2011 ap student and parent information booklet - midland

MIDLAND ISD

ADVANCED PLACEMENT PROGRAM

STUDENT AND PARENT INFORMATION BOOKLET

Advanced Academics Office of Student and Scholar Development

College Board Mission Statement

AP Access and Equity Initiative: Access for All Students The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access for AP courses to students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.

College Board. collegeboard.com, Inc., 2008. http://apcentral.collegeboard.com/apc.

MISD Advanced Placement Mission Statement

Midland ISD is committed to the principle that all students deserve an opportunity to participate in a rigorous and academically challenging curriculum. Students who are willing to accept the challenge of a rigorous academic curriculum will be accepted into a Pre-AP/AP course.

Table of Contents ADVANCED PLACEMENT COURSES:

The Advanced Placement (A) Program……………… …. 1-2 MISD Advanced Placement Mission Statement………… 2 AP Information for Students ………………………… …. 3 AP Information for Parents ……………………………… 4 College Costs and AP Courses …………………………… 5 AP Biology ………………………………………………… 6 AP Calculus AB …………………………………………… 7 AP Calculus BC……………………………………………. 8 AP Chemistry ………………………… …………………… 9

AP Computer Science A ……………………………… ….. 10 AP English III: English Language andComposition ……. 11 AP English IV: English Literature and Composition …. 12 AP Environmental Science . . . . . . . . . . . . . . . . . . . . . . . . . . 13 AP French Language ……………………………………… 14 AP German Language ……………………………………. 15 AP Latin Literature Vergil ………………………………… 16 AP Macroeconomics ……………………………………….. 17 AP Microeconomics ………………………………………… 18 AP Music Theory …………………………………………… 19 AP Physics B ………………………………………………… 20 AP Physics C ………………………………………………… 21 AP Psychology ………………………………………………. 22 AP Spanish Language ……………………………………… 23 AP Spanish Literature ……………………………………… 24 AP United States Government ……………………………… 25 AP United States History …………………………………… 26

PRE-ADVANCED PLACEMENT COURSES:

What is Pre-AP? …………………………………………….. 27 Students and Parents ……………………………………….. 28 The Pre-AP Program ……………………………………….. 29 PreAP Algebra I ……………………………………………. 30 Pre-AP Algebra II …………………………………………… 31 Pre-AP Biology ……………………………………………… 32 Pre-AP Chemistry …………………………………………… 33 Pre-AP English I …………………………………………….. 34 Pre-AP English II …………………………………………… 35 Pre-AP French III …………………………………………… 36 Pre-AP Geometry …………………………………………… 37 Pre-AP German III …………………………………………. 38 Pre-AP Latin III …………………………………………….. 39 Pre-AP Physics ……………………………………………… 40 Pre-AP Pre-Calculus ………………………………………… 41 Pre-AP Spanish III …………………………………………… 42 Pre-AP World Geography …………………………………… 43

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Table of Contents “con’t.”

PRE-ADVANCED PLACEMENT COURSES: Pre-AP World History ……………………………………….. 44 Pre-AP English – 7th Grade ………………………………….. 45 Pre-AP English - 8th Grade ……………………………….. 46 Pre-AP Science – 7th Grade ……………………………….. 47 Pre-AP Science – 8th Grade ……………………………….. 48 Pre-AP Texas History – 7th Grade ………………………… 49 Pre-AP United States History – 8th Grade ………………… 50

APPENDIX: High School AP/Pre-AP Guiding Criteria 2011 – 2012 . . . . . 51 Junior High AP/Pre-AP Guiding Criteria 2011 – 2012 . . . . . .52

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ADVANCED PLACEMENT PROGRAM What is the Advanced Placement (AP) Program? Advanced Placement (AP) is a program of college-level courses and exams that gives high school students the opportunity to receive advanced placement and/or credit in college. About 1.2 million students participate in the AP Program each year, usually through an AP course. Midland ISD offers over 20 AP courses. Midland ISD is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging curriculum. Because of this, students are highly encouraged to take AP courses when appropriate. According to research, by the time students enter college the type of courses they took in high school is more important than test scores, class rank, or grade averages. Students participating in AP courses are significantly more likely to attain a college degree than those without an AP experience (Adelman 1999). As students plan their schedules, they should consider the time commitments required in extracurricular and outside activities by carefully reviewing the course descriptions before making decisions. These courses are designed to prepare students for AP courses, but they also offer an excellent opportunity for students to enjoy a challenging, interesting course in areas where students exhibit strengths and curiosity. AP Courses AP English Language and Composition ( AP English III) AP English Literature and Composition ( AP English IV) AP US History AP US Government AP Comparative Government AP Microeconomics AP Macroeconomics AP Psychology AP Biology AP Chemistry AP Physics AP Environmental Science AP Calculus AB AP Calculus BC AP Spanish AP Latin AP German AP French AP Computer Science I AP Music Theory

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What are AP courses? Because AP courses are introductory college courses, they are not easy, but neither are they impossibly difficult. An AP course will be more demanding than a regular high school course. They often require more time and work, but the AP courses give you greater depth. A student should realize that taking an AP class is a serious commitment. Students should give careful thought to which and how many AP courses to take in one year. The purpose of this booklet is to help students clearly understand course requirements and expectations. Why take an AP Exam? Satisfactory grades on AP examinations offer many benefits which may enhance your applications for college admissions, placement, and scholarships. You may also receive college credit based on your AP scores. AP exams are administered each year in May. An exam contains both multiple choice and free response questions that require essay writing, problem solving, and other skills. Every examination receives an overall grade on a five-point scale. Scale: 5 – Extremely well qualified 4 – Well qualified 3 – Qualified 2 – Possibly qualified 1 – No Recommendation AP Grade Reports are sent in July to each student’s home address, high school, and, if the student has requested, to designated colleges. Each college decides how much credit to award for AP scores. You can find this information for the colleges you are interested in by using the AP Credit Policy search at: www.collegeboard.com/ap/creditpolicy

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AP Information for Students

AP can change your life . . . and you don’t have to be one of the top students in your class! Through college-level AP courses, you enter a universe of knowledge that might otherwise remain unexplored in high school; through AP Exams, you have the opportunity to earn credit or advanced standing at most of the nation’s colleges and universities. Specific skills for success:

• Critical thinking, reading, and writing skills • Effective organizational and study skills • Time management • Commitment to completing assignments

Why Participate? With over 20 courses from which to choose, AP offers something for everyone. The only requirements are a strong curiosity about the subject you plan to study and the willingness to work hard. Here are just a few reasons to sign up: Broaden Your Intellectual Horizon:

• Explore the world from a variety of perspectives, most importantly your own.

• Study subjects in greater depth and detail. • Assume the responsibility of reasoning, analyzing, and

understanding for yourself. Gain the Edge in College Preparation:

• Get a head start on college-level work. • Improve your writing skills and sharpen your problem-solving

techniques. • Develop the study habits necessary for tackling rigorous course

work. Stand Out in the College Admissions Process:

• Demonstrate your maturity and readiness for college. • Show your willingness to push yourself to the limit. • Emphasize your commitment to academic excellence, which is what

college admissions officers look for on a high school transcript.

