments, and respect different views of the law
Jason Auclair
Chicopee High School
* - - - * |
Course Title: Constitutional Law Section JG
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: U.S. History and American Government
Description: This class focuses on the history and development of the United States Constitutional Legal system.
The class starts by showing the student how the Supreme Court has gained its power and established its rules for decision-making. The class then examines how the Supreme Court has interpreted the United States Constitution and its amendments over the last 200 plus years. This encompasses studying the many individual rights set forth in the Bill of Rights, including freedom of speech and religion, rights of the accused, affirmative action, the death penalty, and rights during wartime. In order to gain an understanding of these issues, students will read and listen to condensed versions of selected Supreme Court cases and hold discussions on these cases.
You do not need to be a lawyer to understand this class; you just need an interest in the law. This class promises to be enjoyable, with individual as well as group projects which explore the Supreme Court and its interpretation of the Constitution.
Learning Objectives:
1. The learner will be introduced to the Supreme Court of the United States through a historical context, where the learner will assess the need of the Court in
the United States.
2. The learner will develop an understanding of the court, how it works, and the importance of Supreme Court cases in American history.
3. The learner will analyze cases and develop well thought out opinions of the decisions that have been made by the Supreme Court.
In addition:
1. Take responsibility for your work
2. Learn to work collaboratively in group assignments, and respect different views of the law
Joseph Giarusso
Assabet Valley Regional Technical High School
* - - - * |
Course Title: Contemporary Irish Literature Section CR
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites:
Description: What do you know about Ireland: green mountains by the sea, smiling faces, traditional music? Perhaps you have other images: St. Patrick’s Day, U2, the Ulster violence? Ireland is currently undergoing an artistic and literary revival. Irish rock groups and movies are justifiably popular in the United States. The high quality work of Ireland's living novelists, poets, essayists, and short story writers deserves to be equally well-known here. Contemporary Irish writers will serve as our guides in a search for the real Ireland. We will examine modern Irish themes such as: the rural west, the city, "The Troubles," gender, religion, and the prosperity of Modern Ireland. This course will be an enjoyable introduction to a startlingly creative people struggling to find a new voice.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
1. Read from the novels, poems, essays, or short stories each week.
2. Research the history and politics of modern Ireland.
3. Improve writing skills through reactions and insights to the literature.
4. Learn to work collaboratively with the teacher and other students and contribute to on-line discussions.
5. Gain an introduction to another vibrant English-speaking culture.
Christopher Ruckdeschel
Minisink Valley High School
* - - - * |
Course Title: Creating Art History Section TB
Discipline: Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: None, but students must have access to scanner or digital camera. Students may be required to download (free) software from the Internet.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
This is a "practical" course--you will learn Art History by both looking at art and creating art of your own! The virtual learning space is an artist's studio. This studio will be your workplace to share insights, collections, inspirations, and to critique each other's work in order to expand your own ideas.
This is a "thematic" approach to Art history --rather than chronological. Ideas within the themes of self-portrait, conflict, simplicity, storytelling, and the natural world will be explored. You will collect and create art that communicates your own ideas of each theme. After traveling to online art museums and artists' studios and creating a drawing, painting, ink wash and a handmade book, you will design your own exhibit!
This is a combination of traditional and modern methods! Traditional (drawing, painting) and modern (image manipulation) media will be your tools. You will sketch, paint, draw, and collage into pages of a sketchbook. These pages will be scanned or photographed with a digital camera and displayed on the monitors of your classmates' computer screens! Technology will transform your art, ideas, comments, critiques, sketches, and collections into an interactive and collaborative Art History.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
**Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
Learning Objectives:
Students will...
*create artwork that demonstrates a purposeful use of the elements and principles of design to convey meaning and emotion.
*demonstrate the ability to draw from other disciplines in the creation of a body of work.
*organize and present an exhibit of a body of their own work to others.
*critique one's own work, the work of peers, and the work of professional artists and demonstrate an understanding of the formal, cultural and historical contexts of the work.
*identify the roles of artists, patrons, and arts institutions in societies of the past and the present.
*use electronic technology for reference and for creating original artwork.
Timothy Benson
Hinsdale High School
* - - - * |
Course Title: Creative Writing Section BF
Discipline: Language Arts
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Comfort and proficiency with the English language. Experience writing poems and stories.
Description: The course will have two goals: taking other people's poems and stories apart, and putting our own poems and stories together. The semester will begin with thought, reading, on-line discussion and writing about WHY people write, why bother to do imaginative writing when we can just turn on our TVs or VCRs. Along the way, we'll try to decide: What is the fundamental impulse behind poems and stories? How are they constructed, and what techniques do particular writers use effectively? What kinds of work do we most admire and why? How can a poem or a piece of fiction speak to us across, years, genders, and cultures?
Learning Objectives:
1. To try numerous approaches to writing, and to generate abundant written material
2. To study techniques used in published work and to develop methods of shaping and crafting our own.
3. To learn to REVISE, re-see our work as we learn more about what makes poems and stories good.
4. To get and give useful feedback on our own and classmates? writing in an on-line forum
5. To "meet" for individual on-line conferences with the instructor.
6. To search the Web for information about and interviews with writers.
7. To learn more about the elusive aspects of writing such as inspiration, motivation, habits, getting ideas, and ways of plunging in.
8. To "visit" on-line with Western Massachusetts writers and poets, asking questions about their work.
Over the semester, students will develop and polish a portfolio of fiction, poetry, and analyses of published work. The final days of the semester will include reading about and discussion of the market for imaginative writing, approaches to getting published, and jobs for which writing skill is useful.
Betty Fisher
Nathan Hale High School
* - - - * |
Course Title: Creative Writing Section CA
Discipline: Language Arts
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Comfort and proficiency with the English language. Experience writing poems and stories.
Description: The essential goal of this course is to improve your own creative writing. In order to reach this goal, you will be expected to study models of “good” writing and to think deeply about what makes this writing interesting to an audience made up of many very different types of readers. The course will begin with an analysis of why you think that your favorite quality novel is so interesting and with on-line discussions both about why people write and about how they write. You will be expected to read a variety of short stories, poems, and drama and to explore a variety of websites devoted either to strategies and tactics of writing or to the experiences and work of poets, novelists, and short story writers. With what you have learned from your readings, you will be analyzing how authors do what they do so well and learning how to improve your own creative writing. Most important of all, you will develop a portfolio of your own original writing that demonstrates your growth as a writer.
Learning Objectives:
1. To try numerous approaches to writing, and to generate abundant written material
2. To study techniques used in published work and to develop methods of shaping and crafting our own.
3. To learn to REVISE, re-see our work as we learn more about what makes poems, plays and stories good.
4. To get and give useful feedback on our own and classmates? writing in an on-line forum
5. To "meet" for individual on-line conferences with the instructor.
6. To learn more about the elusive aspects of writing such as inspiration, motivation, habits, getting ideas, and ways of plunging in.
Over the semester, students will develop and polish a portfolio of fiction, poetry, and drama. The final days of the semester will include reading about and discussing the market for imaginative writing, approaches to getting published, and jobs for which writing skill is useful.
Charles Appleby
Bigfork High School
* - - - * |
Course Title: Creative Writing Section DP
Discipline: Language Arts
Grade Level: 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: Comfort and proficiency with the English language. Experience writing poems and stories.
Description: The course will have two goals: taking other people's poems and stories apart, and putting our own poems and stories together. The semester will begin with thought, reading, on-line discussion and writing about WHY people write, why bother to do imaginative writing when we can just turn on our TVs or VCRs. Along the way, we'll try to decide: What is the fundamental impulse behind poems and stories? How are they constructed, and what techniques do particular writers use effectively? What kinds of work do we most admire and why? How can a poem or a piece of fiction speak to us across, years, genders, and cultures?
Learning Objectives:
1. To try numerous approaches to writing, and to generate abundant written material
2. To study techniques used in published work and to develop methods of shaping and crafting our own.
3. To learn to REVISE, re-see our work as we learn more about what makes poems and stories good.
4. To get and give useful feedback on our own and classmates by writing in an on-line forum
Dianne Pappafotopoulos
Fontbonne Academy
* - - - * |
Course Title: Creative Writing Section HS
Discipline: Language Arts
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Comfort and proficiency with the English language. Experience writing poems and stories.
Description: The course will have two goals: taking other people's poems and stories apart, and putting our own poems and stories together. The semester will begin with thought, reading, on-line discussion and writing about WHY people write, why bother to do imaginative writing when we can just turn on our TVs or VCRs. Along the way, we'll try to decide: What is the fundamental impulse behind poems and stories? How are they constructed, and what techniques do particular writers use effectively? What kinds of work do we most admire and why? How can a poem or a piece of fiction speak to us across, years, genders, and cultures?
Learning Objectives:
1. To try numerous approaches to writing, and to generate abundant written material
2. To study techniques used in published work and to develop methods of shaping and crafting our own.
3. To learn to REVISE, re-see our work as we learn more about what makes poems and stories good.
4. To get and give useful feedback on our own and classmates? writing in an on-line forum
5. To "meet" for individual on-line conferences with the instructor.
6. To search the Web for information about and interviews with writers.
7. To learn more about the elusive aspects of writing such as inspiration, motivation, habits, getting ideas, and ways of plunging in.
8. To "visit" on-line with Western Massachusetts writers and poets, asking questions about their work.
Over the semester, students will develop and polish a portfolio of fiction, poetry, and analyses of published work. The final days of the semester will include reading about and discussion of the market for imaginative writing, approaches to getting published, and jobs for which writing skill is useful.
Heather Stem
Hackettstown High School
* - - - * |
Course Title: Creative Writing Section RD
Discipline: Language Arts
Grade Level: 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: Comfort and proficiency with the English language. Experience writing poems and stories.
Description: The course will have two goals: taking other people's poems and stories apart, and putting our own poems and stories together. The semester will begin with thought, reading, on-line discussion and writing about WHY people write, why bother to do imaginative writing when we can just turn on our TVs or VCRs. Along the way, we'll try to decide: What is the fundamental impulse behind poems and stories? How are they constructed, and what techniques do particular writers use effectively? What kinds of work do we most admire and why? How can a poem or a piece of fiction speak to us across, years, genders, and cultures?
Learning Objectives:
1. To try numerous approaches to writing, and to generate abundant written material
2. To study techniques used in published work and to develop methods of shaping and crafting our own.
3. To learn to REVISE, re-see our work as we learn more about what makes poems and stories good.
4. To get and give useful feedback on our own and classmates? writing in an on-line forum
5. To "meet" for individual on-line conferences with the instructor.
6. To search the Web for information about and interviews with writers.
7. To learn more about the elusive aspects of writing such as inspiration, motivation, habits, getting ideas, and ways of plunging in.
8. To "visit" on-line with Western Massachusetts writers and poets, asking questions about their work.
Over the semester, students will develop and polish a portfolio of fiction, poetry, and analyses of published work. The final days of the semester will include reading about and discussion of the market for imaginative writing, approaches to getting published, and jobs for which writing skill is useful.
Rebekka Doolittle
Tri-Valley High School
* - - - * |
Course Title: Creative Writing Section SG
Discipline: Language Arts
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Comfort and proficiency with the English language. Experience writing poems and stories.
Description: The course will have two goals: taking other people's poems and stories apart, and putting our own poems and stories together. The semester will begin with thought, reading, on-line discussion and writing about WHY people write, why bother to do imaginative writing when we can just turn on our TVs or VCRs. Along the way, we'll try to decide: What is the fundamental impulse behind poems and stories? How are they constructed, and what techniques do particular writers use effectively? What kinds of work do we most admire and why? How can a poem or a piece of fiction speak to us across, years, genders, and cultures?
Learning Objectives:
1. To try numerous approaches to writing, and to generate abundant written material
2. To study techniques used in published work and to develop methods of shaping and crafting our own.
3. To learn to REVISE, re-see our work as we learn more about what makes poems and stories good.
4. To get and give useful feedback on our own and classmates? writing in an on-line forum
5. To "meet" for individual on-line conferences with the instructor.
6. To search the Web for information about and interviews with writers.
7. To learn more about the elusive aspects of writing such as inspiration, motivation, habits, getting ideas, and ways of plunging in.
8. To "visit" on-line with Western Massachusetts writers and poets, asking questions about their work.
Over the semester, students will develop and polish a portfolio of fiction, poetry, and analyses of published work. The final days of the semester will include reading about and discussion of the market for imaginative writing, approaches to getting published, and jobs for which writing skill is useful.
Susan Gallant
Oxford High School
* - - - * |
Course Title: Criminology Section AH
Discipline: Social Studies
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Description: Have you ever been fascinated by a crime story and wondered: How could somebody commit such an unspeakable act or how could someone who seemingly has everything throw it all away doing something illegal? Does a person’s environment increase the likelihood of becoming a criminal or is criminality an inherited trait? Criminology will explore the reasons why people commit crimes.
First we’ll examine why laws were created and how they evolve over time in response to society’s needs. Then, we’ll focus on the theoretical perspectives of criminal behavior, including biological, psychological and sociological theories. We will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals as we examine notable and notorious criminals. Finally, we will explore the treatment of criminals by the correctional system. Ultimately, you will be asked to design a policy statement for crime prevention and treatment programs for criminals based on the theoretical assumptions that you support.
Some of the issues we’ll discuss are:
3 main types of crime
Prevalence of crime
Connection between drugs and crime
Indicators of dangerousness
Predicting criminal behavior
Competency standards
Types of assignments:
Class discussions
Readings
Essays
Book/Movie Project
Case studies
Etc.
Disclaimer: Given the contents of the course, some of the subject matter is violent and gruesome in nature. This may not be the course for you if your sensibilities are easily upset.
Learning Objectives:
Students will:
1. Describe the goals of laws and why laws define criminal behavior.
2. Identify different types of crimes.
3. Identify the elements of crime and defenses to crime
4. Examine competencies required for the legal process
5. Examine the main biological, psychological and sociological theories of crime
6. Apply theoretical principles of criminology to case studies.
7. Analyze the different types of correctional programs.
8. Create a policy statement for crime prevention and correctional programs for offenders consistent with personal beliefs about the causes of criminal behavior.
Annarose Haws
Camden County Technical Schools - Pennsauken Campus
* - - - * |
Course Title: Criminology Section CB
Discipline: Social Studies
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Description: Have you ever been fascinated by a crime story and wondered: How could somebody commit such an unspeakable act or how could someone who seemingly has everything throw it all away doing something illegal? Does a person’s environment increase the likelihood of becoming a criminal or is criminality an inherited trait? The course entitled Criminology will explore the reasons why people commit crimes. To better understand these reasons, we must first examine why laws were created and how they evolved over time in response to society’s needs. There are three main types of crime and the reasons why people commit each individual type are as different as the types of crimes themselves. We will also look at the prevalence of crime by examining research conducted on crime trends. The main focus of the course will be the theoretical perspectives of criminal behavior including biological, psychological and sociological theories. We will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals as we examine notable criminals. While the course will focus on all types of crime, including homicide and domestic violence, the connection between drugs and crime will also be explored. In addition we will discuss the indicators of dangerousness in predicting criminal behavior, as well as the competency standards for involvement in the legal process. Finally, we will explore the treatment of criminals by the correctional system. If we understand why people commit crimes, then what can be done to prevent crime and how should we deal with criminals once they have committed an offense? Ultimately, you will be asked to design a policy statement for crime prevention and treatment programs for criminals based on the theoretical assumptions that you support.
Disclaimer: Given the contents of the course, some of the subject matter is violent and gruesome in nature. This may not be the course for you if your sensibilities are easily upset.