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AP Information for Parents

The AP Program gives students a chance to try college-level work in high school and gain valuable study habits. As a reward for their efforts, students earning a “qualifying” grade on an AP exam can earn credit or advanced placement at thousands of colleges and universities worldwide. AP Exams and courses offer students an opportunity to:

• study a subject in greater depth • know her/his capabilities • gain a clearer idea of his/her future plans • develop skills and study habits vital to college • improve admission eligibility • prepare for the unexpected • save money • get a head start for college • become more eligible for scholarship awards

Students should talk with their guidance counselors to see if AP courses are right for them. Students and Parents: As students plan their schedules, they should also consider time commitments required in extracurricular and outside activities. Carefully review the course descriptions before you make your decisions. Contact Information: Office of Student and Scholar Development Susan Zachary Betty Newman Advanced Academics Supervisor Executive Director [email protected] Student and Scholar Development [email protected]

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College Costs and AP Courses

Most colleges and universities grant from three to six hours credit for AP scores of four or five; many give credit for AP scores of three. For information on the credit granted for AP courses from college or universities you are interested in, go to the following link:

http://www.collegeboard.com/ap/creditpolicy/

Average cost for one academic year at a Texas public university (15 hours per semester x two semesters) is as follows:* Tuition and fees $ 6,566 Housing, meals (dormitory) 7827 Books and supplies 1140 Transportation 1857 Personal expenses 2043 Total $19,433 Average cost for one academic year at a Texas private university (15 hours per semester x two semesters is as follows:* Tuition and fees $19,679 Housing, meals (dormitory) 6,557 Books and supplies 1,026 Transportation 1,269 Personal expenses 1,571 Total $30,102

*Source: CollegeForTexans.com College/University Costs – 2009-2010

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AP Biology

Introduction: AP Biology is a college-level course that is fast paced, in-depth, and appropriate for any student who enjoys learning about life by asking and answering questions. The course is laboratory-based and includes the completion of the College Board recommended labs including transformation of bacteria and analysis of DNA. Specific skills for success:

• Ability to read and understand large amounts of material independently

• Solid background in chemistry, biology, and mathematics • Ability to analyze information using deduction and inference • Self-motivation (a successful student will read and study every day) • Ability to express ideas clearly in writing

Out-of-class commitments: Students should plan to devote at least 1 ½ hours per day to studying, lab report preparation, and reading per class. Slower readers will need to adjust this time accordingly. Student Comments:

• “Don’t procrastinate. Seriously, it helps to spend your time wisely. I’m not saying to do ALL your work ahead of time, but give yourself some wiggle room. You have time for fun and time for studying.”

• “Don’t freak out on the essay. You have 10 minutes to look at the questions and outline your response. And if all else fails, write what you know.”

• “Study the exam throughout the year so you’re not scrambling on the last week. Give yourself some wiggle room.”

• “Know the exams! It will help you pace yourself and help you study.”

Text: Campbell, Neil, and Jane Reece. Biology. 6th ed. San Francisco: Benjamin

Cummings, 2002.

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AP Calculus AB

Introduction: The AP Calculus AB course is designed to prepare students to be proficient at the college calculus level. Students are expected to take the AP Calculus AB exam at the end of the course in order to earn college credit for differential calculus (approximately 3 hours). The class focuses on the study of differential calculus with limited exposure to the early concepts of integral calculus. The concepts are presented and tested in the analytic (symbolic), graphical and tabular frameworks. Specific skills for success:

• Very strong background in Pre-Calculus • Commitment to do homework • Ability to work independently • Intrinsic motivation to work hard • Problem-solving skills

Out-of-class commitments:

• 1 hour problem solving daily • 1 hour preparation for quizzes • 2 hours preparation for tests • 4 – 6 hours preparation for semester exams • 12 – 18 hours preparation for the AP Exam

Student comments:

• “I have satisfaction that I took this course knowing that I didn’t slack off my senior year. I would definitely take this course over again. I learned a lot about math and life in general.”

• “I definitely would recommend taking AP Calculus AB to students eligible to take it next year. It not only keeps your mind going, but you’re not missing out on a year of math before you go to college…”

• “The class was excellent; it made me enjoy math again, and I really mean that.”

• “Calculus helped my school work ethic because I would study for it. I’m satisfied that I took the class because I learned a great deal.”

• “I would advise almost anyone to take this class, because although it is difficult at times, it really gives you the opportunity to learn and prepare yourself for college.”

Text: Finney, Ross L., et. al. Calculus: Graphical, Numerical, Algebraic. 3rd

edition. Boston: Pearson Prentice Hall, 2007.

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AP Calculus BC

Introduction: This course is designed for the students wishing to receive credit for up to 6 hours of calculus while still in high school. The content is focused on the key foundational ideas relating differential and integral calculus. Students should expect to apply the concepts in a variety of scenarios. Specific skills for success:

• Exceptionally strong background in Geometry, Algebra II and Pre-calculus

• Strong time management for homework and test preparation • Must work efficiently as individuals and in small groups


• 20 – 45 minutes per day for homework (40-90 minutes per class) • 1 hour preparation for quizzes • 2 – 4 hours preparation for tests • 4 – 6 hours preparation for semester exams • 12 – 18 hours preparation for the AP Exam

Student comments:

• “The course is challenging, but the sense of achievement is well worth it. Stay on top of your homework and you’ll be fine.”

• “It prepares you for college level calculus. Hard but manageable. Take notes.”

• “The course was beneficial because even though I am not good at Calculus, I feel that this course has helped me master Algebra through Pre-Cal just because there is so much of every type of math involved in Calculus.”

• “Do your homework and don’t get behind.” • “Pay attention, and cramming never works! Do your homework and

if you don’t understand, go to tutorials.” • “Very fast paced, builds on itself, helpful information though, assists

other courses. Stay organized by keeping excellent notes.”

Text: Finney, Ross L., et. al. Calculus: Graphical, Numerical, Algebraic. 3rd edition.

New York: Pearson Prentice Hall, 2007.

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AP Chemistry

Introduction: This college course in general chemistry differs from the usual first high school course in chemistry in respect to the range and depth of topics covered, the emphasis on chemical calculations, and the mathematical formulation of principles, the nature and variety of laboratory work done by students, and the time and effort required of students. Specific skills for success:

• Good reasoning and math skills • Commitment • Strong knowledge of Pre-AP Chemistry • Strong study skills and time management • Lab skills: manipulations and report

Out-of-class commitments: Average 2 hours per class to practice problems, study for tests or quizzes, prepare and analyze the laboratories. Student comments:

• “The topics covered are based on applications which help you learn. The course deals with a lot of labs that give you a good idea of what college science is like.”

• “Don’t procrastinate. You need to complete the practice assigned.” • “You have to keep up with the work because no one tells you to

study; it helps to prepare for college.” • “If you plan on going into a major that requires a knowledge of

chemistry, this is the class to take.” Text: Wilbraham, Anthony; Dennis D. Staley; Michale S. Matta; and Edward L. Waterman.

Chemistry Addison-Wesley. Upper Saddle River, New Jersey: Prentice Hall, 2002.

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AP Computer Science A

Introduction: This course provides students with a broad introduction to the world of computer programming. While studying software development, students will develop and refine invaluable skills in analytical thinking, logical and deductive reasoning, and general problem solving. Students are not required to have any prior experience with programming or computer science topics before taking the course. (Offered at the ATC as a two hour block). Specific skills for success:

• Interest in programming and/or software development • Comfort with mathematical and logical reasoning • Ability to think creatively and interest in puzzles and challenges • Ability to be precise and detail-oriented • Ability to generalize and think abstractly (to be developed

throughout the course) Out-of-class commitments: With the exception of occasional practice exercises, most of the required work (including programming assignments) can be done in class, using the classroom computers and software. Student comments:

• “I enjoy the thrill of writing my own code and seeing it work.” • “The problem-solving skills I’ve learned can be applied to all of my

other classes.” • “Most people think Computer Science is simply about the use of

computers and applications, but it’s really the gritty theory behind how it all works!”

Text: Armstrong, Stacy. A+ Computer Science. 2008-2010. Cook, Charles. Blue Pelican Java, Virtual Book Worm. 2008. Lambert and Osborne. Fundamentals of Java (FOJ) Comprehensive Version,

2003. CollegeBoard’s GridWorld Case Study, The. Schram, Leon. Exposure Java Part 1, 2006 edition. Supplemental: Academic Java. http://academicjava.com/index.html

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AP English III: English Language and Composition

Introduction: An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts; and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to the effectiveness in writing. Specific skills for success:

• Self-discipline • Extensive critical thinking, reading, and writing • Effective organizational and study skills • Time management


• Reading assignments and writing activities commensurate with a college course.

• Students can expect to spend one to two hours outside of class for every 90 minutes in class.

Student comments:

• “Read all the books assigned and annotate them; it will help you in class discussions.”

• “This class helped me to think critically and broadened my understanding of the elements of literature and writing.”

• “Really teaches you to use higher level thinking…and helps you to understand what college level thinking is like. Can be stressful at times with all the work.”

• “Expands social and political awareness through literary allusion, adds depth to perceptions, and provokes questions of underlying themes or metaphors in everyday life experiences.”

• “Read a lot; it helps with class discussion.” • “I thought the course was challenging, yet not impossible, perfect for

someone who is goal-oriented and wants to succeed in college.”

Text: Holt McDougal Literature: Grade 11. Holt McDougal, 2008. Hunt, Douglas. The Riverside Anthology of Literature. Third Edition.

Boston: Houghton Mifflin Company, 1997. Shea, Renee H., Lawrence Scanlon, and Robin Dissin Aufses. The Language of

Composition. Boston: Bedford/St. Martin’s, 2008.

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AP English IV: English Literature and Composition

Introduction: An AP English Literature and Composition course engages students in the careful reading and critical analysis of literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes as well as such smaller scale elements as the use of figurative language, imagery, symbolism, and tone. Students will write analytically. Both timed writings and out-of-class essays will be assigned. AP courses, designed for students reading and writing two years above grade level, explore fiction and nonfiction containing sophisticated concepts, themes, and language. Titles of works are subject to change. Specific skills for success:

• Critical thinking, reading, and writing • Effective organizational and study skills • Time management

Out-of-class commitments: Students can expect to spend one to two hours outside of class each day. Student comments:

• “Taking AP courses helped me do well on AP tests. Now I feel prepared for tough college classes.”

• After taking AP Literature & Composition, I improved my timed writing immensely. I can now choose the right analytical tools for the right passages.”

• “After taking AP Literature & Composition, I’m a better reader, writer, and thinker, especially in timed situations.”

• “Working hard in small groups on AP practices on novels and plays and poems made the actual AP test seem much easier.”

Text: Arp, Thomas R., and Greg Johnson. Perrine’s Literature: Structure, Sound, and

Sense. Tenth Edition. Boston: Holt McDougal/Wadsworth Cengage Learning, 2009. Holt McDougal Literature: Grade 12. Holt McDougal, 2008.

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AP Environmental Science

Introduction: The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. Specific skills for success:

• Completed two years of high school laboratory science—one year of life science and one year of physical science (for example, a year of biology and a year of chemistry).

• At least one year of algebra. • Basic lab skills • Ability to outline a chapter while reading • Time management skills

Out-of-class commitments: Students can expect to spend at least 5 to 6 hours per week Student comments:

• “Helped me understand how much daily activities actually affect the environment.”

• “Taught me how to read a college level textbook.” • “I feel more inclined to help our environment after taking this

course.” • “This course gave me a better understanding of how our environment

functions.” Primary Text:

Miller, G. Tyler and Scott E. Spoolman. Living in the Environment. AP Edition.

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AP French Language

Introduction: The AP French Language course has been designed to be comparable to college/university French language courses. It is intended for students who wish to develop proficiency in all four language skills: listening, speaking, reading, and writing, and who wish to explore further the history, art, and culture of France. Specific skills for success:

• Very successful completion of Pre-AP French III • Strong motivation to learn French • Willingness to participate orally • Strong speaking skills • Strong reading and listening skills • Strong emphasis on complex tenses and conjugations

Out-of-class commitments: Homework averaging 45 minutes to an hour per class. Student comments:

• “Success in AP French depends on how comfortable you are with material covered in Pre-AP French. If you take notes and do homework diligently, you will have no problem on the AP test.”

• “If Pre-AP French was about learning the language, AP French is about using it.”

• “You must be able to read fluently in French with good pronunciation.”

• “You are responsible for learning, so you need to know how to manage your time.”

Primary Text: Lenard, Yvonne. Tresors du Temps, Niveau avance. McGraw-Hill Glencoe,

2005. Supplementary Texts: Dietiker, Simone Renaud. En Bonne Forme. Houghton Mifflin Company, 2001. Blume, Eli. French Three Years. Amsco School Publications, 1980.

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AP German Language

Introduction: Students will be given opportunities to write longer essays, respond extemporaneously to oral prompts, develop reading strategies, understand literary works, increase vocabulary, and continue to improve listening skills. Specific skills for success:

• A willingness to take risks and make mistakes when expressing oneself in a foreign language

• A desire to communicate in German • The ability to listen • An understanding of language structure • Good writing techniques


• Approximately 1 hour per class meeting doing homework and/or studying vocabulary

• 1 – 3 extended projects Student comments:

• “You should be willing to participate in class discussion.” • “This course gives you a good idea of what college German is like.” • “I didn’t mind the work because the class was interesting.”

Text: Moeller, J.; W. R. Adolph; B. Mabree; and S. Berger. Kaleisdeskop: Kultur,

Literatur und Grammatik. 6th Edition. Boston: Houghton Mifflin, 2002.

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AP Latin Literature

Introduction: Students will read, interpret, and evaluate Latin literature. Through the reading of Latin literature, students will gain a deeper understanding of the modern world, its people and its languages. Specific skills for success:

• Ability to read and interpret familiar and unfamiliar material in Latin • Willingness to participate in discussions • Ability to apply knowledge of cultural and historical background to

analysis of literature • Solid background in reading and writing


• An average of 20 minutes per class period preparing for vocabulary quizzes

• 1 – 2 hours every week on grammar review • Preparation for tests

Student comments:

• “The material we learn is fascinating and it keeps me motivated to learn more. Also, I have found that I can use everything I learn in class somewhere else. It helps me with my English class, and it even comes in handy in everyday life.”

• “Not only have I learned more Latin, but this course really made me think and understand the language as never before.”

Text: Boyd, Barbara Weiden. Vergil’s Aeneid Selections from Books 1,2,3,6,10, and

12. 2nd edition. Wauconda, IL.: Bochazy-Carducci, 2004. Bradley, Katherine, and Barbara Wieden Boyd. A Vergil Workbook. Wauconda,

IL.: Bochazy-Carducci Publishers, 2006. Vergil, The Aeneid. Robert Fagels, translator. New York: Viking Press,

Penguin Books, 2006. Vergil, The Aeneid. Robert Fitzgerald, translator. New York: Vintage

Classics, Random House, 1990.

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AP Macroeconomics

Introduction: This course will acquaint students with the fundamentals of macroeconomics, which is a study of the economy as a whole or its basic subdivisions or aggregates, such as the government, household, and business sectors. Macroeconomics speaks of such economic measures as total output, total unemployment, total income, aggregate expenditures, and the general level of prices in analyzing various economic problems as well as the various theories and assumptions used by economic policymakers in dealing with problems. Specific skills for success:

• Ability to interpret graphs and charts • Ability to learn and apply new terminology • Ability to think logically • Strong math skills (students who performed well in Algebra I and

Geometry usually find the conceptual nature of the course easy to grasp).