Learning Objectives:
Students will:
1. Describe the goals of laws and why laws define criminal behavior.
2. Identify different types of crimes.
3. Identify the elements of crime and defenses to crime
4. Examine competencies required for the legal process
5. Examine the main biological, psychological and sociological theories of crime
6. Apply theoretical principles of criminology to case studies.
7. Analyze the different types of correctional programs.
8. Create a policy statement for crime prevention and correctional programs for offenders consistent with personal beliefs about the causes of criminal behavior.
Catherine Buebendorf
RHAM High School
* - - - * |
Course Title: Criminology Section CW
Discipline: Social Studies
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Description: Have you ever been fascinated by a crime story and wondered: How could somebody commit such an unspeakable act or how could someone who seemingly has everything throw it all away doing something illegal? Does a person’s environment increase the likelihood of becoming a criminal or is criminality an inherited trait? The course entitled Criminology will explore the reasons why people commit crimes. To better understand these reasons, we must first examine why laws were created and how they evolved over time in response to society’s needs. There are three main types of crime and the reasons why people commit each individual type are as different as the types of crimes themselves. We will also look at the prevalence of crime by examining research conducted on crime trends. The main focus of the course will be the theoretical perspectives of criminal behavior including biological, psychological and sociological theories. We will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals as we examine notable criminals. While the course will focus on all types of crime, including homicide and domestic violence, the connection between drugs and crime will also be explored. In addition we will discuss the indicators of dangerousness in predicting criminal behavior, as well as the competency standards for involvement in the legal process. Finally, we will explore the treatment of criminals by the correctional system. If we understand why people commit crimes, then what can be done to prevent crime and how should we deal with criminals once they have committed an offense? Ultimately, you will be asked to design a policy statement for crime prevention and treatment programs for criminals based on the theoretical assumptions that you support.
Disclaimer: Given the contents of the course, some of the subject matter is violent and gruesome in nature. This may not be the course for you if your sensibilities are easily upset.
Learning Objectives:
Students will:
1. Describe the goals of laws and why laws define criminal behavior.
2. Identify different types of crimes.
3. Identify the elements of crime and defenses to crime
4. Examine competencies required for the legal process
5. Examine the main biological, psychological and sociological theories of crime
6. Apply theoretical principles of criminology to case studies.
7. Analyze the different types of correctional programs.
8. Create a policy statement for crime prevention and correctional programs for offenders consistent with personal beliefs about the causes of criminal behavior.
Christine Wozny
Newburyport High School
* - - - * |
Course Title: Criminology Section ML
Discipline: Social Studies
Grade Level: 11, 12
Level: Honors
Offering: Spring Only
Prerequisites:
Description: Have you ever been fascinated by a crime story and wondered: How could somebody commit such an unspeakable act or how could someone who seemingly has everything throw it all away doing something illegal? Does a person’s environment increase the likelihood of becoming a criminal or is criminality an inherited trait? The course, Criminology, will explore the reasons why people commit crimes. To better understand these reasons, we must first examine why laws were created and how they have evolved over time in response to society’s needs. There are three main types of crime and the reasons why people commit each individual type are as different as the types of crimes themselves. We will also look at the prevalence of crime by examining research conducted on crime trends. The main focus of the course will be the theoretical perspectives of criminal behavior, including biological, psychological and sociological theories. We will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals as we examine notable criminals. While the course will focus on all types of crime, including homicide and domestic violence crimes, the connection between drugs and crime will also be explored. We will discuss the indicators of dangerousness in predicting criminal behavior, as well as the competency standards for involvement in the legal process. Finally, we will explore the treatment of criminals by the correctional system. If we understand why people commit crimes, then we can move closer to determining what can be done to prevent crime and how we should deal with criminals once they have committed an offense. Ultimately, you will be asked to design a policy statement for crime prevention and treatment programs for criminals based on the theoretical assumptions that you support.
Disclaimer: Given the contents of the course, some of the subject matter is violent and gruesome in nature. This may not be the course for you if your sensibilities are easily upset.
Learning Objectives:
Students will:
1. Describe the goals of laws and why laws define criminal behavior.
2. Identify different types of crimes.
3. Identify the elements of crime and defenses to crime
4. Examine competencies required for the legal process
5. Examine the main biological, psychological and sociological theories of crime
6. Apply theoretical principles of criminology to case studies.
7. Analyze the different types of correctional programs.
8. Create a policy statement for crime prevention and correctional programs for offenders consistent with personal beliefs about the causes of criminal behavior.
Michael Langway
Tri-Valley High School
* - - - * |
Course Title: Criminology Section NA
Discipline: Social Studies
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Description: Have you ever been fascinated by a crime story and wondered: How could somebody commit such an unspeakable act or how could someone who seemingly has everything throw it all away doing something illegal? Does a person’s environment increase the likelihood of becoming a criminal or is criminality an inherited trait? The course, Criminology, will explore the reasons why people commit crimes. To better understand these reasons, we must first examine why laws were created and how they have evolved over time in response to society’s needs. There are three main types of crime and the reasons why people commit each individual type are as different as the types of crimes themselves. We will also look at the prevalence of crime by examining research conducted on crime trends. The main focus of the course will be the theoretical perspectives of criminal behavior, including biological, psychological and sociological theories. We will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals as we examine notable criminals. While the course will focus on all types of crime, including homicide and domestic violence crimes, the connection between drugs and crime will also be explored. We will discuss the indicators of dangerousness in predicting criminal behavior, as well as the competency standards for involvement in the legal process. Finally, we will explore the treatment of criminals by the correctional system. If we understand why people commit crimes, then we can move closer to determining what can be done to prevent crime and how we should deal with criminals once they have committed an offense. Ultimately, you will be asked to design a policy statement for crime prevention and treatment programs for criminals based on the theoretical assumptions that you support.
Disclaimer: Given the contents of the course, some of the subject matter is violent and gruesome in nature. This may not be the course for you if your sensibilities are easily upset.
Learning Objectives:
Students will:
1. Describe the goals of laws and why laws define criminal behavior.
2. Identify different types of crimes.
3. Identify the elements of crime and defenses to crime
4. Examine competencies required for the legal process
5. Examine the main biological, psychological and sociological theories of crime
6. Apply theoretical principles of criminology to case studies.
7. Analyze the different types of correctional programs.
8. Create a policy statement for crime prevention and correctional programs for offenders consistent with personal beliefs about the causes of criminal behavior.
Nicholas Adams
Ware High School
* - - - * |
Course Title: Criminology Section VD
Discipline: Social Studies
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites:
Description: Have you ever been fascinated by a crime story and wondered: How could somebody commit such an unspeakable act or how could someone who seemingly has everything throw it all away doing something illegal? Does a person’s environment increase the likelihood of becoming a criminal or is criminality an inherited trait? The course, Criminology, will explore the reasons why people commit crimes. To better understand these reasons, we must first examine why laws were created and how they have evolved over time in response to society’s needs. There are three main types of crime and the reasons why people commit each individual type are as different as the types of crimes themselves. We will also look at the prevalence of crime by examining research conducted on crime trends. The main focus of the course will be the theoretical perspectives of criminal behavior, including biological, psychological and sociological theories. We will delve into the minds of serial killers, thieves, drug dealers, and even corporate criminals as we examine notable criminals. While the course will focus on all types of crime, including homicide and domestic violence crimes, the connection between drugs and crime will also be explored. We will discuss the indicators of dangerousness in predicting criminal behavior, as well as the competency standards for involvement in the legal process. Finally, we will explore the treatment of criminals by the correctional system. If we understand why people commit crimes, then we can move closer to determining what can be done to prevent crime and how we should deal with criminals once they have committed an offense. Ultimately, you will be asked to design a policy statement for crime prevention and treatment programs for criminals based on the theoretical assumptions that you support.
Disclaimer: Given the contents of the course, some of the subject matter is violent and gruesome in nature. This may not be the course for you if your sensibilities are easily upset.
Learning Objectives:
Students will:
1. Describe the goals of laws and why laws define criminal behavior.
2. Identify different types of crimes.
3. Identify the elements of crime and defenses to crime
4. Examine competencies required for the legal process
5. Examine the main biological, psychological and sociological theories of crime
6. Apply theoretical principles of criminology to case studies.
7. Analyze the different types of correctional programs.
8. Create a policy statement for crime prevention and correctional programs for offenders consistent with personal beliefs about the causes of criminal behavior.
Virginia Dean
Woodstock Union High School and Middle School
* - - - * |
Course Title: Cultural Identity Through Literature: Understanding Place
Discipline: Language Arts
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Students *must* have strong skills in writing, reading, and literary analysis in order to succeed in this honors-level course. Basic word processing and internet search skills are required.
Description: Have you ever dreamed about what it might be like to travel the world and learn about people in distant, exotic countries? In Cultural Identity through Literature: Understanding Place, students will explore a variety of cultures and lifestyles through contemporary and ethnically-diverse literature and alternative media selections. The course incorporates the disciplines of English, Social Studies, and Communication, and students will apply what they learn through the fictional characters and circumstances to real-life events in other countries.
Through analysis of course materials and rigorous, frequent dialogue with fellow classmates, students will forge new understandings of different cultures and cultural conflicts. Students will emerge from the class with a better understanding of the world and the diversity of its people, thus enabling them to be better global citizens.
Learning Objectives:
* Students will explore issues of culture through their own experiences, through literary selections, and through additional media sources.
* Students will analyze a variety of ethnically diverse literature.
* Students will establish multiple points of view and understand a variety of cultural situations from different perspectives.
*Students will empathize with characters from other cultural backgrounds, their historical struggles, goals, and lifestyles.
* Students will identify and examine their own prejudices and become self-aware members of the global community.
* Students will be able to create written documents at a superior level in terms of clarity, style, content, and structure.
Lisa Pupo
Spring-Ford Senior High School
* - - - * |
Course Title: Cultural Identity Through Literature Section JM: Understanding Place
Discipline: Language Arts
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Students *must* have strong skills in writing, reading, and literary analysis in order to succeed in this honors-level course. Basic word processing and internet search skills are required.
Description: Have you ever dreamed about what it might be like to travel the world and learn about people in distant, exotic countries? In Cultural Identity through Literature: Understanding Place, students will explore a variety of cultures and lifestyles through contemporary and ethnically-diverse literature and alternative media selections. The course incorporates the disciplines of English, Social Studies, and Communication, and students will apply what they learn through the fictional characters and circumstances to real-life events in other countries.
Through analysis of course materials and rigorous, frequent dialogue with fellow classmates, students will forge new understandings of different cultures and cultural conflicts. Students will emerge from the class with a better understanding of the world and the diversity of its people, thus enabling them to be better global citizens.
Learning Objectives:
* Students will explore issues of culture through their own experiences, through literary selections, and through additional media sources.
* Students will analyze a variety of ethnically diverse literature.
* Students will establish multiple points of view and understand a variety of cultural situations from different perspectives.
*Students will empathize with characters from other cultural backgrounds, their historical struggles, goals, and lifestyles.
* Students will identify and examine their own prejudices and become self-aware members of the global community.
* Students will be able to create written documents at a superior level in terms of clarity, style, content, and structure.
Jennifer Mcgorman
Washingtonville High School
* - - - * |
Course Title: Current Issues in American Law and Justice Section MD
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: Strong reading, writing, critical thinking skills
Description:
"Current Issues in American Law and Justice" is a 21st Century focus on three major areas of the criminal justice system: law enforcement, courts and corrections. During the course and within these areas we will study current issues relating to crime/justice, punishment and victimization. Issues to discuss include the causes of crime and how we should and do deal with crime are addressed throughout the class. As well, students will participate in a state of the art online mock trial! Furthermore, course participants will study crime in their city/state/national region and become better acquainted with how their local community deals with crime. For students interested in law and justice-related fields this is a must. This course will serve as an introduction to terms and issues and the many facets of the American legal system. See you online!
Learning Objectives:
The student will:
1. dissect the elements of a given crime and predict appropriate charges to be leveled and appropriate punishment to be sought;
2. state the responsibilities, challenges and issues inherit to law enforcement, use of force and search and seizure;
3. participate in an online mock trial of a criminal case;
4. evaluate and/or establish his/her personal stance on societally relevant issues by reacting to presentations by other course members.
Michael Dring
Wilton-Lyndeborough Cooperative
* - - - * |
Course Title: Democracy in America?
Discipline: Social Studies
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: American Government
Description: "If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be."
-Thomas Jefferson
Why is voter turnout so low? Are the two parties representing accurately the values and beliefs of the majority of Americans? Is our current campaign finance system just legalized bribery? Is the media doing its job of fairly and objectively informing the public about the workings of our government? How are corporate mergers and the global economy effecting the United States? What effects are the "War on Drugs," the "War on Terrorism" and government secrecy having on our rights, guaranteed by the Constitution?
In this class we will use The Bill of Rights as a starting point to explore these topics and others. You will examine and understand these issues. Throughout the semester you will also be forced to take a position on various issues, support it, and then search for solutions to the problems you uncover.
There will be a final project where each student will choose a public policy topic that interests them, investigate it, reach a conclusion, and be able to support it in a paper showing both sides of the issue.
You will read a chapter or so a week in each of two books we'll be using; In Our Defense by Caroline Kennedy Schlossberg (JFK's daughter) and Ellen Alderman, and Lost Rights by James Bovard. Both books are current and interesting. There will be some questions to answer with each reading. You will also be exploring various newspaper, magazine and public policy websites as well as writing short essays about what you find there. Lastly, you will be expected to participate fully in our discussions about the readings and how they relate to current events.
Grades:
-- 70% Readings and Homework
-- 30% Essays and Discussions
-- 13% of course grade: Final Project
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
The student will be able to:
1) think critically about government and political issues;
2) understand how democracy and our government operate and how they can be manipulated to good and bad ends; and
3) analyze information and differing viewpoints, reach a conclusion and be able to support it with organized and logical writing.
John Adkins
Anna High School
* - - - * |
Course Title: Desktop Publishing: In an Information Age
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: Students will need access to a computer that is able to run the Adobe InDesign CS2 software program, and must be able to save, download and upload files. Students will also need access to a scanner and scanning software. Students should be familiar with basic computer and software operation.
System requirements for Windows computers
· Intel® Pentium® III or 4 processor
· Microsoft® Windows® 2000 with Service Pack 3 or Windows XP
· 256MB of RAM (320MB recommended)
· 850MB of available hard-disk space
· 1,024x768 monitor resolution with 16-bit video card (24-bit screen display recommended)
· CD-ROM drive
· For Adobe PostScript® printers: PostScript Level 2 or PostScript 3™
System requirements for Macintosh computers
· PowerPC® G3, G4, or G5 processor
· Mac OS X v.10.2.8 through 10.4.1
· 256MB of RAM (320MB recommended)
· 870MB of available hard-disk space
· 1,024x768 monitor resolution with 16-bit video card (24-bit screen display recommended)
· CD-ROM drive
· For Adobe PostScript printers: PostScript Level 2 or PostScript 3
Description: In this course, students will learn basic graphic design theory, and discuss current trends in design. Students will become familiar with Adobe InDesign software, and recreate various graphic layouts. Students will work independently to create a 4-page newsletter.
This course will provide an excellent introduction to the field of graphic design. Students will gain a solid foundation in the principles of graphic design, and develop the skills with a professional level desktop publishing program to undertake sophisticated publication projects.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
See Syllabus
Peter Stone
Somers High School
* - - - * |
Course Title: Desktop Publishing Section MF: In an Information Age
Discipline: Technology/Tech Ed.
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Spring Only
Prerequisites: Students will need access to a computer that is able to run the Adobe InDesign CS4software program, and must be able to save, download and upload files. Students will also need access to a scanner and scanning software. Students should be familiar with basic computer and software operation.