Out-of-class commitments: Three to four hours per week for reading and homework Student comments:

• “Take this course because it is interesting and you will be able to watch the news and understand the issues and policies being discussed.”

• “This was a challenging class, but it opens up the world of economics to you---it’s worth it.”

Text: McConnell, Campbell R. and Stanley L. Brue. Economics: Principles,

Problems, and Policies, 15th ed. Boston: McGraw-Hill Irwin, 2002.

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AP Microeconomics

Introduction: This course is intended to acquaint the student with basic principles of microeconomic theory. More and more frequently, local, state, national, and world debate tends to revolve around problems and ideas of an economic nature. It is hoped the methodologies and concepts presented in this course will allow students to better understand the complexities related to basic economics and to be better able to make more appropriate decisions. Specific skills for success:

• Ability to interpret graphs and charts • Ability to learn and apply new terminology • Ability to think logically • Strong math skills (students who performed well in Algebra I and

Geometry usually find the conceptual nature of the course easy to grasp).

Out-of-class commitments: Three to four hours per week for reading and homework Student comments:

• “This course has changed my life. I want to be an economist.” • “This was a challenging class, but it opens up the world of

economics to you---it’s worth it.” Text: McConnell, Campbell R. and Stanley L. Brue. Economics: Principles, Problems, and Policies. 15th edition. McGraw-Hill Irwin, 2002.

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AP Music Theory

Introduction: This AP course is for students who plan to continue their study of music at the college level. It extends knowledge and skills learned in other music courses, including advanced notation, scales, melodic and harmonic intervals, chord structure, part writing, ear training, sight-reading and keyboard skills. This course involves composition, written and aural analysis, and score study. Specific skills for success:

• Students should have a rudimentary knowledge of the musical keyboard.

• Not necessary to be an accomplished pianist Out-of-class commitments: During composition projects, students may spend up to ½ hour per night away from the class period on the notation and recording of composition. However, most assignments will be completed in the class time because of the use of technology in the music lab. Student comments:

• “I was given a theory placement when I auditioned for a music school in Chicago. The test was difficult, but I knew the material from having taken AP Music Theory.” (former student)

Text: Benward, Bruce, and Gary White. Music Theory and Practice. 5th ed. Madison,

Wisconsin: Brown and Benchmark, 1993.

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AP Physics B

Introduction: AP Physics B is an algebra-based college-level survey course that covers Newtonian mechanics, fluid mechanics and thermodynamics, waves and optics, electricity and magnetism, and atomic and nuclear physics. It is the recommended course for those students planning on majoring in any of the life sciences (zoology, biology, or pre-med) and for students who want additional preparation for AP Physics C. Specific skills for success:

• Knowledge of Pre-AP Physics • Knowledge of Algebra II and strong skills in use of basic

trigonometry • Strong problem solving skills • Self-discipline and willingness to take responsibility for one’s own

learning Out-of-class commitments: Approximately 60 minutes of homework (reading, problems, etc.) per night Student comments:

• “Be prepared to do a lot of independent work at home.” • “This class is giving me a strong background for college physics.” • “It has sparked my interest in ways to use class learning in ‘real life’

situations.” • “This course has been helpful by being an eye opening course that

deals with information I had never even thought of before and, although it is a very tough challenge, I know it will prepare me for my future education.”

• “Let’s just say that my college professor doesn’t know how to explain very well. So, the notes we took in AP Physics have proven to be a VERY helpful tool even outside high school. Don’t give up! You’ll be glad you took this course in the long run!”

• “This class has helped prepare me for the critical thinking needed in college. Everyday I have to find the important information in readings, questions and prompts, just like I had to do with the physics homework.”

Text: Giancoli, Douglas C. Physics: Principles with Applications. 5th Edition. Upper

Saddle River, New Jersey: Prentice Hall, 1998.

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AP Physics C Introduction: Advanced Placement Physics C is a calculus-based physics course designed for students planning to major in science, math, or engineering in college. Calculus concepts are integrated within a problem-solving and lab-based physic curriculum, which includes topics under Newtonian mechanics and Electromagnetism. Specific skills for success:

• Pre-AP Physics or AP Physics B • Prior or current enrollment in Calculus ( AB or BC) • Strong problem solving skills, including working with formal

equations • Self-discipline and a willingness to take responsibility for one’s own

learning

Out-of-class commitments: Approximately 60 minutes of homework (reading, problems, etc.) per night Student comments:

• “Make sure you know all the basic principles from Physics I because in this class you build on all these basic principles.”

• “Keep up with your lab reports and finish them right after the lab is finished so they don’t build up and you forget about previous labs.”

• “Be ready to apply both physics and calculus to hands-on labs and everyday application.”

• “It is a challenge but it is totally worth every minute.” • “I learned a practical application of physics knowledge through lab

work and study sessions. The course’s in-class discussions were very productive and educational. Overall, the course was very entertaining and worthwhile.”

• “Read or skim through each chapter before a test to fully understand the lesson.”

• “Memorize the kinematics.” • “If you put the equations into a notebook all on one page as you take

notes, it would probably help a lot!” • “This class was well worth the extra work that it included. This AP

class truly prepared me for college level courses and will pay off.” • “I loved the course; it was very challenging but I loved the labs that

we did. One thing I would do differently is study harder for the tests because they were quite difficult.”

Text: Tipler. Physics for Scientists and Engineers. New York, NY: W.H.

Freeman Publishers, 1999.

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AP Psychology Introduction: Advanced Placement Psychology introduces students to the scientific study of behavior and mental processes, covering the five major domains of research. The course is comparable to an introductory psychology course at most colleges and universities. Specific skills for success:

• Ability to handle comprehensive independent reading of college-level texts and professional articles

• Ability to critically analyze written material • Ability to take copious notes and move rapidly through material • Ability to work independently outside of class with disciplined work

habits • An openness to new ideas, opinions, and perspectives, with a

willingness to learn about and respect differences in people Out-of-class commitments: One hour per night, five nights per week to read, complete vocabulary studies, and work through the study guide materials prior to an exam Student comments:

• “This is a fascinating science that blends many subjects together, from biology to philosophy, from statistics to physics, from anatomy to biochemistry, and from neuroscience to theology.”

• “What other college class allows you to make brains out of Play-doh?”

• “Plan to make a daily commitment; don’t put this on a back burner.” Text: Myers, David G. Psychology. Sixth edition. Holland, Michigan: Worth

Publishers, 2001.

[22]

AP Spanish Language Introduction: The AP Spanish Language course has been designed to be comparable to advanced level (fifth and sixth-semester or the equivalent) college/university Spanish language courses. It is intended for students who wish to develop proficiency in all four language skills: listening, speaking, reading, and writing; and who wish to explore further the beauty of the Hispanic world. Specific skills for success:

• Strong motivation to learn Spanish • Willingness to participate orally • Strong writing, reading, speaking, and listening skills

Out-of-class commitments: Homework averaging 2 hours per week Student comments:

• “Great, beneficial course – helps you broaden your view of language.” “Teaches you NOT to procrastinate, especially when it comes to the literature test; you can’t put off the reading selections.”

• “This course was greatly beneficial for preparing for the AP test…” • “Be sure not to fall behind…”

Text: Van Lier, Aida Walqui; Ruth A. Barraza; and Mary Ann Dellinger.

Sendas literarias 2. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2005.

Díaz, José M.; Maria F. Nadel; and Stephen J. Collins. Abriendo Paso

Gramática. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2005.

Díaz, José, M., and Stephen J. Collins. Abriendo Paso Lectura. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2005. Díaz, José M.; Margarita Leicher Prieto; and Gilda Nissenber.

AP Spanish Preparing for the Language Examination. Boston, Massachussetts, 2007.

[23]

AP Spanish Literature Introduction: The AP Spanish Literature course has been designed to be comparable to an advanced level (fifth and sixth-semester or equivalent) college/university Spanish literature course. It is intended for students who wish to develop proficiency in all four language skills: listening, speaking, reading, and writing; and who wish to explore 38 AP Spanish authors across several centuries and several literary genres. Specific skills for success:

• Strong motivation to learn Spanish • Willingness to participate orally • Strong writing, reading, speaking, and listening skills in Spanish

Out-of-class commitments: Homework averaging 2 hours per week Student comments:

• “Teaches you NOT to procrastinate, especially when it comes to the literature test; you can’t put off the reading selections.”

• “This course was greatly beneficial for preparing for the AP test…” • “Be sure not to fall behind, know how to manage your time.” • “Great course teaches you to broaden your view of cultures.”

Text: Van Lier, Aida Walqui; Ruth A. Barraza; and Mary Ann Dellinger.

Sendas literarias 2. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2005.

Díaz, José M.; Maria F. Nadel; and Stephen J. Collins.

Abriendo Paso Gramática. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2005.

Díaz, José, M.; and Stephen J. Collins. Abriendo Paso Lectura. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2005. Díaz, José M.; Margarita Leicher Preito; and Gilda Nissenber.

AP Spanish Preparing for the Language Examination. Boston, Massachusetts, 2007.

[24]

AP United States Government

Introduction: This course provides students with a comprehensive understanding of the operation of American government. The subjects that the course covers include constitutional arrangements; policymaking institutions such as the legislative, the executive, the bureaucracy, and the courts; public opinion and the media; political participation and voting behavior; political parties and interest groups; civil liberties and rights; and budget making. This course is designed to offer students the tools they need to become active and effective citizens in our democracy. Specific skills for success:

• Students develop analytical perspectives for interpreting, understanding, and explaining political events in the United States.

• Students recognize patterns of political behavior. • Students interpret and analyze data.


3 – 5 hours per week Student comments:

• “I gained insight on how our system of government works so I can effectively participate.”

• “It made me more interested in what is happening in our country.” • “You must be motivated and regularly attend class or it is very

difficult to understand.” Text: Schmidt, Steffen W.; Mack C. Shelley; and Barbara A Bardes. American

Government and Politics Today. Belmont, California: Wadsworth, 2001.

[25]

AP United States History

Introduction: This is a survey course that will provide a broad overview of U.S. History. You will study topics ranging from pre-Columbian societies to the United States in the post-Cold War world. You will also be introduced to themes—such as American diversity, religion, and war and diplomacy intended to assist you in thinking conceptually about the American past. Specific skills for success:

• Analytical reading, critical thinking, effective essay writing, and meaningful participation in classroom discussion

• Possess a commitment to perform at the college level Out-of-class commitments:

• Extensive in-depth reading for each class meeting • Study groups • 1-2 hours preparation per class meeting at the beginning of the year;

reading time typically decreases as skills improve Student comments:

• “It has disciplined me to work harder and taught me how to manage • my study hours.” • “It puts a new perspective on learning and that hard classes are

actually really fun too!” • “This class has taught me a lot about being disciplined and not to

back out of something because it is difficult.” Text: Brinkley, Alan. American History: A Survey. 10th Edition. St. Louis: McGraw-

Hill, 1999. REA. The Best Test Preparation for the AP United States History Exam.

7th Edition. New Jersey: Research & Education Association, 2006.

[26]

What is Pre-AP?

Pre-AP is a set of content-specific strategies designed to:

• Build rigorous curricula

• Promote access to AP for all students • Introduce skills, concepts, and assessment methods to

prepare students for success in the AP program • Strengthen curriculum and increase the academic

challenge for all students.

[27]

Students and Parents As students plan their schedules, they should also consider the time commitments required in extracurricular and outside activities. Carefully review the course descriptions before you make your decisions. These courses are designed to prepare students for AP courses, but they also offer an excellent opportunity for students to enjoy a challenging, interesting course in areas where students exhibit strengths and curiosity.

[28]

PRE-AP PROGRAM ADVANCED PLACEMENT PROGRAM

Midland ISD is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging curriculum. Because of this, students are highly encouraged to take Advanced Placement (AP) courses when appropriate. According to research, by the time students enter college the type of courses they took in high school is more important than test scores, class rank, or grade averages. Students participating in AP courses are significantly more likely to attain a college degree than those without an AP experience (Adelman 1999). Midland ISD currently offers over 20 AP courses at our high schools. Many of the core courses in the major academic disciplines offer advanced courses referred to as Pre-AP. These courses lay the foundation for success not only in the AP program but ultimately in college coursework. They are on-grade level academically advanced courses designed to challenge motivated students to understand rigorous content. Pre-AP courses emphasize the same types of thinking skills and student expectations as the AP courses, although the course content is at the appropriate grade level. The coursework requires students to engage in independent and analytical assignments. Students who elect not to take AP courses will still benefit greatly from the curricula and requirements of the Pre-AP course of study. The Pre-AP program in Midland ISD is an inclusive program. A student may enroll in a Pre-AP class as long as the student is willing to accept the time, the rigor, and learning requirements of the class. Pre-AP junior high courses are designed to prepare students for high school Pre-AP and Advanced Placement (AP) courses. As students plan their schedules, they should consider the time commitments required in extracurricular and outside activities by carefully reviewing the course descriptions before making decisions. These courses are designed to prepare students for AP courses, but they also offer an excellent opportunity for students to enjoy a challenging, interesting course in areas where students exhibit strengths and curiosity. Pre-AP Courses The high school/ junior high Pre-AP courses offered in MISD are listed below. Algebra I – 7, 8 Pre-Calculus Algebra II Spanish III Biology I World Geography Chemistry I World History English II Pre-AP English 7, 8 French III Pre-AP Social Studies 7, 8 Geometry Pre-AP Science 7, 8 German III Pre AP Math 7, 8 Latin III Physics

[29]

Pre-AP Algebra I

Introduction: Pre-AP Algebra I is the introduction to higher level mathematics. In this course there is a great emphasis on application of concepts through problem solving. This will require the student to frequently draw upon previous mathematical knowledge. Such a curriculum is necessary for preparation for the AP math courses which these students will take prior to the actual AP Calculus exams. Pre-requisites: To be considered for Algebra I in 8th grade, a student must meet 2 of the 3 following criteria: score 75+ on the Iowa Algebra Aptitude Test; have at least an 85 average in current math class; and/or have a score of 80% (38 questions correct) on the 7th grade Math TAKS test. See Junior High School AP/Pre-AP Guiding Criteria in the Appendix for more information. Specific skills for success:

• 2300 on TAKS reading • 85 in current math course • 75 on Iowa Algebra Aptitude Test • The ability to be a “self-starter” • Strong self-discipline and study habits • A strong de sire to know “why”

Out-of-class commitments: Students should actually read the textbook as well as devote 1- 1 ½ hours for study and homework per class. Student comments:

• “Do all your homework in order to be successful in this class.” • “Hard work and organization is crucial to getting good grades.” • “Sometimes all that is required to better understand the concept is a few

minutes one-on-one with the teacher.” Text: Sallee,Tom; Judy Kysh; Leslie Dietiker; and Brian Hoey. Algebra I Connections. Sacramento, California: CPM Educational Program, 2006.