System requirements for Windows computers
· Intel® Pentium® III or 4 processor
· Microsoft® Windows® 2000 with Service Pack 3 or Windows XP
· 256MB of RAM (320MB recommended)
· 850MB of available hard-disk space
· 1,024x768 monitor resolution with 16-bit video card (24-bit screen display recommended)
· CD-ROM drive
· For Adobe PostScript® printers: PostScript Level 2 or PostScript 3™
System requirements for Macintosh computers
· PowerPC® G3, G4, or G5 processor
· Mac OS X v.10.2.8 through 10.4.1
· 256MB of RAM (320MB recommended)
· 870MB of available hard-disk space
· 1,024x768 monitor resolution with 16-bit video card (24-bit screen display recommended)
· CD-ROM drive
· For Adobe PostScript printers: PostScript Level 2 or PostScript 3
Description: In this course, students will learn basic graphic design theory, and discuss current trends in design. Students will become familiar with Adobe InDesign software, and recreate various graphic layouts. Students will work independently to create a 4-page newsletter.
This course will provide an excellent introduction to the field of graphic design. Students will gain a solid foundation in the principles of graphic design, and develop the skills with a professional level desktop publishing program to undertake sophisticated publication projects.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
See Syllabus
Mark Fiorentino
Littleton Union School District
* - - - * |
Course Title: DNA Technology
Discipline: Science
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description: DNA Technology will provide an in-depth focus on the field that has developed recently as a result of discoveries based on knowledge of DNA. This should provide students with a better understanding of information they are facing on a daily basis concerning DNA. They will also take a close look at a new and exciting industry, the biotechnology industry as a career potential.
Students will trace the timeline of the history of genetics up through the discovery of the structure of the DNA molecule. Students will study the basic DNA molecule, make a DNA model and model protein synthesis using such Internet resources as Access Excellence, Biology Hypertextbook, Biology Project and Biology.com. Simple kitchen labs will be performed for the extraction of DNA using common detergent and salt. Technology based on DNA will be addressed including restriction enzymes, DNA fingerprinting, Recombinant DNA and PCR. The class will then examine various applications of the Biotechnology industry such as agriculture, medicine, genetic, and forensics. We will be involved in WebQuests concerning cloning and genetically engineered foods and will propose legislation on these controversial topics. Finally ethical issues and scientific concerns will be debated on-line.
Learning Objectives:
*gain a more thorough understanding of DNA and the exciting developments based on this knowledge.
*develop an appreciation for the scientists and science involved in DNA research
*be exposed to potential career possibilities
* understand the science of many ethical decisions facing the world today
*have a better understanding of related DNA information flooding all fields of media.
Karen Culberson
Nipmuc Regional Middle/High School
* - - - * |
Course Title: Eastern and Western Thought Section AC
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: Students will examine great thinkers of the East and the West, from ancient to modern times. Students will read selections from works such as the Bhagavad Gita and the I Ching as well as read excerpts by philosophers such as Buddha, Lao-Tse, Muhammed, Gandhi, Socrates, Locke, Rousseau, deBeauvoir, and Marx. All reading will be "on-line." Students will also use the Internet for discussion and course work, including research and other activities. A key theme of the course will be to examine the similarities and differences between Eastern and Western thinkers. Students will conclude the course with individual research and preparation of a project about a "thinker" of their choice.
Learning Objectives:
1. to examine great thinkers of the East and the West, noting both similarities and differences between these Eastern and Western thinkers;
2. to acquire a common core of knowledge in philosophy, a core which will allow students to better understand the world in which they live;
3. to address basic questions, such as: what does humankind believe? what defines the ethical life? and to be able to discuss these questions in a classroom environment;
4. to examine, analyze, and interpret primary and secondary sources;
5. to increase ability and confidence in the use of technology;
6. to practice clear, coherent writing skills;
7. to develop problem-solving, critical thinking, and research skills; and
8. to become responsible, efficient, and self-motivated learners
Adrian Castelli
Zurich International School
* - - - * |
Course Title: Eastern and Western Thought Section BM
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: Students will examine great thinkers of the East and the West, from ancient to modern times. Students will read selections from works such as the Bhagavad Gita and the I Ching as well as read excerpts by philosophers such as Buddha, Lao-Tse, Muhammed, Gandhi, Socrates, Locke, Rousseau, deBeauvoir, and Marx. All reading will be "on-line." Students will also use the Internet for discussion and course work, including research and other activities. A key theme of the course will be to examine the similarities and differences between Eastern and Western thinkers. You will also be asked to examine the reletive merits of these philosophies through time to the present. Students will conclude the course with individual research and preparation of a project about a "thinker" of their choice.
Learning Objectives:
1. to examine great thinkers of the East and the West, noting both similarities and differences between these Eastern and Western thinkers;
2. to acquire a common core of knowledge in philosophy, a core which will allow students to better understand the world in which they live;
3. to address basic questions, such as: what does humankind believe? what defines the ethical life? and to be able to discuss these questions in a classroom environment;
4. to examine and interpret causality; does philosophy change through time? Is it always relevant?
5. to examine, analyze, and interpret primary and secondary sources;
6. to increase ability and confidence in the use of technology
7. to practice clear, coherent writing skills;
8. to develop problem-solving, critical thinking, and research skills; and
9. to become responsible, efficient, and self-motivated learners
Bridget Murray-Popescu
American International School of Bucharest
* - - - * |
Course Title: Employability Skills for the 21st Century Private Offering Section DM: Private Offering
Discipline: Life Skills/Health
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic word processing/keyboarding
Description: ** This is a private offering for students from Cincinnati Prep**
Possessing top-notch job-searching skills is highly essential in today’s global work environment. This course teaches you fundamental job-seeking skills including how to develop an effective resume, complete a job application, and prepare for an interview. You will also learn how to thrive and survive in today’s highly competitive global marketplace.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*ay be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Upon completion of this course, students will:
a. Become familiar with the global marketplace including how jobs are created;
b. Learn how to select an occupation of interest;
c. Learn the secrets to getting the job you want;
d. Learn what a resume is as well as how to develop a positive resume;
e. Learn how to obtain an interview including using the phone as a follow-up tool;
f. Understand the importance of references;
g. Learn the importance of completing a job application and accompanying cover letter by completing one;
h. Learn how to dress properly for a job interview;
i. Learn how to conduct a successful job interview by practicing;
j. Learn proper procedure following a job interview.
Dorothy Maxwell
Sacopee Valley High School
* - - - * |
Course Title: Employability Skills for the 21st Century Section JD
Discipline: Life Skills/Health
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic word processing/keyboarding
Description: Possessing top-notch job-searching skills is highly essential in today’s global work environment. This course teaches you fundamental job-seeking skills including how to develop an effective resume, complete a job application, and prepare for an interview. You will also learn how to thrive and survive in today’s highly competitive global marketplace.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Upon completion of this course, students will:
a. Become familiar with the global marketplace including how jobs are created;
b. Learn how to select an occupation of interest;
c. Learn the secrets to getting the job you want;
d. Learn what a resume is as well as how to develop a positive resume;
e. Learn how to obtain an interview including using the phone as a follow-up tool;
f. Understand the importance of references;
g. Learn the importance of completing a job application and accompanying cover letter by completing one;
h. Learn how to dress properly for a job interview;
i. Learn how to conduct a successful job interview by practicing;
j. Learn proper procedure following a job interview.
JeanAnn DePietropaolo
Perkiomen Valley High School
* - - - * |
Course Title: Employability Skills for the 21st Century Section JG
Discipline: Life Skills/Health
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic word processing/keyboarding
Description: Possessing top-notch job-searching skills is highly essential in today’s global work environment. This course teaches you fundamental job-seeking skills including how to develop an effective resume, complete a job application, and prepare for an interview. You will also learn how to thrive and survive in today’s highly competitive global marketplace.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Upon completion of this course, students will:
a. Become familiar with the global marketplace including how jobs are created;
b. Learn how to select an occupation of interest;
c. Learn the secrets to getting the job you want;
d. Learn what a resume is as well as how to develop a positive resume;
e. Learn how to obtain an interview including using the phone as a follow-up tool;
f. Understand the importance of references;
g. Learn the importance of completing a job application and accompanying cover letter by completing one;
h. Learn how to dress properly for a job interview;
i. Learn how to conduct a successful job interview by practicing;
j. Learn proper procedure following a job interview.
John Ganss
Cape Cod Regional Technical High School
* - - - * |
Course Title: Engineering Principles Section AD
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Algebra skills (formula solving, substitution, and evaluation,) basic geometry knowledge (shapes, areas, visualization of cross-sections)
Description: Question: Why don’t buildings and bridges fall down more often?
Answer: Because there are people who have the skills to put together the right materials in the right shape to make them stay up –sometimes even during large earthquakes, tornadoes, and hurricanes.
Have you ever looked at impressive structures like large bridges, skyscrapers, or even private homes, and wondered why they don’t fall down more often? Perhaps you are the kind of person who never gives a second thought to such matters – assuming that structures are all pretty safe. But even a quick look at the history of buildings will show you that they don’t always work. What made the Tacoma Narrows Bridge fall apart in a tame wind in 1940? Why do buildings in Los Angeles survive large earthquakes, while others in other parts of the world (such as in Bam, Iran, 2003) are flattened? This course will introduce students to the engineering world that helps to understand these questions, and to lead some people into the professions related to structural engineering.
Learning Objectives:
Students will contribute their own ideas and pursue their own investigations to actively search for knowledge to satisfy their curiosity in the following ways:
(S)he will build structures of her/his own design, discuss the designs with other students, make predictions about their strength, and test the structures under load.
(S)he will investigate the relationship between the mathematics of physics and the properties of an actual structure by examining the effects on stress levels when changing physical quantities found in stress equations.
(S)he will visit a local architect, civil or mechanical engineer to investigate their work, will prepare a report and compare ideas and results with other students in the course to satisfy curiosity about diverse careers and designs.
(S)he will research historical structures of his/her choice to find out the why and how and who of each as related to materials, technology, and success of the structure, will develop opinions about the structure, prepare a report and discuss the results with other students in the course.
(S)he will build a portion of a cooperative structure as a member of a class design team
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY INCLUDED IN THIS COURSE:
National Science Education Standards-Science Content Standards, as of 10/1999
1) IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS.
2) DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS.
3) USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS AND COMMUNICATIONS.
4) FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE.
5) RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND MODELS.
6) COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT.
_________________________________________________________
Ohio Twelfth-grade Proficiency Tests SCIENCE LEARNING OUTCOMES as of 10/1999
Outcome 3. Use fundamental forces to explain and make predictions about motions and changes in systems
Outcome 4. Analyze the results of changing a component of simple systems 5. Relate structure and function in physical and biological systems.
Outcome 7. Evaluate the scientific validity of data used in persuasive communication
Outcome 8. Formulate an experimental design to test a given hypothesis
Outcome 12. Demonstrate an understanding of units of measure and precision by using an appropriate measuring device for an application
Outcome 15. Demonstrate an understanding that scientific theories and methods have developed and continue to develop through time.
Anne Van Dam
Hopkinton High School
* - - - * |
Course Title: Engineering Principles Section DH
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Algebra skills (formula solving, substitution, and evaluation,) basic geometry knowledge (shapes, areas, visualization of cross-sections)
Description: Question: Why don’t buildings and bridges fall down more often?
Answer: Because there are people who have the skills to put together the right materials in the right shape to make them stay up –sometimes even during large earthquakes, tornadoes, and hurricanes.
Have you ever looked at impressive structures like large bridges, skyscrapers, or even private homes, and wondered why they don’t fall down more often? Perhaps you are the kind of person who never gives a second thought to such matters – assuming that structures are all pretty safe. But even a quick look at the history of buildings will show you that they don’t always work. What made the Tacoma Narrows Bridge fall apart in a tame wind in 1940? Why do buildings in Los Angeles survive large earthquakes, while others in other parts of the world (such as in Bam, Iran, 2003) are flattened? This course will introduce students to the engineering world that helps to understand these questions, and to lead some people into the professions related to structural engineering.
Learning Objectives:
Students will contribute their own ideas and pursue their own investigations to actively search for knowledge to satisfy their curiosity in the following ways:
(S)he will build structures of her/his own design, discuss the designs with other students, make predictions about their strength, and test the structures under load.
(S)he will investigate the relationship between the mathematics of physics and the properties of an actual structure by examining the effects on stress levels when changing physical quantities found in stress equations.
(S)he will visit a local architect, civil or mechanical engineer to investigate their work, will prepare a report and compare ideas and results with other students in the course to satisfy curiosity about diverse careers and designs.
(S)he will research historical structures of his/her choice to find out the why and how and who of each as related to materials, technology, and success of the structure, will develop opinions about the structure, prepare a report and discuss the results with other students in the course.
(S)he will build a portion of a cooperative structure as a member of a class design team
Douglas Horne
Essex High School
* - - - * |
Course Title: Engineering Principles Section TN
Discipline: Technology/Tech Ed.
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Algebra skills (formula solving, substitution, and evaluation,) basic geometry knowledge (shapes, areas, visualization of cross-sections)
Description: Question: Why don’t buildings and bridges fall down more often?
Answer: Because there are people who have the skills to put together the right materials in the right shape to make them stay up –sometimes even during large earthquakes, tornadoes, and hurricanes.
Have you ever looked at impressive structures like large bridges, skyscrapers, or even private homes, and wondered why they don’t fall down more often? Perhaps you are the kind of person who never gives a second thought to such matters – assuming that structures are all pretty safe. But even a quick look at the history of buildings will show you that they don’t always work. What made the Tacoma Narrows Bridge fall apart in a tame wind in 1940? Why do buildings in Los Angeles survive large earthquakes, while others in other parts of the world (such as in Bam, Iran, 2003) are flattened? This course will introduce students to the engineering world that helps to understand these questions, and to lead some people into the professions related to structural engineering.
Learning Objectives:
Students will contribute their own ideas and pursue their own investigations to actively search for knowledge to satisfy their curiosity in the following ways:
(S)he will build structures of her/his own design, discuss the designs with other students, make predictions about their strength, and test the structures under load.
(S)he will investigate the relationship between the mathematics of physics and the properties of an actual structure by examining the effects on stress levels when changing physical quantities found in stress equations.
(S)he will visit a local architect, civil or mechanical engineer to investigate their work, will prepare a report and compare ideas and results with other students in the course to satisfy curiosity about diverse careers and designs.
(S)he will research historical structures of his/her choice to find out the why and how and who of each as related to materials, technology, and success of the structure, will develop opinions about the structure, prepare a report and discuss the results with other students in the course.
(S)he will build a portion of a cooperative structure as a member of a class design team
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY INCLUDED IN THIS COURSE:
National Science Education Standards-Science Content Standards, as of 10/1999
1) IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS.
2) DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS.
3) USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS AND COMMUNICATIONS.
4) FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE.
5) RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND MODELS.
6) COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT.
_________________________________________________________
Ohio Twelfth-grade Proficiency Tests SCIENCE LEARNING OUTCOMES as of 10/1999
Outcome 3. Use fundamental forces to explain and make predictions about motions and changes in systems
Outcome 4. Analyze the results of changing a component of simple systems 5. Relate structure and function in physical and biological systems.
Outcome 7. Evaluate the scientific validity of data used in persuasive communication
Outcome 8. Formulate an experimental design to test a given hypothesis
Outcome 12. Demonstrate an understanding of units of measure and precision by using an appropriate measuring device for an application
Outcome 15. Demonstrate an understanding that scientific theories and methods have developed and continue to develop through time.
Michael Stevens
* - - - * |
Course Title: English 10 Summer Offering
Discipline: Language Arts
Grade Level:
Level: Standard
Offering: Summer School Extended Session
Prerequisites:
Description: Never been enrolled in an online course or want to take another one?