[30]

Pre-AP Algebra II

Introduction: Pre-AP Algebra II is the introduction to higher level mathematics. In this course there is a great emphasis on application of concepts through problem solving. This will require the student to frequently draw upon previous mathematical knowledge. Such a curriculum is necessary for preparation for the AP math courses which these students will take prior to the actual AP Calculus exams. Specific skills for success:

• Very strong algebra skills • The ability to be a “self-starter” • Strong self-discipline and study habits • A strong de sire to know “why”

Out-of-class commitments: Students should actually read the textbook as well as devote 1- 1 ½ hours for study and homework per class. Student comments:

• “Do all your homework in order to be successful in this class.” • “Hard work and organization is crucial to getting good grades.” • “Sometimes all that is required to better understand the concept is a few

minutes one-on-one with the teacher.” Text: Kysh, Judy; Tom Sallee; Leslie Dietiker; and Brian Hoey. Algebra 2 Connections:

CollegePreparatory Math. Sacramento, California: CPM Educational Programs, 2009.

[31]

Pre-AP Biology

Introduction: Pre-AP Biology builds the academic skills necessary to succeed in higher level science classes, especially AP Biology. Students develop and sharpen attitudes and skills such as questioning skills, technical writing, and connecting and applying knowledge. Specific skills for success:

• Ability to manipulate mathematical formulas and solving word problems involving algebraic expressions

• Strong reading and writing skills • Good organizational skills • Ability to transfer learning from one situation to another • Ability to analyze information using deduction and inference • Inquisitive nature


• Students complete multiple independent projects • Students should expect to spend an average of one hour or more on homework per

class.

Student comments: • “Pre-AP Biology is a great class to take if you’re interested in the life around you.” • “From microscopic viruses to the human anatomy, Biology covers it all.”

Text: Campbell, Neil, and Jane Reece. Biology. 6th ed. San Francisco: Benjamin

Cummings, 2002.

[32]

Pre-AP Chemistry Introduction: This course is a laboratory-oriented study of matter and energy. It prepares students to enter AP science courses in the junior and senior years. Students will engage in exploration using critical thinking and problem solving strategies. Specific skills for success:

• Good reasoning skills • Good math skills, particularly solving for variables, exponents, roots, and logarithms • Ability to budget time and not procrastinate • Self-motivation • Ability to read and understand scientific literature • Algebra II (can be taken concurrently)


• Average of 30 – 45 minutes per class • Laboratory preparation

Student comments: • “Copy down all the examples because they really help.” • “Learn the names and formulas of the ions because you use them the rest of the

year.” • “After the lesson is taught, go home and go over the material. If needed, read the

book to help you understand better.” • “If you keep up with the work, it’s OK.”

Text: Wilbraham, Anthony; Dennis D. Staley; Michale S. Matta; and Edward L. Waterman. Chemistry

Addison-Wesley. Upper Saddle River, New Jersey: Prentice Hall, 2002.

[33]

Pre-AP English I Introduction: Using the CollegeBoard SpringBoard curriculum, this course prepares students for entry into the Advanced Placement courses in the junior and senior years by challenging students to develop advanced skills in reading, composition, oral communication, and logical argument. The grammatical, mechanical, and syntactical skills of language are taught within the meaningful context of the writing process. Specific skills for success:

• Read and write with skill and insight at least two years above grade level • Write fluently about sophisticated topics • Enjoy reading classic literature • Demonstrate effective listening skills • Employ strong organizational and study skills • Demonstrate research and discussion skills

Out-of-class commitments: An average of 1 ½ hours of homework per class, including long-term reading/writing assignments, researching, and analyzing or interpreting text for tone, style, language, and syntax. Student comments:

• “Pre-AP English is for those who are looking for a challenge.” • “You have to be organized and be sure to do all of your work.” • “If you don’t understand, then go to tutorials because your teachers are always

wanting to help.” Text: SpringBoard. Holt McDougal Literature: Grade 9. Holt McDougal, 2008. Elements of Literature. 4th Course. Austin: Holt, Rinehart, and Winston, 2001. Selected major works from MISD AP/PreAP Reading List

[34]

Pre-AP English II Introduction: Pre-AP English II is a college-preparatory course that helps students build skills and confidence in reading and working with literature at an analytic level while writing about literature for specific purposes and audiences. Students read and discuss literature analytically to build background for further study for Advanced Placement English III and IV. Specific skills for success:

• Highly developed reading, writing, vocabulary, and oral communication skills • Close reading and writing of argumentation and literary analysis • Effective time management • Higher level thinking skills, including critical analysis • Effective study skills • Constructive participation in class • Effective collaborative group skills • Independent research and oral presentation • Vocabulary enrichment, grammar review, and syntax mastery


• Nightly homework is determined by literary work or assignment • Self-selected reading • Individual or group projects • All books are read and annotated outside of class.

Student comments:

• “Taking Pre-AP English in your sophomore year will enable you to acquire necessary skills that you will need for a higher level of understanding of the English language---skills you will need while going to 11th and 12 grades and college.”

• “Freshmen students should sign up to take Pre-AP English II because it helps to develop more creative and different ways of thinking while enhancing knowledge of the English language, as well.”

• “Pre-AP English II will open your mind to the importance and rewards of literature.” • “Pre-AP English will not only help you analyze literature, but help you analyze the

world around you.”

Text: Holt McDougal Literature. Grade 10. Holt McDougal. 2001. Elements of Literature. 4th Course. Austin: Holt, Rinehart, and Winston, 2001. Selected major works from MISD AP/PreAP Reading List

[35]

Pre-AP French III Introduction: Students will receive more in-depth, open-ended writing assignments and will be introduced to more challenging reading passages. There will be an increased emphasis on speaking and listening skills in cultural and real world contexts. This course will prepare students for AP French Language. Specific skills for success:

• Strong study skills • Strong writing skills • Good vocabulary and reading skills • Active listening skills • Motivation to learn and to participate in all class activities, including oral

responses Out-of-class commitments:

• Approximately 40 minutes per class meeting for homework and/or learning vocabulary and grammar

• Some extended projects

Student comments: • “Anytime you take a new language, it helps you with your first language. • PreAP French III helps with anything else you try to learn.” • “You should listen and take notes all along because you build on things you • learned in French I and II while conjugating verbs and vocabulary.”

Text: Valette, Jean-Paul, and Rebecca M. Valette. Discovering French Nouveau, Rouge 3.

Evanston, Illinois: McDougal Littell, 2005.

[36]

Pre-AP Geometry

Introduction: The Pre-AP Geometry course is designed to help students attain a deep understanding of the connected nature of math, to develop critical thinking and problem solving skills, and to prepare students for the types of questions and skills needed for the AP Calculus and AP Statistics Exam. Specific skills for success:

• Strong background in Algebra I • Strong work ethic • Highly motivated • Willingness to persevere • Critical thinking skills


• Homework (45 minutes to 1 hour per class) • Studying for tests and quizzes • Tutoring with teacher as needed

Student comments:

• “Remember triangles.” Text: Dietiker, Leslie; Judy Kysh; Tom Sallee; and Brian Hoey. Geometry Connections.

Sacramento, California: CPM Educational Program, 2007.

[37]

Pre-AP German III Introduction: Students will receive more in-depth, open-ended writing assignments and will be introduced to more challenging reading passages. Students will review basic grammar concepts and be introduced to advanced language structures. There will be an increased emphasis on speaking and listening skills in cultural and real world contexts. Specific skills for success:

• Strong study habits • Good writing skills • Good vocabulary and reading skills • Active listening skills • Motivation to learn and to participate in all class activities, including oral responses


• Approximately 30 minutes per class meeting doing homework and/or studying to learn vocabulary and grammar

• Extended projects Student comments:

• “You have to know your vocabulary and be able to comprehend paragraphs. There is a lot of translating.”

• “You need to be able to understand a fluent German speaker.” Text: Specht, Roland H.; Shawn C. Jarvis; Isolde Mueller; and Wolfgang S. Kraft. Deutsch Aktuell 3.

St. Paul, Minnesota: EMC Paradigm Publishing, 2008.

[38]

Pre-AP Latin III

Introduction: An intensive investigation into the lives and literature of the Romans, this course allows students to read, interpret, and understand Latin poetry in preparation for the AP course. Through the reading of Latin literature, students will gain a deeper understanding of the modern world, its people and its languages. Specific skills for success:

• Ability to read and interpret unfamiliar material in Latin • Willingness to participate in discussions • Confidence to defend one’s interpretations • Commitment to increase Latin vocabulary • Solid background in reading and writing about English literature

Out-of-class commitments: An average of 20 minutes a night per class period preparing for vocabulary quizzes; an hour or two every week on grammar review; and about two tests per grading period. Student comments:

• “Make sure you know all noun endings. It really helps when working on unguided translations and grammar.”

• “This class will be of some help in my engineering degree. It’s really useful for people in the medical profession as well.”

Text: Pope, Stephanie M.; Patricia E. Bell; Stan Farrow; Richard M. Popeck; and Anne Shaw,

eds. Cambridge Latin Course Unit 4. The North American Fourth Edition. Cambridge: Cambridge University Press, 2005.

Catullus, Gaium . The Student’s Catullus. Third Edition, Vol. 5.Translated by Daniel H. Garrison. Oklahoma: University of Oklahoma Press, 2004.

[39]

Pre-AP Physics

Introduction: Physics is the foundation for understanding all natural phenomena in terms of a few simple laws and the knowledge that the universe operates according to certain rules. Topics include mechanics, energy, electricity, magnetism, light, sound, and quantum theory. Pre-AP Physics is a trigonometry-based math-intensive course. Specific skills for success:

• Need to be attentive, mature, and diligent in study habits • Prepared for class • Motivated to seek assistance when needed • Command of Algebra II and basic trigonometric functions • Comfortable with developing and interpreting graphs • Pleasure in solving problems is a plus


• Approximately 60 minutes of homework per class

Student comments: • “PreAP physics has helped me learn how to study and work …I enjoy this class

because of the challenge and the enhancement of problem-solving…. This will be really helpful in college.”

• “Pre-AP physics has been helpful in preparing me for my future in science in college. This is the first course that has forced me to study and manage my time. I enjoy the hands-on labs and informative demos. It has challenged me in every aspect and I expect it will help me in college.”

• “I have learned how motion and forces are related and how sounds are produced….it has also helped me with my math skills because of all the equations we use to solve real-world problems.”

• “PreAP physics has helped me understand why things work in the world around me. I enjoy being able to prove why things work the way they do. It’s not easy, but it makes me feel smart once I get it.”

Text: Serway, Raymond A., and Jerry S. Faughn. Holt Physics. Orlando, Florida: Holt Rinehart &

Winston, 2008.

[40]

Pre-AP Pre-Calculus

Introduction: Pre-AP Pre-Calculus is a one-year course that covers trigonometry and elementary analysis concepts. This course is challenging, fast-paced, and intended to prepare the student for an AP Calculus course. Included are functions such as: trigonometric/circular, inverse, polynomial, exponential, and logarithmic. Topics also include sequences and series, parametric equations, 3-D vectors, polar coordinates, limits, and an introduction to differential calculus. Specific skills for success:

• Very strong background in Geometry and Algebra II Out-of-class commitments:

• Approximately one hour for class period for reading the textbook and completing the daily homework

• Studying for daily quizzes and two tests each six weeks Student comments:

• “Course covers interesting applications of math.” • “Memorizing the Unit Circle is important.”

Text: Sallee, Tom; Judy Kysh; Leslie Dietiker; and Brian Hoey. PreCalculus with Trigonometry.

Volumes 1 and 2. Sacramento, California: CPM Educational Programs, 2009.

[41]

Pre-AP Spanish III Introduction: Students will receive more in-depth, open-ended writing assignments and will be introduced to more challenging reading passages. There will be an increased emphasis on speaking and listening skills in cultural and real world contexts. Students interested in Advanced Placement Spanish IV-V must take Pre-AP Spanish III. Specific skills for success:

• Strong study skills • Strong writing skills • Good vocabulary and reading skills • Motivation to learn and to participate in all class activities, including oral responses


• Approximately 30 minutes per class doing homework and/or studying to learn vocabulary and grammar

• 1-3 extended projects per semester Student comments:

• “Participation helps you learn the language.” • “You have to know your vocabulary and be able to comprehend paragraphs.”

Text: Boyles; Contreras; González Pino; Met; Sayers; and Wargin. Realidades 3. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2005. Curland, David, Verano, Luis. La Catrina video series.

Glenview, Illinois: Scott Foresman, 1996.

[42]

Pre-AP World Geography

Introduction: Pre-AP World Geography is a class designed to better prepare students for AP courses. Pre-AP Geography will cover the same regions of the world as World Geography, but will emphasize such geographic issues as population, urban growth and analysis, economic development, and regional differences in the way people organize their societies. Critical thinking, problem-solving and geographic skills will be emphasized. Specific skills for success:

• Research skills: library and internet • Read and understand basic text • Interpretation of maps, graphs, and charts • Note taking • Essay writing


3 hours per week on average

Student comments: • “It was great to learn about different cultures and in doing so I learned about • myself.” • “Good class discussions.” • “We learned about the geographic regions of the world and it was extremely helpful • in my other classes.”

Text: Arreola, Daniel D., et. al. World Geography. Evanston, Ill.: McDougal-Littell, 2003. Rubenstein, James. An Introduction to Human Geography: The Cultural Landscape. 8th edition..

Upper Saddle River, New Jersey: Pearson/Prentice Hall, 2005.

[43]

Pre-AP World History Introduction: This course is recommended for college bound students who are considering taking Advanced Placement social studies courses in the 11th and 12th grades. The course curriculum, its materials, and its expectations are designed in keeping with College Board recommendations for Pre-AP strategies. Basically, Pre-AP World History is designed to broaden the student’s cultural awareness and to enhance his or her analytical thinking and communication skills. Specific skills for success:

• Participate actively in class • Complete all homework assignments in a thorough and timely manner • Review class notes systematically for quizzes and tests • Commit to improving essay writing skills • Keep class materials in an organized manner

Out-of-class commitments: Regular homework assignments typically require between 45 and 60 minutes per class. Student comments:

• “In Pre-AP World History, be sure you don’t just take notes but thoroughly read the material so that you may do well and leave this grade knowing a little more about the world around you. Since you are America’s future, you can make this country a better place to live.”

Text: Spielvogel, Jackson J. World History. New York: Glencor/McGraw Hill, 2003.