Have you always wanted to improve your skills in reading, writing, and grammar?
Do you feel that you would like to participate in an online course that allows you to work daily in an environment that allows you to spend more time in those areas that have been obstacles to achieving academic success?
Do you need to make up credit in 10th grade English so that you can move into the next English course with your peers?
Are you interested in exploring a new and exciting way to attend a class that introduces you to other students from high schools across the United States?
If you answered yes to some or all of these questions, then this is the course for you. This course will concentrate on three areas of study: literature, language, and writing. Our study of literature will include short stories, poetry, nonfiction, and one novel. You will increase your language skills with vocabulary lists and quizzes and by polishing up on your grammar skills. These skills will go hand in hand with the writing lessons, as you work on improving your written communication.
In addition, you will have the opportunity to join other high school students in course discussions and activities. Also, you can discuss your thoughts and interests with classmates in a special place in the course that is devoted to nonacademic topics.
Join us this summer! All class materials and assignments are online so you do not have to lug a heavy backpack, pencils, or books to class. The course is just a mouse click away.
Learning Objectives:
1. To provide a basic and lasting foundation for future literature and writing endeavors
2. To expand student vocabulary and encourage the use of new vocabulary
3. To read various forms of literature and examine them within the context of art and human experience
4. To develop initial literary analysis skills by acquiring basic literary terminology and practicing analysis writing
5. To review and improve grammar skills necessary for written communication and expression by exploring the writing process and purposes for writing
Fran Ashe
Virtual High School
* - - - * |
Course Title: English 9 Summer Offering
Discipline: Language Arts
Grade Level:
Level: Standard
Offering: Summer School Extended Session
Prerequisites:
Description: Never been enrolled in an online course?
Have you always wanted to improve your skills in reading, writing, and grammar?
Do you feel that you would like to participate in an online course that allows you to work daily in an environment that allows you to spend more time in those areas that have been obstacles to achieving academic success?
Do you need to make up credit in 9th grade English so that you can move into the next English course with the rest of your peers?
Are you interested in exploring a new and exciting way to attend a class that introduces you to other students from high schools across the United States?
If you answered yes to some or all of these questions, then this is the course for you. This course will concentrate on three areas of study: literature, language, and writing. Our study of literature will include short stories, poetry, nonfiction, and one novel. You will increase your language skills and polish your grammar skills with vocabulary lists and quizzes. These skills will go hand in hand with the writing lessons, as you work on improving your written communication.
In addition, you will have the opportunity to join other high school students in course discussions and activities. Also, you can discuss your thoughts and interests with classmates in a special place in the course that is devoted to nonacademic topics.
Join us this summer! All class materials and assignments are online so you do not have to lug a heavy backpack, pencils, or books to class. The course is just a mouse click away.
“See you” in class!
Learning Objectives:
¨ To provide a basic and lasting foundation for future literature and writing endeavors
¨ To expand student vocabulary and encourage the use of new vocabulary
¨ To read various forms of literature and examine them within the context of art and human experience
¨ To develop initial literary analysis skills by acquiring basic literary terminology and practicing analysis writing
¨ To review and improve grammar skills necessary for written communication and expression by exploring the writing process and purposes for writing
Linda McHugh
Virtual High School
* - - - * |
Course Title: Entrepreneurship Section DJ: Starting Your Own Business
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An enthusiastic attitude about starting a business and developing a business plan. Good writing and Internet research skills, along with basic to advanced-basic knowledge of: PowerPoint, Excel and Word or Microsoft Works. Also a willingness to learn new ideas and apply them.
Description: Do you have a great idea for a new business or is there a product or service that you know will solve a problem or help consumers? Would you like to find out the procedures and information required to start up a new business venture? Do you have what it takes to be an entrepreneur? Do you feel that you would like to study more about business? If the answer to any of these questions is yes, then this may be the course for you.
Entrepreneurship prepares future small business owners to run their own businesses according to the principles of business. It also allows students to experience the entrepreneurial spirit. You will learn how to develop a business idea and write a business plan to promote that idea. Future business people must understand economics, financial statements, selling techniques, marketing, investing, business structures, legal issues, banking, technology and taxation. In entrepreneurship, we will teach you how to use all of these business principles in order to develop a successful business and kindle in you an entrepreneurial spirit that will help you to follow your dreams and reach your goals.
Come join our business group and develop a business that someday could be a great career for you. This is a course where dreams are made into realities.
*Students must have both school and home access to the Internet as well as PowerPoint, Excel, and Word. Alternatively, Microsoft Works can be used, but it doesn’t have all the features of Excel and Word.
Learning Objectives:
To study the principles of business in order to incorporate them into the development of a business idea.
To develop an organized and effective business plan to present a new business idea.
To prepare students to carry out the entrepreneurial process and experience the entrepreneurial spirit.
To prepare students for the workforce of tomorrow.
To see the world as an opportunity to create a product or service that meets a need, solves a problem, or improves a product or service.
David Jones
Southwick-Tolland Regional High School
* - - - * |
Course Title: Entrepreneurship Section JAS: Starting Your Own Business
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An enthusiasm to start a business or learn more about the business world. A willingness to learn and apply the following computer applications: Powerpoint, spreadsheet software, surfing the Internet, and using an on-line tutorial program called Biztech.
Description: Do you have a great idea to start a business or would you like to find out the proper way to do so? Is there a product or service that you know will solve a problem or help consumers? Do you feel that you would like to study more about business? If the answer to any of these questions is yes, then this is the course for you.
Entrepreneurship prepares future small business owners to run their own businesses according to the principles of business and experience the entrepreneurial spirit. You will learn how to develop a business and write a business plan to promote that business idea. Future business people must understand economics, financial statements, selling techniques, marketing, investing, business structures, legal issues, banking, technology and taxation. In entrepreneurship, we will teach you how to use all of these principles of business in order to develop a successful business and kindle in you an entrepreneurial spirit to follow your dreams and reach your goals.
Come join our business group and develop a business that someday could be a great career for you. This is a course where dreams are made into realities.
* Students must have access to Powerpoint, Web-Page Composition Program, Spreadsheet Program, The Internet, and Word Processing
Learning Objectives:
To study the principles of business in order to incorporate them in the development of a business idea.
To compose a business plan for presentation of the business idea in an organized and business-like way.
To prepare students to carry out the entrepreneurial process and experience the entrepreneurial spirit.
To prepare students for the workforce of tomorrow.
To see the world as an opportunity and create a product to meet it, solve it, or improve it.
Joanne Strong
Bigfork High School
* - - - * |
Course Title: Entrepreneurship Section JH: Starting Your Own Business
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An enthusiastic attitude about starting a business and developing a business plan. Good writing and Internet research skills, along with basic to advanced-basic knowledge of: PowerPoint, Excel and Word or Microsoft Works. Also a willingness to learn new ideas and apply them.
Description:
Do you have a great idea for a new business or is there a product or service that you know will solve a problem or help consumers? Would you like to find out the procedures and information required to start up a new business venture? Do you have what it takes to be an entrepreneur? Do you feel that you would like to study more about business? If the answer to any of these questions is yes, then this may be the course for you.
Entrepreneurship prepares future small business owners to run their own businesses according to the principles of business. It also allows students to experience the entrepreneurial spirit. You will learn how to develop a business idea and write a business plan to promote that idea. Future business people must understand economics, financial statements, selling techniques, marketing, investing, business structures, legal issues, banking, technology and taxation. In entrepreneurship, we will teach you how to use all of these business principles in order to develop a successful business and kindle in you an entrepreneurial spirit that will help you to follow your dreams and reach your goals.
Come join our business group and develop a business that someday could be a great career for you. This is a course where dreams are made into realities.
*Students must have both school and home access to the Internet as well as PowerPoint, Excel, and Word. Alternatively, Microsoft Works can be used, but it doesn’t have all the features of Excel and Word.
Learning Objectives:
To study the principles of business in order to incorporate them into the development of a business idea.
To develop an organized and effective business plan to present a new business idea.
To prepare students to carry out the entrepreneurial process and experience the entrepreneurial spirit.
To prepare students for the workforce of tomorrow.
To see the world as an opportunity to create a product or service that meets a need, solves a problem, or improves a product or service.
Judith Hoffman
North Penn High School
* - - - * |
Course Title: Entrepreneurship Section KC: Starting Your Own Business
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An enthusiasm to start a business or learn more about the business world. A willingness to learn and apply the following computer applications: Powerpoint, spreadsheet software, surfing the Internet, and using an on-line tutorial program called Biztech.
Description: Do you have a great idea to start a business or would you like to find out the proper way to do so? Is there a product or service that you know will solve a problem or help consumers? Do you feel that you would like to study more about business? If the answer to any of these questions is yes, then this is the course for you.
Entrepreneurship prepares future small business owners to run their own businesses according to the principles of business and experience the entrepreneurial spirit. You will learn how to develop a business and write a business plan to promote that business idea. Future business people must understand economics, financial statements, selling techniques, marketing, investing, business structures, legal issues, banking, technology and taxation. In entrepreneurship, we will teach you how to use all of these principles of business in order to develop a successful business and kindle in you an entrepreneurial spirit to follow your dreams and reach your goals.
Come join our business group and develop a business that someday could be a great career for you. This is a course where dreams are made into realities.
* Students must have access to Powerpoint, Web-Page Composition Program, Spreadsheet Program, The Internet, and Word Processing
Learning Objectives:
To study the principles of business in order to incorporate them in the development of a business idea.
To compose a business plan for presentation of the business idea in an organized and business-like way.
To prepare students to carry out the entrepreneurial process and experience the entrepreneurial spirit.
To prepare students for the workforce of tomorrow.
To see the world as an opportunity and create a product to meet it, solve it, or improve it.
Kathleen Cembura
Quaboag Regional High School
* - - - * |
Course Title: Entrepreneurship Section ME: Starting Your Own Business
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: An enthusiastic attitude about starting a business and developing a business plan. Good writing and Internet research skills, along with basic to advanced-basic knowledge of: PowerPoint, Excel and Word or Microsoft Works. Also a willingness to learn new ideas and apply them.
Description: **This course is currently in development and will not run during the 07-08 school year**
Do you have a great idea for a new business or is there a product or service that you know will solve a problem or help consumers? Would you like to find out the procedures and information required to start up a new business venture? Do you have what it takes to be an entrepreneur? Do you feel that you would like to study more about business? If the answer to any of these questions is yes, then this may be the course for you.
Entrepreneurship prepares future small business owners to run their own businesses according to the principles of business. It also allows students to experience the entrepreneurial spirit. You will learn how to develop a business idea and write a business plan to promote that idea. Future business people must understand economics, financial statements, selling techniques, marketing, investing, business structures, legal issues, banking, technology and taxation. In entrepreneurship, we will teach you how to use all of these business principles in order to develop a successful business and kindle in you an entrepreneurial spirit that will help you to follow your dreams and reach your goals.
Come join our business group and develop a business that someday could be a great career for you. This is a course where dreams are made into realities.
*Students must have both school and home access to the Internet as well as PowerPoint, Excel, and Word. Alternatively, Microsoft Works can be used, but it doesn’t have all the features of Excel and Word.
Learning Objectives:
To study the principles of business in order to incorporate them into the development of a business idea.
To develop an organized and effective business plan to present a new business idea.
To prepare students to carry out the entrepreneurial process and experience the entrepreneurial spirit.
To prepare students for the workforce of tomorrow.
To see the world as an opportunity to create a product or service that meets a need, solves a problem, or improves a product or service.
Maria Ehrhardt
Valley Regional High School
* - - - * |
Course Title: Environmental Chemistry
Discipline: Science
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Chemistry I or Physical Science with Strong Chemistry Component
Description: The study of Chemistry is useful in finding causes of environmental problems as well as offering a powerful tool to solve these problems. This course gives students an opportunity to deepen their understanding of chemistry by applying basic chemical principles to the study of the environment. The course will be divided into three main segments: (1) Chemistry of the Atmosphere (air environment), (2) Chemistry of the Hydrosphere (water environment) and (3) Independent research on an environmental problem.
In part one, topics to be studied will include: the chemical composition of the atmosphere, the ozone layer, acid rain, photochemical smog, and the "greenhouse effect". Part two will include the study of: the chemical composition of seawater, the process of desalination, and the effects of such parameters as dissolved oxygen, pH, turbidity, and dissolved solids on water quality. A federal, state or municipal cleanup project will be studied in detail. In part three, students will research the chemistry of an environmental problem and hypothesize a solution to the problem studied.
The course assumes familiarity with basic chemistry but concepts studied in general chemistry will be reviewed as the chemistry of the environment is studied. Students will explore environmental topics \ through several varied activities. These will include on-line activities involving Internet search and visits to particular websites as well as projects off-line using home, school, and community resources. The teacher will facilitate this process by serving as mentor in directing students to reliable sources of information and helping the students understand the chemical concepts involved. Students' grades will be based primarily on the successful completion of all assignments when due and their research paper.
Learning Objectives:
Students will:
1. Deepen their understanding of chemistry by studying the chemical processes involved in environmental chemistry
2. Heighten their awareness of the local and global interconnection of environmental issues through studying community and worldwide environmental projects
3. Appreciate the powerful tool that chemistry is in comprehending and solving present day environmental problems by exploring ongoing case studies that use chemistry as the basis for solving an environmental problem
4. Learn to explore an environmental problem and offer solutions to that problem by writing a research paper
5. Share research and ideas on environmental topics with their peers by moderating and participating in group discussions
Jane Funderburk
Archbishop Williams High School
* - - - * |
Course Title: Environmental Chemistry Section SR
Discipline: Science
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Chemistry I or Physical Science with Strong Chemistry Component
Description: The study of Chemistry is useful in finding causes of environmental problems as well as offering a powerful tool to solve these problems. This course gives students an opportunity to deepen their understanding of chemistry by applying basic chemical principles to the study of the environment. The course will be divided into three main segments: (1) Chemistry of the Atmosphere (air environment), (2) Chemistry of the Hydrosphere (water environment) and (3) Independent research on an environmental problem.
In part one, topics to be studied will include: the chemical composition of the atmosphere, the ozone layer, acid rain, photochemical smog, and the "greenhouse effect". Part two will include the study of: the chemical composition of seawater, the process of desalination, and the effects of such parameters as dissolved oxygen, pH, turbidity, and dissolved solids on water quality. A federal, state or municipal cleanup project will be studied in detail. In part three, students will research the chemistry of an environmental problem and hypothesize a solution to the problem studied.
The course assumes familiarity with basic chemistry but concepts studied in general chemistry will be reviewed as the chemistry of the environment is studied. Students will explore environmental topics \ through several varied activities. These will include on-line activities involving Internet search and visits to particular websites as well as projects off-line using home, school, and community resources. The teacher will facilitate this process by serving as mentor in directing students to reliable sources of information and helping the students understand the chemical concepts involved. Students' grades will be based primarily on the successful completion of all assignments when due and their research paper.
Learning Objectives:
Students will:
1. Deepen their understanding of chemistry by studying the chemical processes involved in environmental chemistry
2. Heighten their awareness of the local and global interconnection of environmental issues through studying community and worldwide environmental projects
3. Appreciate the powerful tool that chemistry is in comprehending and solving present day environmental problems by exploring ongoing case studies that use chemistry as the basis for solving an environmental problem
4. Learn to explore an environmental problem and offer solutions to that problem by writing a research paper
5. Share research and ideas on environmental topics with their peers by moderating and participating in group discussions
Sean Reardon
Southeastern Regional Vocational High School
* - - - * |
Course Title: Environmental Science-The World Around Us
Discipline: Science
Grade Level: 10, 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: Biology
Access or ownership of the book "The Lorax" by Dr. Seuss
Description: This is a science course designed to incorporate Earth Science, Biology, Ecology, Botany and Chemistry into a meaningful array of topics surrounding the environment. Students will develop a familiarization with current regional and global environmental problems and potential solutions utilizing the World Wide Web. Some of the topics covered include: biodiversity population dynamics, resource management, weather and "greenhouse" effects, global warming, endangered species, geological hazards, and air, water and soil pollution.
As part of this course, students will complete a variety of hands-on laboratory experiments using common household substances.
Students who have already taken the Virtual High School course "Pre-AP Environmental Science" should not take this course.
Learning Objectives:
Upon completion, students should be able to demonstrate a knowledge of the major worldwide environmental issues as well as their own regional issues. Students will be able to demonstrate a functional knowledge of the interactions of the earth's living and non-living components. Research projects will incorporate student's interests with actual curriculum. Scientific experimentation will enable students to see actual biochemical results pertaining to environmental problems. Research via the Internet will allow students to find existing research and critique the findings.
Joanne PettersonBernier
Leicester High School
* - - - * |
Course Title: Environmental Science-The World Around Us Section SR
Discipline: Science
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Access or ownership of the book "The Lorax" by Dr. Seuss
Description: This is a science course designed to incorporate earth science, biology, ecology, botany, and chemistry into a meaningful array of environmental topics. Students will become familiar with current regional and global environmental problems, and will discuss & debate potential solutions utilizing the World Wide Web. Among the topics covered are biodiversity, population dynamics, resource managements, greenhouse effects, global warming, air, water, and soil pollution. Finally, the study of environmental science must include a look at how environmental decision-making occurs.
Please note: this course includes a number of hands-on laboratory experiments that use common household substances. These labs are not optional!
Students who have already taken the Virtual High School course “Introduction to Environmental Science” should not take this course.
Learning Objectives:
Upon completion, students should be able to demonstrate a knowledge of the major worldwide environmental issues as well as their own regional issues. Students will be able to demonstrate a functional knowledge of the interactions of the earth's living and non-living components. Research projects will incorporate student's interests with actual curriculum. Scientific experimentation will enable students to see actual biochemical results pertaining to environmental problems. Research via the Internet will allow students to find existing research and critique the findings.
Stella Ross
Bolton High School
* - - - * |
Course Title: Epidemics Section KC: Ecology or Evolution
Discipline: Science
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description:
This course will focus on the biology of epidemics. One of the most fascinating and frightening aspects of disease, epidemics are known to have affected civilizations, medicine, and human interactions since the beginning of written history. Today, our battle against epidemic diseases continues, despite medical successes and our improved understanding of the causes and process of disease. Indeed, exotic new diseases are emerging, and those considered controlled are re-emerging in more virulent, resistant forms. News reports are documenting outbreaks of strange diseases in both underdeveloped regions and those with the highest levels of medical care.
This course is designed to enable the student to understand why new diseases are appearing and why those we thought conquered are reappearing. This is done in the context of basic concepts upon which our understanding of biology is built. The role of evolution is linked with that of ecology to give a framework in which to examine and understand the "plagues" that are occurring worldwide. Epidemic diseases will be analyzed using the concepts of succession in natural ecological systems and the evolutionary pressures and processes that drive them. We will also use this framework to help us predict how our present actions will affect the future course of disease.
This course is also concerned with the impact of plagues of the past and the public health response to manage them. Students will read documents such as Thucydides' account of the plague in ancient Greece, reports of the plagues of the 1890's in Bombay, and Camus' "The Plague".
Current information on infectious diseases and their treatment and control are available through many on-line resources. Students will explore these resources to understand diseases that are of interest to them and prepare reports to be discussed with other students. Students will also complete lab exercises, examine case histories, and perform simulations to better understand the impact of infectious diseases on populations. A final student-created project will allow students to demonstrate their understanding of epidemic disease processes.
Learning Objectives:
1. Students will gain a more thorough understanding of the basic science of evolution, ecology, and the organisms involved in disease.
2. Students will critically analyze and discuss the impact of epidemics upon human history.
3. Students will explain how epidemics have changed scientific knowledge and public health standards.
4. Students will apply scientific knowledge to emerging diseases and use this knowledge to simulate their potential effect.
5. Students will use principals of evolution and ecology to explain why some diseases are re-emerging.
6. Students will use on-line resources to research emerging and re-emerging diseases.
7. Students will create a web page outlining and defending a proposed approach to control and management of emerging/re-emerging diseases.
Kathleen Chase
Mount View High School
* - - - * |
Course Title: Epidemics Section SS: Ecology or Evolution
Discipline: Science
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description: This course will focus on the biology of epidemics. One of the most fascinating and frightening aspects of disease, epidemics are known to have affected civilizations, medicine, and human interactions since the beginning of written history. Today, our battle against epidemic diseases continues, despite medical successes and our improved understanding of the causes and process of disease. Indeed, exotic new diseases are emerging, and those considered controlled are re-emerging in more virulent, resistant forms. News reports are documenting outbreaks of strange diseases in both underdeveloped regions and those with the highest levels of medical care.
This course is designed to enable the student to understand why new diseases are appearing and why those we thought conquered are reappearing. This is done in the context of basic concepts upon which our understanding of biology is built. The role of evolution is linked with that of ecology to give a framework in which to examine and understand the "plagues" that are occurring worldwide. Epidemic diseases will be analyzed using the concepts of succession in natural ecological systems and the evolutionary pressures and processes that drive them. We will also use this framework to help us predict how our present actions will affect the future course of disease.
This course is also concerned with the impact of plagues of the past and the public health response to manage them. Students will read documents such as Thucydides' account of the plague in ancient Greece, reports of the plagues of the 1890's in Bombay, and Camus' "The Plague".
Current information on infectious diseases and their treatment and control are available through many on-line resources. Students will explore these resources to understand diseases that are of interest to them and prepare reports to be discussed with other students. Students will also complete lab exercises, examine case histories, and perform simulations to better understand the impact of infectious diseases on populations. A final student-created project will allow students to demonstrate their understanding of epidemic disease processes.
Learning Objectives:
Learning Objectives:
1. Students will gain a more thorough understanding of the basic science of evolution, ecology, and the organisms involved in disease.
2. Students will critically analyze and discuss the impact of epidemics upon human history.
3. Students will explain how epidemics have changed scientific knowledge and public health standards.
4. Students will apply scientific knowledge to emerging diseases and use this knowledge to simulate their potential effect.
5. Students will use principals of evolution and ecology to explain why some diseases are re-emerging.
6. Students will use on-line resources to research emerging and re-emerging diseases.
7. Students will create a web page/Power Point outlining and defending a proposed approach to control and management of emerging/re-emerging diseases.
Stacey Simoncini
Northbridge High School
* - - - * |
Course Title: Essay Writing Section CD
Discipline: Language Arts
Grade Level: 08, 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites:
Description: Have a student who needs to tweak his grammar? This course helps
fill in the gaps on capitalization, parts of speech, common
proofreading errors and basic punctuation. By the end of the class,
students will write a basic, portfolio-quality essay. Class is
moderately-paced, and is appropriate for a student who needs a boost
in skills, but is highly motivated. English Language Learners are
welcome, but this is not appropriate for students with rudimentary
English. Class focuses on having students study, complete and
revise work in order to master skills.
Learning Objectives:
To offer students a better understanding of the fundamentals of writing, including:
1. Grammar and usage
2. Sentence structure and fluency
3. Word choice and vocabulary
4. Paragraph structure, paragraph types, and Organization
5. The writing process
Carol Duffy
Marian High School
* - - - * |
Course Title: Essay Writing Section SM
Discipline: Language Arts
Grade Level: 08, 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites:
Description: Do you want to to improve your writing skills? This course helps fill in the gaps. By the end of the class, students will write several different types of essays. There will also be refresher work on capitalization, parts of speech, common proofreading errors, and basic punctuation. The class is moderately paced and is appropriate for a student who needs a boost in skills but is highly motivated. English Language Learners are welcome, but this is not appropriate for students with rudimentary English. The class focuses on having students study, complete, and revise work in order to master skills.
Learning Objectives:
To offer students a better understanding of the fundamentals of writing, including:
1. Grammar and usage
2. Sentence structure and fluency
3. Word choice and vocabulary
4. Paragraph structure, paragraph types, and Organization
5. The writing process
6. Essay types and uses
Sarah MacGown
Tri-County Technical Center
* - - - * |
Course Title: Evolution and the Nature of Science Section RM
Discipline: Science
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description: Evolution is the cornerstone of modern biology. It unites all the fields of biology under one theoretical umbrella. Evolution and the Nature of Science" is a course where you will travel - back in time, forward in time and to the far corners of the scientific realm. In this course you will explore the concept of Evolution - the core theme of all biology and you will investigate the impact that science has on our lives and on our thinking. Most importantly, you will venture into the very "Nature of the Scientific Process!" Biological evolution accounts for three of the most fundamental features of the world around us: the similarities among living things, the diversity of life, and many features of the physical world we inhabit. Explanations of these phenomena in terms of evolution draw on results from physics, chemistry, geology, many areas of biology, and other sciences. Thus, evolution is the central organizing principle that biologists use to understand the world.
Much of the work you do will take you exploring on the World Wide Web, but you will also investigate the processes of evolution in "your own backyard" and look at the Nature of Science all around you. Evolution and the Nature Of Science provides an extremely active and rich source of new insights into the world. By exploring the history of life on earth and shedding light on how evolution works, evolutionary biology is linking fundamental scientific research to knowledge needed to meet important societal needs, including the preservation of our environment. Few other ideas in science have had such a far-reaching impact on our thinking about ourselves and how we relate to the world.
Learning Objectives:
1. To use twenty first century learning tools to communicate, collaborate and present information each week in a virtual science classroom.
2. Demonstrate an understanding of the means by which scientific information is collected, how it is integrated and how one formulates hypotheses from available data and makes further predictions.
3. Demonstrate a knowledge and comprehension of the facts, principles, and the processes of biology in the area of evolutionary biology.
4. Identify the impact of evolution on our society.
Regina McGillivray
Virtual High School
* - - - * |
Course Title: Fantasy and Science Fiction Short Stories Section LR
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: None
Description: The course will begin with a discussion of the fantasy and science fiction genres. We will try to figure out what elements determine the genre, that is, what key, essential ingredients are necessary for prose to be classified “fantasy and/or science fiction". We will go on to investigate the question, "What makes a story great?"
Throughout the course we will read short stories and discuss them in detail. We will examine the icons of these genres including CS Lewis, JRR Tolkien, and Phillip K. Dick.
Finally, you will write three short stories, including a very short one (a single page), a longer one (5-8 double-spaced pages) and a very long one (10-12 double spaced pages). These stories will be peer-reviewed and I will cast my own opinions into the ring. Ultimately stories are meant to please an audience and some of the best feedback you will get will come from your readers.
The writing you do will grow and change as we continue to read more and different styles of SF. By the end of the course, you should have gained a solid understanding of the conventions of the genre and its historical developments.
Learning Objectives:
- To develop an understanding of the short story form.
- To develop an in-depth understanding of the literary genre "sci-fi".
- To develop creative writing skills.
- To develop basic writing techniques such as brainstorming, drafting, and revision.
- To develop peer editing skills.
- To use technological resources such as the Internet to research information.
- To write an original short story.
Leanne Ross
Fairfield County ESC
* - - - * |
Course Title: Film and Literature Section JR: The European Experience
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Note: Students will be asked whether or not they require course materials in the first week of class. Most materials used within this course are readily available, and students will be selecting their own materials from a variety of sources. If students require materials, they should (within their first week of class) notify their course instructor, who will then provide the necessary texts.
Description: Do you enjoy movies, literature and history and making choices? Did you ever want to be a movie critic? Do you want to explore how Hollywood treats history? Do you want to see some of the classic movies from the 1940’s-1980’s? Do you want to test your time management skills prior to college? Then this is the course for you… come join me on a voyage from the steppes of Russia to the streets of Berlin and the battlefields of the “War to end all wars”!!
In this humanities/social sciences offering, you will become movie critics, readers of some of the world’s finest 20th century novels, and work on unique projects with students across the nation. You will explore the momentous events of the first part of the 20th century as they were depicted in literature and on film.
The course focuses on three pivotal changes. 1) WWI and the Revolution; 2) 1920's - WWII; 3) the Cold War. The course will bring you through those periods through the literature of the time. Among the literary works you will read (from Pasternak's "Dr. Zhivago" to Forsyth's "The Odessa File"), you will also view their film adaptations that visually portray the life of the people living on the continent (Europe) during this fascinating time as well!
Come join us on the web and expand your literary, cinematic and historical horizons..
Learning Objectives:
The student will...
1) understand and learn to appreciate the relationship between history, literature and film;
2) read works of literature beyond those in the core curriculum;
3) become more familiar with pivotal events in this century;
4) become aware of the role of the movie industry as it reflects the history of the world;
5) become more aware of research opportunities on the web.
Jeffery Richards
Rockport High School
* - - - *,
Course Title: Film and Literature Section JR: The European Experience
Discipline: Social Studies
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Note: Students will be asked whether or not they require course materials in the first week of class. Most materials used within this course are readily available, and students will be selecting their own materials from a variety of sources. If students require materials, they should (within their first week of class) notify their course instructor, who will then provide the necessary texts.
Description: Do you enjoy movies, literature and history and making choices? Did you ever want to be a movie critic? Do you want to explore how Hollywood treats history? Do you want to see some of the classic movies from the 1940’s-1980’s? Do you want to test your time management skills prior to college? Then this is the course for you… come join me on a voyage from the steppes of Russia to the streets of Berlin and the battlefields of the “War to end all wars”!!
In this humanities/social sciences offering, you will become movie critics, readers of some of the world’s finest 20th century novels, and work on unique projects with students across the nation. You will explore the momentous events of the first part of the 20th century as they were depicted in literature and on film.
The course focuses on three pivotal changes. 1) WWI and the Revolution; 2) 1920's - WWII; 3) the Cold War. The course will bring you through those periods through the literature of the time. Among the literary works you will read (from Pasternak's "Dr. Zhivago" to Forsyth's "The Odessa File"), you will also view their film adaptations that visually portray the life of the people living on the continent (Europe) during this fascinating time as well!
Come join us on the web and expand your literary, cinematic and historical horizons..
Learning Objectives:
The student will...
1) understand and learn to appreciate the relationship between history, literature and film;
2) read works of literature beyond those in the core curriculum;
3) become more familiar with pivotal events in this century;
4) become aware of the role of the movie industry as it reflects the history of the world;
5) become more aware of research opportunities on the web.
Jeffery Richards
Rockport High School
* - - - * |
Course Title: Folklore and Literature of Myth, Magic, and Ritual Section DG
Discipline: Language Arts
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: Want to know what your ESP ability is? Want to really find out what's behind the story about that haunted house in your neighborhood? Curious about parapsychology? Do you think you may have been visited by aliens, or do you know someone who thinks they have been abducted? If so, this course may be for you!
This English course will explore common elements in the literature of modern mythology, current folklore, and literature involving magic and the mystical. Students will read novels by Lois Lowry, Stephen King, Robert Cormier, and Toni Morrison. Students will research and analyze the phenomena described in the literature.
Students will investigate and contribute legends/scare stories from their locales as the class conducts its investigation into the social purposes served by such modern folklore. The current obsession with the paranormal and alien visitation as it applies to modern myth and folklore will also be explored.
Please note: The emphasis of this course is on modern folklore which, in an Information Age, is significantly different from historical folklore. It should also be noted that this is an Honors level English course. Be prepared to read, to write, and to discuss!