[44]

Pre-AP English – 7th Grade

Introduction: PreAP English 7 is a course that is set up to prepare students for high school and college. Using the CollegeBoard SpringBoard curriculum, this course lays the foundation for student success into the Advanced Placement courses in high school by challenging students with rigor and strategies to help them be successful writers, listeners, speakers, and readers. Specific skills for success:

• Read and write with skill and insight • Write fluently using the writing process • Read both fiction and nonfiction to enhance knowledge of literary elements • Demonstrate effective listening skills • Build organizational and note taking skills

Out-of-class commitments: An average of 30 minutes of homework per class, including writing assignments, researching and analyzing and interpreting text for tone, conflict, and plot. Student comments:

• “You have to think at a higher level.” • “In PreAP there is a lot more writing to do along with revision.” • “I get to do a lot more research than I had to last year.”

Text: SpringBoard. Holt McDougal Literature: Grade 7. Holt McDougal, 2008. Writing and Grammar Communication in Action. Bronze Level. Prentice Hall, 2008.

[45]

Pre-AP English – 8th Grade Introduction: PreAP English 8 is a course that is set up to prepare students for high school and college. Using the CollegeBoard SpringBoard curriculum, this course lays the foundation for student success into the Advanced Placement courses in high school by challenging students with rigor and strategies to help them be successful writers, listeners, speakers, and readers. Specific skills for success:

• Read and write with skill and insight • Write fluently using the writing process • Read both fiction and nonfiction to enhance knowledge of literary elements • Demonstrate effective listening skills • Build organizational and note taking skills • Ability to analyze texts

Out-of-class commitments: An average of 45 minutes of reading homework per class, including writing assignments, book reports, and research. Student comments:

• “It makes me feel smarter and more successful .” • “We move at a much faster pace.” • “Working in groups makes me have to think more and be responsible for my group.”

Text: SpringBoard. Holt McDougal Literature: Grade 8. Holt McDougal, 2008. Writing and Grammar Communication in Action. Silver Level. Prentice Hall, 2008.

[46]

Pre-AP Science – 7th grade

Introduction: Pre-AP 7th grade Science provides an academically advanced curriculum to challenge motivated students to understand rigorous content. Pre-AP 7th Grade Science builds on the foundational academic skills while challenging the student to strive for success in higher level science classes. Students develop critical thinking skills, research skills while building, connecting and applying knowledge from across the curriculum. Specific skills for success:

• Strong reading and writing skills • Effective organizational skills • Ability to listen and communicate orally • Ability to work cooperatively


• Research and projects • Outside reading • Laboratory reports

Student comments:

• “Be ready to study.” • “Don’t put off your homework.” • “Use your planner.” • “Make up work in a timely manner.” • “Turn in work on time.” • “Study for tests.”

Text: Biggs; Daniel; Feather; Ortleb; Rillero; Snyder, and Zike. Texas Science: Grade 7.

New York, New York: Glencoe/McGraw Hill, 2002.

[47]

Pre-AP Science – 8th grade

Introduction: Pre-AP 8th grade Science provides an academically advanced curriculum to challenge motivated students to understand rigorous content. Pre-AP 8th grade Science builds skills necessary to succeed in higher level science classes at the high school level. Students are introduced to different areas of science including biology, chemistry and physics. Specific skills for success:

• Strong reading and writing skills • Effective organizational skills • Ability to do research and oral presentations


• Independent projects • Outside reading • Laboratory reports • Research

Student comments:

• “We approach new subjects in a hands-on way. We do labs or construct small models to help us understand.”

• “This class is very structured. Assignments are due on the set date and tutorials are everyday before or after school.”

• “ New concepts are drawn out and explained thoroughly. We review frequently and questions are always welcome.”

Text: Biggs; Feather; Snyder; and Zike. Texas Science: Grade 8. New York, New York:

Glencoe/McGraw-Hill, 2002.

[48]

Pre-AP Texas History – 7th grade

Introduction: Pre-AP Texas History is a class designed to better prepare students for AP courses. Pre-AP Texas History will cover the major eras of Texas history, emphasizing such geographic features as population, urban growth and analysis, economic development, and Texas government. Critical thinking, problem-solving and geography skills will be emphasized. Specific skills for success:

• Research skills: library and internet • Reading and understanding of basic text • Interpretation of maps, graphs, and charts • Note taking • Essay writing •

Out-of-class commitments: One to two hours per week on average Student comments:

• “Be prepared to do in-depth projects.” • “A little challenge never hurt anyone.” • “Better choice for college in the long run.”

Text: Rocha, Adolfo; Ann Crawford, Archie McDonald, and Gary Elbow. Celebrating Texas.

McDougall Littell, 2003.

[49]

Pre-AP United States History – 8th Grade

Introduction: Pre AP United States History is a survey course that will provide a broad overview of U.S. History. Topics of study range from pre-Columbian societies to the Reconstruction period in the United States. Students are introduced to such themes as American diversity, religion, and war and diplomacy, which are to assist students in thinking conceptually about the American past. Specific skills for success:

• Research skills: library and internet • Reading and understanding of basic text • Interpretation of maps, graphs, and charts • Note taking • Essay writing

Out-of-class commitments: One to two hours per week on average

Student comments:

• “Be prepared to do in-depth projects.” • “A little challenge never hurt anyone.” • “Better choice for college in the long run.”

Text: Garcia, Jesus; Donna Ogle; C. Frederick Risinger; Joyce Stevos; and Winthrop D. Jordan.

Celebrating America. McDougal Littell, 2003.

[50]

APPENDIX

High School AP/Pre-AP Guiding Criteria

2011-2012 AP Classes:

• Met passing standard on TAKS or on equivalent test • 85% grade in non Pre-AP/AP current course in content area • 70% maintenance grade in Pre-AP/AP 2010-2011

Pre-AP Classes:

• Met passing standard on TAKS or on equivalent test • 80% grade in non Pre-AP/AP current course in content area • 70% maintenance grade in 2010-2011

Important Notice: (For ALL Secondary Students)

• Prior to taking the course, students and parents at all grade levels will sign an AP/Pre-AP agreement which explains the rigor and expectations required.

• Students at all grade levels must have a 70 average in each AP/Pre-AP course at the end of the first semester to automatically continue in that AP/Pre-AP course for the second semester.

• If the student does not have a 70 average, the campus principal may consider extenuating circumstances and allow the student to continue in the course for the second semester on a probationary status

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Junior High School AP/Pre-AP Guiding Criteria

2011-2012

Pre-AP Social Studies, Science, Math, and/or English: • 7th grade: 715 Scale Score on TAKS reading • 7th grade: 697 Scale Score on Math TAKS test • 8th grade: 766 Scale Score on TAKS reading • 85 in current course content non Pre-AP area of

previously completed semester. Pre-qualifying conditions for Algebra: To be considered for Algebra I in the 8th grade, a student must score 60% or higher on the IAAT AND score at least a 70%, which is 33 questions correct, on the 7th grade Math TAKS. After this initial criteria has been met, the student must meet 2 of the 3 following criteria:

• 75 on Iowa Algebra Aptitude Test • 85 semester average in current math class • A score of 80%, which is 38 questions correct, on the 7th grade Math TAKS

test Maintenance in Algebra I in 8th Grade: Students will be exited from Algebra I in the 8th grade if the following circumstances occur:

• The student receives an average below 80 on the 1st and 2nd six weeks grading period

• The student receives an average below 80 on two of the three 1st semester six weeks periods and/or a 1st semester average that is below 80.

If a student has a 1st semester grade of 80 to 85, they will be monitored with the option of exiting Algebra I by the end of the 4th six weeks. Foreign Language Guiding Criteria: Pre-qualifying conditions for 7th graders taking Spanish I:

• 731 Scale Score on TAKS reading • 85 in 6th grade ELA

Pre-qualifying conditions for Pre-AP Spanish III: • 80 in Spanish II

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2011 ap student and parent information booklet - midland

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