Learning Objectives:
Students will:
1. Conduct primary research through interviews and investigations of local folklore and phenomena.
2. Learn to work collaboratively on projects.
3. Develop critical reading and thinking skills.
4. Develop skills as a self-starter and a team member.
5. Learn what constitutes modern folklore in an Information Age.
6. Recognize connections between subjects studied in the class and society.
7. Use traditional and electronic sources for research.
8. Learn time management skills.
9. Take responsibility for their learning.
Deborah Gilmore
Rancocas Valley Regional High School
* - - - * |
Course Title: Folklore and Literature of Myth, Magic, and Ritual Section MH
Discipline: Language Arts
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: None
Description: Want to know what your ESP ability is? Want to really find out what's behind the story about that haunted house in your neighborhood? Curious about parapsychology? Do you think you may have been visited by aliens, or do you know someone who thinks they have been abducted? If so, this course may be for you!
This English course will explore common elements in the literature of modern mythology, current folklore, and literature involving magic and the mystical. Students will read novels by Lois Lowry, Stephen King, Robert Cormier, and Toni Morrison. Students will research and analyze the phenomena described in the literature.
Students will investigate and contribute legends/scare stories from their locales as the class conducts its investigation into the social purposes served by such modern folklore. The current obsession with the paranormal and alien visitation as it applies to modern myth and folklore will also be explored.
Please note: The emphasis of this course is on modern folklore which, in an Information Age, is significantly different from historical folklore. It should also be noted that this is an Honors level English course. Be prepared to read, to write, and to discuss!
Learning Objectives:
Students will:
1. Conduct primary research through interviews and investigations of local folklore and phenomena.
2. Learn to work collaboratively on projects.
3. Develop critical reading and thinking skills.
4. Develop skills as a self-starter and a team member.
5. Learn what constitutes modern folklore in an Information Age.
6. Recognize connections between subjects studied in the class and society.
7. Use traditional and electronic sources for research.
8. Learn time management skills.
9. Take responsibility for their learning.
Michelle Hoover
Nashoba Regional High School
* - - - * |
Course Title: Forensic Science
Discipline: Science
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description: Forensics will provide students with an in-depth knowledge of techniques and strategies used by forensic scientists. They will learn the steps involved in analyzing a crime scene in order to provide evidence that will be admissible in a court of law. Emphasis is placed on the investigative process. They will get a detailed knowledge of the industry in order to explore the potential for careers in forensic science.
Students will research different methods that forensic scientists use to solve crimes and analyze crime scene data to solve crimes themselves. Topics include collecting evidence, fingerprinting, blood-typing, ballistics, trace evidence, anthropology, and of course, DNA!
Learning Objectives:
*Gain a thorough understanding of forensics and its applications
*Develop an appreciation for the investigative process
*Discover potential career opportunities in the field of forensic science
Erin Mucci
McCann Technical School
* - - - * |
Course Title: Forensic Science Section EK
Discipline: Science
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description: Forensics will provide students with an in-depth knowledge of techniques and strategies used by forensic scientists. They will learn the steps involved in analyzing a crime scene in order to provide evidence that will be admissible in a court of law. Emphasis is placed on the investigative process. They will get a detailed knowledge of the industry in order to explore the potential for careers in forensic science.
Students will research different methods that forensic scientists use to solve crimes and analyze crime scene data to solve crimes themselves. Topics include collecting evidence, fingerprinting, blood-typing, ballistics, trace evidence, anthropology, and of course, DNA!
Learning Objectives:
*Gain a thorough understanding of forensics and its applications
*Develop an appreciation for the investigative process
*Discover potential career opportunities in the field of forensic science
Erika Kindoll
Tulpehocken High School
* - - - * |
Course Title: Forensic Science Section MD
Discipline: Science
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description: Forensics will provide students with an in-depth knowledge of techniques and strategies used by forensic scientists. They will learn the steps involved in analyzing a crime scene in order to provide evidence that will be admissible in a court of law. Emphasis is placed on the investigative process. They will get a detailed knowledge of the industry in order to explore the potential for careers in forensic science.
Students will research different methods that forensic scientists use to solve crimes and analyze crime scene data to solve crimes themselves. Topics include collecting evidence, fingerprinting, blood-typing, ballistics, trace evidence, anthropology, and of course, DNA!
Learning Objectives:
*Gain a thorough understanding of forensics and its applications
*Develop an appreciation for the investigative process
*Discover potential career opportunities in the field of forensic science
Melissa Diguette
Auburn High School
* - - - * |
Course Title: Forensic Science Section MP
Discipline: Science
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Biology
Description: Forensics will provide students with an in-depth knowledge of techniques and strategies used by forensic scientists. They will learn the steps involved in analyzing a crime scene in order to provide evidence that will be admissible in a court of law. Emphasis is placed on the investigative process. They will get a detailed knowledge of the industry in order to explore the potential for careers in forensic science.
Students will research different methods that forensic scientists use to solve crimes and analyze crime scene data to solve crimes themselves. Topics include collecting evidence, fingerprinting, blood-typing, ballistics, trace evidence, anthropology, and of course, DNA!
Learning Objectives:
*Gain a thorough understanding of forensics and its applications
*Develop an appreciation for the investigative process
*Discover potential career opportunities in the field of forensic science
Martha Peters
Edison Preparatory School
* - - - * |
Course Title: Genes and Disease Section KL
Discipline: Science
Grade Level: 10, 11, 12
Level: Honors
Offering: Fall Only
Prerequisites: Biology
Description: Buried in the cells of each newborn is a unique set of genetic instructions. These molecular blueprints not only shape how the child will grow and develop and whether it will have brown eyes or blue, but what sorts of medical problems it might encounter. Errors in our genes, our genetic material, are responsible for an estimated 3,000-4,000 hereditary diseases, including Huntington disease, cystic fibrosis, and Duchenne muscular dystrophy. What's more, altered genes are now known to play a part in cancer, heart disease, diabetes and many other common diseases. Genetic flaws increase a person's risk of developing these more common and complex disorders. The diseases themselves stem from interactions of genetic predispositions and environmental factors, including diet and lifestyle.
Human Genetics has many areas of expertise. This course will focus on four areas, (1) classical or Mendelian genetics, diseases where major effects are from a single gene, (2) multifactorial inheritance, continuous traits and discontinuous traits where several genes plus environmental factors are involved, (3) cytogenetics, diseases involving chromosomal abnormalities, and (4) mathematical genetics, including population genetics, linkage, and mapping.
Learning Objectives:
Discuss examples of inherited disorders, their symptoms, and their causes.
Demonstrate how modern knowledge and techniques have led to understanding the cause of genetic disorders.
Relate genes and protein synthesis to the expression of phenotypes.
Describe techniques that permit diagnosis of a genetic disorder.
Demonstrate how increased knowledge and advances in medicine have improved the quality of life for people with the disorder.
Use a Punnett square and a pedigree as a tool to provide information about the possibility of having a child with a genetic disorder.
Discuss the impact of the disease on the victim, their family, and society.
Disseminate, use and manage information collected from a variety of sources.
Communicate and collaborate with other people in other locations.
Kristen Lombard
Franklin NH High School
* - - - * |
Course Title: Genes and Disease Section TM
Discipline: Science
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Biology
Description: Buried in the cells of each newborn is a unique set of genetic instructions. These molecular blueprints not only shape how the child will grow and develop and whether it will have brown eyes or blue, but what sorts of medical problems it might encounter. Errors in our genes, our genetic material, are responsible for an estimated 3,000-4,000 hereditary diseases, including Huntington disease, cystic fibrosis, and Duchenne muscular dystrophy. What's more, altered genes are now known to play a part in cancer, heart disease, diabetes and many other common diseases. Genetic flaws increase a person's risk of developing these more common and complex disorders. The diseases themselves stem from interactions of genetic predispositions and environmental factors, including diet and lifestyle.
Human Genetics has many areas of expertise. This course will focus on four areas, (1) classical or Mendelian genetics, diseases where major effects are from a single gene, (2) multifactorial inheritance, continuous traits and discontinuous traits where several genes plus environmental factors are involved, (3) cytogenetics, diseases involving chromosomal abnormalities, and (4) mathematical genetics, including population genetics, linkage, and mapping.
Learning Objectives:
Discuss examples of inherited disorders, their symptoms, and their causes.
Demonstrate how modern knowledge and techniques have led to understanding the cause of genetic disorders.
Relate genes and protein synthesis to the expression of phenotypes.
Describe techniques that permit diagnosis of a genetic disorder.
Demonstrate how increased knowledge and advances in medicine have improved the quality of life for people with the disorder.
Use a Punnett square and a pedigree as a tool to provide information about the possibility of having a child with a genetic disorder.
Discuss the impact of the disease on the victim, their family, and society.
Disseminate, use and manage information collected from a variety of sources.
Communicate and collaborate with other people in other locations.
Timothy Mccue
Mount St. Joseph Academy VT
* - - - * |
Course Title: Geometry and Algebra Applications Section GP: How to Use Math in the Real World
Discipline: Mathematics
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Algebra I
Description: What do a family tree, a garden, and a business have in common? Math! In this course you'll learn how to actually use the math you learn in high school. You'll use math to express your creativity, and learn how geometry can help you maximize space in a garden. You will learn to relate algebra and geometry to each other and to the world around you. You will use Algebra topics such as proportions, linear and non-linear functions, to solve Geometry problems and explore real world applications. You will create designs, describe your own business, create a family tree, and even write a short story! Join us as we discover applications for algebra and geometry all around us.
Gail Poulter
Littleton MA High School
* - - - * |
Course Title: Ghoulies, Ghosties, and Long-Legged Beasties Section EG: Why We Like to be Scared
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Must have an interest in reading; skills in word processing/ keyboarding/use of the Internet; parental consent.
Description:
Explore why people actually seem to enjoy being frightened. Through literature (poetry, short stories, novels), movies and television, we will explore the history of horror as a genre.
Please note: This is an English course. The course consists of an overview of literature featuring ghosts.
Kinds of Assignments:
You will receive a weekly grade worth 100 points total for each week. The assignments consist of the following:
* discussions and other postings in the CourseRoom in response to readings, writings and research;
* a ghost story written by you;
* a short story of horror written by you;
* five essays; and
* a semester project.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Students will:
1) Write precisely and fluently using conventions of Standard American English in order to express ideas clearly and effectively.
2) Develop analysis skills and use reasoned and logical discourse in discussing opinions and ideas.
3) Recognize characteristics of literary periods and genres and the influence of society on views.
4) Develop strong collaborative work skills.
Elisa Gaeta
Henry P. Becton Regional High School
* - - - * |
Course Title: Ghoulies, Ghosties, and Long-Legged Beasties Section SB: Why We Like to be Scared
Discipline: Language Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Must have an interest in reading; skills in word processing/ keyboarding/use of the Internet; parental consent.
Description: Explore why people actually seem to enjoy being frightened. Through literature (poetry, short stories, novels), movies and television, we will explore the history of horror as a genre.
Please note: This is an English course. The course consists of an overview of literature featuring ghosts.
Kinds of Assignments:
You will receive a weekly grade worth 100 points total for each week. The assignments consist of the following:
* discussions and other postings in the CourseRoom in response to readings, writings and research;
* a ghost story written by you;
* a short story of horror written by you;
* five essays; and
* a semester project.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
Students will:
1) Write precisely and fluently using conventions of Standard American English in order to express ideas clearly and effectively.
2) Develop analysis skills and use reasoned and logical discourse in discussing opinions and ideas.
3) Recognize characteristics of literary periods and genres and the influence of society on views.
4) Develop strong collaborative work skills.
Susan Birrell
NHSTE Consortium
* - - - * |
Course Title: Gods of CNN Section JB: The Power of Modern Media
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic understanding of the Internet
Description: At no time in human history has the general public been exposed to the current quantity of media messages. These messages convey information of varying importance to us about nearly every aspect of the world around us. It is not an overstatement to suggest that they play a role in the development of our perceptions. Our understanding of political affairs, science and technology, entertainment, scholarship, the arts, sports, and seemingly everything else in the world is filtered through media. As such, reason would demand that we should be critical evaluators of the information that we receive, as our strict reliance on media sources provides them with enormous power over the content of the news and information that we seek. One need look no further than the death of a celebrity like Anna Nichole Smith, whose untimely passing received near saturation coverage on nearly all major news networks, in every form of media. Mind you, her death was the focus of so much attention while, at the same time, a story related to the ongoing famine in North Korea and the death of possibly three million people routinely received back-page coverage.
Why? Who is deciding what we should know? What are the factors that contribute to what is news and what is not? How much of our lives as consumers are influenced by propaganda and the advertising and public relations industries that drive our capitalist culture? Is the emphasis on violent content in media an accurate reflection of our violent culture or a major cause of it?
These are just a handful of the many questions we will be facing in our study of the modern media and its influence in our lives and culture(s). As we study our modern media, students will gain essential skills in identifying forms of media, interpreting the unique 'language' of different forms of media, differentiating fact from opinion, recognizing appeals to emotion and bias, understanding the power of propaganda and advertising, and forming reasoned opinions about the issues of the day. With these and other skills students will start to examine the media environment that surrounds them and begin to challenge and change it.
Learning Objectives:
1. Be able to critically evaluate both the information received, and the policies at work in our media driven society.
2. Learn to read between the lines of a news story, question the influence of missing information, and evaluate the validity of the information being presented.
3. A working comprehension of propaganda, its techniques, and how it is subtly involved in much of our modern media today.
4. An understanding of media bias and the ability to identify it in its written, oral, and visual forms.
5. An awareness of the enormous social and political impact that news reporting has upon our media culture.
Jeff Barry
York High School
* - - - * |
Course Title: Gods of CNN Section JM: The Power of Modern Media
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic understanding of the Internet
Description: At no time in human history has the general public been exposed to the current quantity of media messages. These messages convey information of varying importance to us about nearly every aspect of the world around us. It is not an overstatement to suggest that they play a role in the development of our perceptions. Our understanding of political affairs, science and technology, entertainment, scholarship, the arts, sports, and seemingly everything else in the world is filtered through media. As such, reason would demand that we should be critical evaluators of the information that we receive, as our strict reliance on media sources provides them with enormous power over the content of the news and information that we seek. One need look no further than the death of a celebrity like Anna Nichole Smith, whose untimely passing received near saturation coverage on nearly all major news networks, in every form of media. Mind you, her death was the focus of so much attention while, at the same time, a story related to the ongoing famine in North Korea and the death of possibly three million people routinely received back-page coverage.
Why? Who is deciding what we should know? What are the factors that contribute to what is news and what is not? How much of our lives as consumers are influenced by propaganda and the advertising and public relations industries that drive our capitalist culture? Is the emphasis on violent content in media an accurate reflection of our violent culture or a major cause of it?
These are just a handful of the many questions we will be facing in our study of the modern media and its influence in our lives and culture(s). As we study our modern media, students will gain essential skills in identifying forms of media, interpreting the unique 'language' of different forms of media, differentiating fact from opinion, recognizing appeals to emotion and bias, understanding the power of propaganda and advertising, and forming reasoned opinions about the issues of the day. With these and other skills students will start to examine the media environment that surrounds them and begin to challenge and change it.
Learning Objectives:
1. Be able to critically evaluate both the information received, and the policies at work in our media driven society.
2. Learn to read between the lines of a news story, question the influence of missing information, and evaluate the validity of the information being presented.
3. A working comprehension of propaganda, its techniques, and how it is subtly involved in much of our modern media today.
4. An understanding of media bias and the ability to identify it in its written, oral, and visual forms.
5. An awareness of the enormous social and political impact that news reporting has upon our media culture.
Justin Marra
Bartlett Jr. Sr. High School
* - - - * |
Course Title: Gods of CNN Section KA: The Power of Modern Media
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic understanding of the Internet
Description: At no time in human history has the general public been exposed to the current quantity of media messages. These messages convey information of varying importance to us about nearly every aspect of the world around us. It is not an overstatement to suggest that they play a role in the development of our perceptions. Our understanding of political affairs, science and technology, entertainment, scholarship, the arts, sports, and seemingly everything else in the world is filtered through media. As such, reason would demand that we should be critical evaluators of the information that we receive, as our strict reliance on media sources provides them with enormous power over the content of the news and information that we seek. One need look no further than the death of a celebrity like Anna Nichole Smith, whose untimely passing received near saturation coverage on nearly all major news networks, in every form of media. Mind you, her death was the focus of so much attention while, at the same time, a story related to the ongoing famine in North Korea and the death of possibly three million people routinely received back-page coverage.
Why? Who is deciding what we should know? What are the factors that contribute to what is news and what is not? How much of our lives as consumers are influenced by propaganda and the advertising and public relations industries that drive our capitalist culture? Is the emphasis on violent content in media an accurate reflection of our violent culture or a major cause of it?
These are just a handful of the many questions we will be facing in our study of the modern media and its influence in our lives and culture(s). As we study our modern media, students will gain essential skills in identifying forms of media, interpreting the unique 'language' of different forms of media, differentiating fact from opinion, recognizing appeals to emotion and bias, understanding the power of propaganda and advertising, and forming reasoned opinions about the issues of the day. With these and other skills students will start to examine the media environment that surrounds them and begin to challenge and change it.
Learning Objectives:
1. Be able to critically evaluate both the information received, and the policies at work in our media driven society.
2. Learn to read between the lines of a news story, question the influence of missing information, and evaluate the validity of the information being presented.
3. A working comprehension of propaganda, its techniques, and how it is subtly involved in much of our modern media today.
4. An understanding of media bias and the ability to identify it in its written, oral, and visual forms.
5. An awareness of the enormous social and political impact that news reporting has upon our media culture.
Kelly Angell
St. Dominic Regional High School
* - - - * |
Course Title: Great Inventions and Scientific Discoveries
Discipline: Science
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Students must have access to Netscape Communicator's Composer program, version 4.50 or higher (This program can be downloaded for free) and the Adobe Acrobat Reader. It is recommended that students have an email account.
Description: Would you like to learn about some of the greatest inventions and scientific discoveries of all time, and the men and women who made them? Do you want to become an "inventor" yourself by discovering how to create your own web pages? If so, this course is for you!
Join us as we learn about one of the greatest unions of all time. History and science have gone hand in hand since the beginning of the first intelligent thought. Why is this so? Anytime someone comes up with a revolutionary idea like the wheel, the automobile, or harnessing electricity, the way we act, think, and go about life changes too. In this course, we will study individuals who have developed some of the greatest scientific thoughts/inventions ever made, from ancient times to the present. As part of this course you will also learn to build your own web pages. These pages will highlight the scientists and inventions we learn about in class.
Join us on our exciting journey through history, science and technology!
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
1. Students will develop a knowledge and appreciation for the scientific method, creative thought, and originality.
2. Students will be able to trace some of the pivotal points in human history and explain how scientists helped to stir it's course.
3. Students will be able to use internet technology to research scientists, build documents, and communicate with peers.
4. Students will be able to develop advanced WEB pages outlining research they conduct both on and off-line.
5. Students will be able to write persuasive arguments.
6. Students will be able to compare and contrasts the impacts of various scientists on human history and draw conclusions regarding relevancy or irrelevancy.
John Rozen
Whitman-Hanson Regional High School
* - - - *,
Course Title: Great Inventions and Scientific Discoveries
Discipline: Social Studies
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Students must have access to Netscape Communicator's Composer program, version 4.50 or higher (This program can be downloaded for free) and the Adobe Acrobat Reader. It is recommended that students have an email account.
Description: Would you like to learn about some of the greatest inventions and scientific discoveries of all time, and the men and women who made them? Do you want to become an "inventor" yourself by discovering how to create your own web pages? If so, this course is for you!
Join us as we learn about one of the greatest unions of all time. History and science have gone hand in hand since the beginning of the first intelligent thought. Why is this so? Anytime someone comes up with a revolutionary idea like the wheel, the automobile, or harnessing electricity, the way we act, think, and go about life changes too. In this course, we will study individuals who have developed some of the greatest scientific thoughts/inventions ever made, from ancient times to the present. As part of this course you will also learn to build your own web pages. These pages will highlight the scientists and inventions we learn about in class.
Join us on our exciting journey through history, science and technology!
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
1. Students will develop a knowledge and appreciation for the scientific method, creative thought, and originality.
2. Students will be able to trace some of the pivotal points in human history and explain how scientists helped to stir it's course.
3. Students will be able to use internet technology to research scientists, build documents, and communicate with peers.
4. Students will be able to develop advanced WEB pages outlining research they conduct both on and off-line.
5. Students will be able to write persuasive arguments.
6. Students will be able to compare and contrasts the impacts of various scientists on human history and draw conclusions regarding relevancy or irrelevancy.
John Rozen
Whitman-Hanson Regional High School
* - - - * |
Course Title: Health Summer Offering
Discipline: Life Skills/Health
Grade Level:
Level: Standard
Offering: Summer I, Summer II
Prerequisites:
Description: Have you ever found yourself asking the following questions during a class?
· Why do we have to learn this?
· When will I ever use this?
· What does this have to do with me?
The goal of this course is to answer these questions everyday, with every activity. This course is about you and your lifestyle choices. The course will examine the connections between physical health, mental health, and social health, and their impact on society and the individual. You will link your health knowledge with current news articles on related topics from CNN online or other news source, for a national perspective.
To provide a local perspective and allow for additional collaboration, you will locate and use newspapers in your area. We'll also explore some current topics in health and society. Some of the topics include healthy eating, exercise, healthy relationships and a look at how the media influences our self-esteem. At the conclusion of the course, I hope you emerge with a strategy to create and maintain a healthy lifestyle.
Learning Objectives:
This course will devote itself to promoting awareness and use of techniques for a healthy lifestyle. Diet, exercise, lifestyle choice and relationship
development are all integral parts of the course material.
Steven Perrin
Virtual High School
* - - - * |
Course Title: Hearts of Darkness: Meeting Ourselves in Literature
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Read and write at high school level
Description: What is it that makes Bad Boys so fascinating? Why are horror movies so popular? Why is there evil in the world? In this course you will read four novels (A Separate Peace, Ceremony, Frankenstein, Lord of the Flies) and two short stories ("The Secret Sharer", "Heart of Darkness") which portray both the positive and negative characteristics of human beings in different situations. You will analyze the ways the authors develop those characteristics. Then you will examine current entertainment media as they exhibit the characteristics of these literary works. You will examine the extent to which a connection can be made between the literary or entertainment portrayal of the nature of man and trends toward or away from violence that can be seen in society.
As we look at these works, we will also be looking at ourselves and those around us to see how the Dark Side shows itself outside of literature. Are we really all "savages underneath"?
Learning Objectives:
1. To read with comprehension, especially comprehension of character;
2. To analyze character and techniques of characterization;
3. To analyze the effect of techniques of characterization on the meaning of the work as a whole;
4. To identify elements of fiction and their effects as they reveal character;
5. To evaluate resolution of conflict in various works as it affects reader's response to the meaning of the work as a whole;
6. To work collaboratively in developing an understanding of the impact of entertainment media on society;
7. To examine current entertainment media as they convey or influence the "dark" characteristics of human beings and their society.
Marcia Hilsabeck
Round Rock High School
* - - - * |
Course Title: Hearts of Darkness Section BH: Meeting Ourselves in Literature
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Read and write at high school level
Description: What is it that makes Bad Boys so fascinating? Why are horror movies so popular? Why is there evil in the world? In this course you will read four novels (A Separate Peace, Ceremony, Frankenstein, Lord of the Flies) and two short stories ("The Secret Sharer", "Heart of Darkness") which portray both the positive and negative characteristics of human beings in different situations. You will analyze the ways the authors develop those characteristics. Then you will examine current entertainment media as they exhibit the characteristics of these literary works. You will examine the extent to which a connection can be made between the literary or entertainment portrayal of the nature of man and trends toward or away from violence that can be seen in society.
As we look at these works, we will also be looking at ourselves and those around us to see how the Dark Side shows itself outside of literature. Are we really all "savages underneath"?
Learning Objectives:
1. To read with comprehension, especially comprehension of character;
2. To analyze character and techniques of characterization;
3. To analyze the effect of techniques of characterization on the meaning of the work as a whole;
4. To identify elements of fiction and their effects as they reveal character;
5. To evaluate resolution of conflict in various works as it affects reader's response to the meaning of the work as a whole;
6. To work collaboratively in developing an understanding of the impact of entertainment media on society;
7. To examine current entertainment media as they convey or influence the "dark" characteristics of human beings and their society.
Beth Hughes
Wakefield Public Schools
* - - - * |
Course Title: Heroes
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Standard
Offering: Fall Only
Prerequisites: none
Description: May the force be with you! The preceding wish is more than just a catchy phrase from the 1970's. Luke Skywalker in The Star Wars Trilogy is one example of a memorable hero. Did you know Star Wars is deeply rooted in traditional literature? In this course students will explore the formula embedded in the hero's adventure: separation, initiation, and return. We will read a variety of literature from fairy tales to Anglo-Saxon epics to mythology, and we will view a few films. Students will compare and contrast the literature from various time periods and cultures and share their ideas with their classmates. Students will be encouraged to apply their insights to their own lives and communities, to search for modern-day heroes, and to report back to the group. Finally, students will write hero stories and share their adventures.
Learning Objectives:
Students will:
1) be able to understand the hero formula of separation, initiation, and return;
2) apply the hero formula to various pieces of literature, film, and their personal lives and cultures;
3) compare and contrast attitudes and values of various pieces of literature; and
4) write stories and poems applying the hero formula and illustrating various literary techniques.
Theresa Hartey
Springfield Township High School
* - - - * |
Course Title: Heroes Section SH
Discipline: Language Arts
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: none
Description: May the force be with you! The preceding wish is more than just a catchy phrase from the 1970's. Luke Skywalker in The Star Wars Trilogy is one example of a memorable hero. Did you know Star Wars is deeply rooted in traditional literature? In this course students will explore the formula embedded in the hero's adventure: separation, initiation, and return. We will read a variety of literature from fairy tales to Anglo-Saxon epics to mythology, and we will view a few films. Students will compare and contrast the literature from various time periods and cultures and share their ideas with their classmates. Students will be encouraged to apply their insights to their own lives and communities, to search for modern-day heroes, and to report back to the group. Finally, students will write hero stories and share their adventures.
Learning Objectives:
1. Identify, analyze and apply knowledge of Joseph Campbell’s Hero’s Journey to classic and modern heroes
2. Develop critical thinking and reading skills
3. Communicate effectively and thoughtfully to online discussions and group presentations.
4. Identify, analyze and apply knowledge of Lord Raglan’s 22 Characteristics of a Hero and widely accepted qualities of a hero to varying heroes
us literary techniques.
Sara Hedges
Lancaster High School
* - - - * |
Course Title: History and American Pop Music Section CMA
Discipline: Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: No Media Kit is required, however the ability to download and playback mp3 files is essential for this course.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
This course will examine the relationship between 20th Century History (current events, at the time) and the popular forms of music and the messages that music displayed. The course begins with a look at how popular culture (be it art, theatre, literature, or music) has been "historical" in the past, and will then pick up with the blues singers at the beginning of the 20th century. The course will proceed through each decade of the 20th century, examining music such as blues, jazz, rock, reggae, pop, metal, folk, country and rap. Students will examine lyrics and historical events, and analyze how lyrical content changed over time.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
1. Students will learn how events in American history influence pop culture.
2. Students will learn how music and lyrics are created as a reflection of the times.
3. Students will develop listening skills necessary for analyzing a song.
4. Students will create their own lyrics/music in response to issues they see in today’s culture.
Cathy Mander-Adams
Winooski High School
* - - - * |
Course Title: History and American Pop Music Section RC
Discipline: Arts
Grade Level: 09, 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: No Media Kit is required, however the ability to download and playback mp3 files is essential for this course.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
This course will examine the relationship between 20th Century History (current events, at the time) and the popular forms of music and the messages that music displayed. The course begins with a look at how popular culture (be it art, theatre, literature, or music) has been "historical" in the past, and will then pick up with the blues singers at the beginning of the 20th century. The course will proceed through each decade of the 20th century, examining music such as blues, jazz, rock, reggae, pop, metal, folk, country and rap. Students will examine lyrics and historical events, and analyze how lyrical content changed over time.
*This course may be appropriate for Gifted and Talented middle school students that meet all course prerequisites.*
Learning Objectives:
1. Students will learn how events in American history influence pop culture.
2. Students will learn how music and lyrics are created as a reflection of the times.
3. Students will develop listening skills necessary for analyzing a song.
4. Students will create their own lyrics/music in response to issues they see in today’s culture.
Richard Cain
Tahanto Regional High School
* - - - * |
Course Title: History of Photography Section JM
Discipline: Arts
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Students do not have to have a camera or a darkroom, but they should have access to a scanner.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
This course will explore the use of photography as a record of visual history - not just the use of photography for documentation, but also as a reflection of technological developments, social trends, and as a means of personal expression. Students will examine the works of famous photographers, from its beginnings in the 19th century to contemporary times, and will develop an aesthetic vocabulary. In addition, they will have opportunities to exchange ideas and explore subject matter through class discussion forums and team work. They will also create studio assignments in order to gain an appreciation for how photography can be used as a means of personal expression.
Learning Objectives:
Students will:
1. Understand the basic technology of the photographic process
2. Understand photography in relation to history
3. Reflect upon and assess the characteristics of photographic works
4. Participate in class discussions and team work
5. Make connections between photography and other disciplines
6. Develop an appreciation for the evolution of photography as an art form
7. Learn to use photographic images as a means of personal expression
Julie Muellejans
Smith Academy
* - - - * |
Course Title: History of Photography Section SS
Discipline: Arts
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Students do not have to have a camera or a darkroom, but they should have access to a scanner.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
This course will explore the use of photography as a record of visual history - not just the use of photography for documentation, but also as a reflection of technological developments, social trends, and as a means of personal expression. Students will examine the works of famous photographers, from its beginnings in the 19th century to contemporary times, and will develop an aesthetic vocabulary. In addition, they will have opportunities to exchange ideas and explore subject matter through class discussion forums and team work. They will also create studio assignments in order to gain an appreciation for how photography can be used as a means of personal expression.
Learning Objectives:
Students will:
1. Understand the basic technology of the photographic process
2. Understand photography in relation to history
3. Reflect upon and assess the characteristics of photographic works
4. Participate in class discussions and team work
5. Make connections between photography and other disciplines
6. Develop an appreciation for the evolution of photography as an art form
7. Learn to use photographic images as a means of personal expression
Sarah Sutter
Wiscasset High School
* - - - * |
Course Title: History of Photography Section ST
Discipline: Arts
Grade Level: 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Students do not have to have a camera or a darkroom, but they should have access to a scanner.
Description: **Please Note: This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.goVHS.org.
This course will explore the use of photography as a record of visual history - not just the use of photography for documentation, but also as a reflection of technological developments, social trends, and as a means of personal expression. Students will examine the works of famous photographers, from its beginnings in the 19th century to contemporary times, and will develop an aesthetic vocabulary. In addition, they will have opportunities to exchange ideas and explore subject matter through class discussion forums and team work. They will also create studio assignments in order to gain an appreciation for how photography can be used as a means of personal expression.
Learning Objectives:
Students will:
1. Understand the basic technology of the photographic process
2. Understand photography in relation to history
3. Reflect upon and assess the characteristics of photographic works
4. Participate in class discussions and team work
5. Make connections between photography and other disciplines
6. Develop an appreciation for the evolution of photography as an art form
7. Learn to use photographic images as a means of personal expression
Sarah Taylor
Bigfork High School
* - - - * |
Course Title: Horror, Mystery and Science Fiction Literature Section RB: Edgar Allan Poe to the Present
Discipline: Language Arts
Grade Level: 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: This course requires extensive reading, writing (both individual essays and group projects) and discussion. Students should have a basic knowledge of PowerPoint, Word Documents, and the Internet.
Additionally, as it is an honors class, students are expected to employ and to display a high level of thought, as well as superb composition skills, especially in terms of clear expression and of mastery of mechanics.
Please be aware that the work load can be challenging at times and that students need to be in class every day so that they do not fall behind.
Some of the readings and/or the films in this course may contain language that some persons may consider to be either profane and/or vulgar. Additionally, some persons may consider the themes of the various works to be either of a controversial or a mature nature.
Be advised that the film by Stanley Kubrick, The Shining , is MPAA Rated R due to its “mature themes” and “profane/vulgar language.”
Please note that the students will need to procure their own copies both of the novel form and of the film form of The Shining for required work during the first four weeks of the class. These materials are not included in the media kit.
Those students who join this 2d community are not only allowed but encouraged to begin reading The Shining before the class begins.
Students who are unable to procure The Shining will be given an alternative assignment.
Finally, please be aware that, although it is not required, it is better to have a reliable and fast Internet connection at home, in addition to the one that the school provides.
Description: Are you a loyal fan of Edgar Allan Poe?
Have you wondered if Poe's raven is actually a demonic, supernatural being with a message of eternal punishment or merely a lost pet, trained to say a single word?
Have you found that his stories and poetry, along with mystery and horror, contain deep, underlying feelings of pathos, misery, and depression that seem to resonate still within this “modern” world?
Have you read several of his stories and poems, and they made you want to read more?
Do you want to experience an online class that, as Kariann (aka “Star”) of the fall semester of 2007-08 said, “... is almost like a family”?
If so, this course is definitely for you.
Even though Poe died over 150 years ago, he continues today to inspire strong feelings, both in his admirers and in his critics, just as he did in the latter half of the nineteenth and early years of the twentieth centuries. Although he is most famous for his horror stories, Poe has influenced many writers such as Sir Arthur Conan Doyle, Ray Bradbury, and Stephen King.
Inventor of the murder mystery, innovator of the science fiction genre, master of gothic tales of horror, and literary critic, Poe commands a significant position in literature, not only in the United States but also throughout the world.
In this course, you will read, research, analyze, and discuss specific works by Poe and his literary techniques.
In addition, you will read selected works by Doyle, Bradbury, and King so that, in addition to examining their work on their worth alone, you can compare their work to Poe’s stories and poetry by continuing to read more of Poe's work throughout the entire semester.
Please bear in mind that the work for this honors class is extensive and will require dedication on your part. Additionally, you will be required to write essays and stories, both on your own and in small groups.
Specifically, you will:
1. write your own gothic, science fiction and detective stories
2. participate in discussions and travel online to Poe's burial site to learn more about Poe and the mysteries that surround him
3. as you read the works of Doyle, Bradbury, and King, you will continue to read Poe's works so that you can compare their works to his
4 research a variety of author-related web sites and gather information from articles and essays
5. work with other students in an interdependent, collaborative class
6. during the first term, submit work that has been completed with another student
7. during the second term, work with two or three other students to construct a large, culminating project that:
A.) reflects each student’s efforts
B.) combines information about King, Bradbury, and Doyle, and then analyzes Poe's influence upon each of them
By the end of the class, you should be able to see more clearly why so many readers are devoutly addicted to Poe and why the magnitude of his influence cannot be overestimated.
Join us as we peruse Poe and pursue his legacy throughout the years.
Learning Objectives:
By the end of this course, students will be able to:
1. Identify, analyze and apply knowledge of the characteristics of the gothic, science fiction and murder/mystery genres.
2. Identify and analyze patterns of imagery and symbolism and connect them to themes, tone or mood and examine in detail the author's craft (diction, tone, sentence structure, topic development, language).
3. Interpret a literary text using evidence from the text as support.
4. Examine the elements of fiction, think more critically about stories, reflect on their meanings and compare them to each other.
5. Write stories with well-developed characters, setting, dialogue, clear conflict and resolution and sufficient descriptive detail that contribute to a definite mood or tone using a variety of literary techniques.
6. Communicate effectively and thoughtfully to online discussions and group presentations.
7. Formulate original, open-ended questions to explore a topic of interest, conduct research, evaluate the quality of the information and document sources in a consistent and standard format.
8. Utilize a variety of technological and informational sources such as Web Sites, databases, computer programs, and videos to gather and synthesize information, and to communicate knowledge.
9. Understand and appreciate the significant influence of Edgar Allan Poe on later writers.
Rick Bagby
Fairfield County ESC
* - - - * |
Course Title: IB Economics HK (08-10)
Discipline: Social Studies
Grade Level: 11, 12
Level: Standard
Offering: Special Scheduling
Prerequisites: 1. Must be a student in an IB World School.
2. Students must be in the first year of the Diploma Programme (IB1 students) as this is a two year course.
3. Interested in studying online.
4. A scientific calculator is helpful (you do not need a graphing calculator).
5. Basic computer skills: word processing and use of the Internet (familiarity with Excel and PowerPoint are helpful but not required)
Materials Provided:
Textbook: Economics, third edition (2000), Alain Anderton, Causeway Press
Description: Everyday we, as individuals and as a society, make economic decisions that have both short term and long term consequences. Coming to an understanding of exactly how and why we make these decisions and how the resulting consequences occur is a large part of the study of Economics. Individuals and societies face essentially the same problems. Every decision leads inevitably to consequences that are sometimes vastly different from what we might normally expect. Economics tells us how to discover, evaluate and weigh these decisions. For example, should we use scarce resources to build a new school in our community or expand the local hospital? Is there a logical way to compare the net benefits to our society of each choice?
How is that we know almost anybody will buy several CDs if they cost just $1.00, but very few will be bought if we were to charge $45.00 for each? What's really going on here? What about this: your friend picks you up, takes you to the movies and pays for everything? Did the movie still cost you anything? The truth is it did! Economics is a dynamic social science, and it is always affecting your life, whether you know it or not.
Although Economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples, even things that happen in your daily life.
And you'll be surprised to see that Economics also has to do with history, geography, psychology, sociology, political studies and many other related fields of study. We'll also focus on the international side of economics, and how some developing countries are dealing with growth.
Here's what you can expect in terms of workload each week: 2-3 hours of reading, 1 hour of writing responses to assigned questions and 1-2 hours involved in other activities. In addition, there are four required Internal Assessment commentaries of 650 - 750 words each (two per year). Here are some of the things you'll be doing: peer-assessing some of your classmates' work; participating in asynchronous (not at the same moment) online group simulations; viewing and responding to online video clips from time to time; and working on assignments independently and in online groups with classmates.
As you can see, the course will require a significant amount of effort and much critical thinking. For more information on some specifics, you'd want to talk to your IB coordinator.
Learning Objectives:
Provide students with a core knowledge of economics
Encourage students to think critically about economics
Promote an awareness and understanding of internationalism in economics
Enable students to distinguish between positive and normative economics
Have an understanding and knowledge of economic concepts and theories
Apply economic theory to a range of circumstances and a variety of situations
Analyze information through the use of economic concepts and theories
Evaluate concepts and theories from different economic perspectives.
Enable students to recognize their own tendencies for bias.
Encourage students' development as independent learners
Harold Kyte
Virtual High School IB
* - - - * |
Course Title: IB Information Technology in a Global Society HL Section DA
Discipline: Technology/Tech Ed.
Grade Level: 11, 12
Level: Honors
Offering: Special Scheduling
Prerequisites: 1. Must be a student in an IB World School.
2. Students must be in the first year of the Diploma Programme (IB1 students) as this is a two year course.
3. Interested in studying online.
4. Basic computer skills: word processing and use of the Internet
Description: The Diploma Programme information technology in a global society (ITGS) course is the study and evaluation of the impact of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts.
Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society today. ITGS offers an opportunity for a systematic study of these issues, whose range is such that they fall outside the scope of any other single discipline.
Learning Objectives:
The ITGS course aims to:
1.Develop an understanding of the advantages and disadvantages of new technologies as methods of expanding our knowledge of the world at the local and global level.
2.Promote an understanding of the social significance of information technology for individuals, communities and organizations.
3.Analyze and evaluate the ethical considerations arising from the widespread use of information technology at the local and global level.
4.Recognize that people can hold diverse opinions about the impact of information technology on individuals and societies.
Daniel Auger
Virtual High School IB
* - - - * |
Course Title: Integrated Mechanical Physics with Logical Reasoning: Mechanics in Physics
Discipline: Science
Grade Level: 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Algebra (geometry helpful but not necessary)
Description: So you plan to go to college and study physics, math, or engineering? DO THIS FIRST! This course will teach you HOW to figure out problems and how to judge whether or not your answers are reasonable. Save yourself a lot of time and trouble! This course will serve as an introduction to mechanical physics and the reasoning and problem-solving approaches utilized in physics, math and engineering disciplines. Emphasis will be placed on problem-solving approaches and on developing the student's ability to grasp the 'overall picture' of a problems in order to estimate and evaluate reasonable outcomes.
Learning Objectives:
The student will:
1. perform the 4 basic math operations using scientific notation
2. correctly use significant figures
3. convert English units to SI, SI to English, and SI to SI
4. use dimensional analysis to solve problems and develop formulas
5. define displacement, speed, velocity and acceleration
6. utilize vector analysis
7. describe motion in 2 dimensions
8. discuss/apply Newton's 3 laws of motion
9. discuss/apply Newton's Law of Universal Gravitation
10. identify forces as vectors
11. define/calculate resultant forces
12. resolve forces into components
13. identify/define frictional forces
14. define/calculate work, power, and energy
15. define/calculate impulse and momentum
Lochlyn Kennedy
Ware County High School
* - - - * |
Course Title: International Business Section BK
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic Word Processing and Internet Skills
Description: Are you interested in your future? If so, you will benefit greatly by enrolling in this course. International Business is designed to help you develop the appreciation, knowledge, skills, and abilities needed to live and work in a global marketplace.
Do you enjoy learning, exploring, and having fun? If so, International Business may be the course for you! International Business is an ever-changing, interesting field that affects everyone across the entire globe. It ultimately affects you and your future! Consumers buy products made in countries all around the world. Workers find changing employment opportunities due to international trade and global competition. Companies compete with firms from other countries for the money spent by consumers. As U.S. companies increase International Business activities, our roles as consumers, workers, and citizens expand.
What will you learn in this course? This course will provide the foundation for becoming well informed about International Business. It gives you an introduction to international business activities and the economic, cultural, and political factors that affect International Business. Business structure and management, trade, global entrepreneurship, marketing, and career planning will be studied. Throughout the course you will use your creativity as well as your new International Business skills to develop the framework for a fictitious company that sells its products around the world.. International Business is an INTERESTING course. It will affect your future by helping you to become a more informed consumer, worker, and citizen.
Learning Objectives:
1. The student will develop the appreciation, knowledge, skills, and abilities needed to live and work in a global marketplace;
2. The student will describe the importance of international business for workers, consumers, and citizens;
3. The student will explain the components of the international business environment through development of a fictitious international company.
Beth Keezer
Kennebunk High School
* - - - * |
Course Title: International Business Section FD
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic Word Processing and Internet Skills
Description: Are you interested in your future? If so, you will benefit greatly by enrolling in this course. International Business is designed to help you develop the appreciation, knowledge, skills, and abilities needed to live and work in a global marketplace.
Do you enjoy learning, exploring, and having fun? If so, International Business may be the course for you! International Business is an ever-changing, interesting field that affects everyone across the entire globe. It ultimately affects you and your future! Consumers buy products made in countries all around the world. Workers find changing employment opportunities due to international trade and global competition. Companies compete with firms from other countries for the money spent by consumers. As U.S. companies increase International Business activities, our roles as consumers, workers, and citizens expand.
What will you learn in this course? This course will provide the foundation for becoming well informed about International Business. It gives you an introduction to international business activities and the economic, cultural, and political factors that affect International Business. Business structure and management, trade, global entrepreneurship, marketing, and career planning will be studied. Throughout the course you will use your creativity as well as your new International Business skills to develop the framework for a fictitious company that sells its products around the world.. International Business is an INTERESTING course. It will affect your future by helping you to become a more informed consumer, worker, and citizen.
Learning Objectives:
1. The student will develop the appreciation, knowledge, skills, and abilities needed to live and work in a global marketplace;
2. The student will describe the importance of international business for workers, consumers, and citizens;
3. The student will explain the components of the international business environment through development of a fictitious international company.
Florina Diaco
Academy of Information Technology and Engineering
* - - - * |
Course Title: International Business Section SH
Discipline: Business
Grade Level: 10, 11, 12
Level: Standard
Offering: Repeated Semester
Prerequisites: Basic Word Processing and Internet Skills
Description: Are you interested in your future? If so, you will benefit greatly by enrolling in this course. International Business is designed to help you develop the appreciation, knowledge, skills, and abilities needed to live and work in a global marketplace.
Do you enjoy learning, exploring, and having fun? If so, International Business may be the course for you! International Business is an ever-changing, interesting field that affects everyone across the entire globe. It ultimately affects you and your future! Consumers buy products made in countries all around the world. Workers find changing employment opportunities due to international trade and global competition. Companies compete with firms from other countries for the money spent by consumers. As U.S. companies increase International Business activities, our roles as consumers, workers, and citizens expand.
What will you learn in this course? This course will provide the foundation for becoming well informed about International Business. It gives you an introduction to international business activities and the economic, cultural, and political factors that affect International Business. Business structure and management, trade, global entrepreneurship, marketing, and career planning will be studied. Throughout the course you will use your creativity as well as your new International Business skills to develop the framework for a fictitious company that sells its products around the world.. International Business is an INTERESTING course. It will affect your future by helping you to become a more informed consumer, worker, and citizen.
Learning Objectives:
1. The student will develop the appreciation, knowledge, skills, and abilities needed to live and work in a global marketplace;
2. The student will describe the importance of international business for workers, consumers, and citizens;
3. The student will explain the components of the international business environment through development of a fictitious international company.
Steven Haddad
Murdock Middle/High School
* - - - * |
Course Title: Introduction to Biology Section TH
Discipline: Science
Grade Level: 09, 10, 11, 12
Level: Honors
Offering: Repeated Semester
Prerequisites: Familiarity with an Internet browser, understanding of basic biology, ability to read and write on grade level.
Description: Note: This course is intended to teach and reinforce crucial academic skills to help students strengthen their background in the subject area prior to taking an advanced level course.
Note: Students who have already taken the Virtual High School course "Anatomy and Physiology" should not take this course as much of the content is similar.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Are you considering taking AP Biology, but you aren't quite sure that you will do well? Are you interested in challenging yourself, but would like to take it in small steps? This course is designed to help you develop some of the skills that will make you successful in AP Biology.
Think Critically
Design hypotheses
Design Experiments
Read to understand
Write good scientific essays
Conceptualize information, rather than memorize
Interpret data, analyze data
Sove problems
Take good notes
These are all skills that AP teachers believe that you need before you start your AP courses.
As you practice these skills, you'll have a survey of some of the topics that you might see in AP Biology. You'll learn about some of the tools used in science and how science is done. You'll study the processes that are involved in maintaining homeostasis in the human body and will cover the anatomy you must know in order to understand those processes. You'l |