2021-2022

Course Selection Guide

CHS dear Alma Mater, listen while we sing, to thy feet in deep devotion, Grateful love we bring,

Steadfast, loyal, ever true, through all the years to be, Thus we sing our hearts’ allegiance

CHS to Thee.

Though our paths of life may sever, though we wander far, Still our hearts are turning ever,

where dear memories are. Steadfast, loyal, ever true, through all the years to be,

Thus we sing our hearts’ allegiance CHS to Thee.

Placement Guidelines Students entering high school, along with their parents/guardians, make important decisions about their futures. Cartersville High School believes that every student should be informed prior to making those decisions. For that reason, this Course Selection Guide is designed to assist students and parents in making the high school experience pleasant, informative and, most importantly, successful.

Teachers of pre-requisite core courses (English, Mathematics, Science, Social Studies, and World Languages) are

responsible for making appropriate course recommendations for the next school year. Teachers in elective courses are

also able to make recommendations for courses within that subject area. In making recommendations, teachers are

encouraged to consider student interests, overall course load, and the placement guidelines. Schools are encouraged to

review and share data with students and parents regarding data points and student behaviors that indicate overall

student success in advanced courses.

In determining placement for students who fall short of the criteria, overall aptitude demonstrated by the

preponderance of evidence from past performance and teacher feedback should be considered, always bearing in

mind what is in the best interests of the student.

Mrs. Shelley Tierce, Principal

Administrative & Support Staff

Mr. Kenneth Crenshaw Curriculum Assistant Principal

Mr. Darrell Demastus Discipline and Facilities Assistant Principal, Athletic Director

Mrs. Michelle Gambill Administrator’s Assistant, CTAE Coordinator

Dr. Shamela Scott Students Last Name A – F (Grades 10-12)

Mrs. Stephanie Pate Students Last Name G-M (Grades 10-12)

Dr. Chaja Pinkard Head Counselor and Students Last Name N-Z (Grades 10-12)

Mrs. Albrina Burger 9th Grade Counselor

Mrs. Laura McCoy Attendance Office

Mrs. Gladis Welch School Nurse

Cartersville High School 320 East Church Street Cartersville, GA 3020

Phone: 770-382-3200 Fax: 770-382-0701

https://www.cartersvilleschools.org/CHS

Navigation to Graduation

Course Offerings

English/Language Arts

Mathematics

Science

Social Studies

World Languages

Health and Physical Education

Fine Arts

Band

Chorus & Piano

Drama

Dance

Visual Arts

Career, Technical and Aviation Academy (CTAA)

• Business Administration

o Business & Technology

o Entrepreneurship & Small Business Development

• Healthcare Science

o Allied Health & Medicine

o Sports Medicine

• Education

o Teaching as a Profession

• JROTC

o ARMY JROTC

• STEAM

o Audio Visual Technology & Film

o Automotive Maintenance and Light Repair

o Computer Science

o Computer Programming

o Embry – Riddle/Flight Operations

o Engineering & Technology

o Graphic Design

• Law & Criminal Justice

o Law Enforcement & Criminal Investigations

• Juniors & Seniors

o Work Based Learning & Youth Apprenticeship

4th Year Core English/Language Arts Course Options

NCAA Approved

HOPE Rigor Course Name Term Prerequisite Course Descriptions

x Advanced Composition

Year American Lit/Comp

This course focuses on the writing process (planning, drafting, and revising). The students will focus on different writing genres and organizational structures: expository, persuasive, narrative, descriptive, comparison-contrast, exemplification, process analysis, classification, cause and effect, and definition. Advanced grammar skills will be a major component of this class. An emphasis on research is also required.

English/Language Arts Core English/Language Arts Courses

NCAA Approved

HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x

9th Grade Literature/Composition Honors 9th Grade Literature/Composition

Year 8th Grade Language Arts

Develop initial understanding of structure and meaning of literary works in varied genres; explore the effect of literary form on interpretation; read across the curriculum; demonstrate competency in a variety of writing genres: technical; narrative, expository, persuasive, and technical; conduct research; participate in timed writings; use the writing process; study language conventions within the context of reading, writing, and speaking; demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes.

x

10th Grade Literature/Composition Honors 10th Grade Literature/Composition

Year 9th Grade Lit/Comp

Develop deeper understanding of structure and meaning of literary works in varied genres; understand reoccurring themes, how they relate literature to life and how theme effects interpretation; read across the curriculum; demonstrate competency in a variety of writing genres: persuasive; narrative, expository, and technical. The student will engage in research, timed writings, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking; demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes.

x

American Literature/Composition EOC Required

Year 10th Grade Lit/Comp

Develop an understanding of chronological context and the relevance of period structures in American literature and the ways the period of literature affects structure and meaning; read a variety of informational and literary texts in all genres and modes of discourse; demonstrate competency in a variety of writing genres: expository; narrative, persuasive, and technical; engage in research, timed writing, and the writing process. Instruction in language conventions will occur within context of reading, writing, and speaking; demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes.

x x AP English Language & Composition Year 10th Grade

Lit/Comp

Focus on content, purpose, and audience to organize in writing; become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts; compose for a variety of purposes with a clear understanding of purpose, audience expectations, subjects and the way conventions and resources of language contribute to writing effectiveness; examine primary and secondary sources to synthesize materials for their writing. An AP syllabus will be submitted and approved by College Board.

x x AP Language & Composition

Year American Lit/Comp

This course focuses on the development and revision of evidence based analytic and argumentative writing and the rhetorical analysis of nonfiction texts. The course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several states or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods.

Elective English/Language Arts Course Options

NCAA Approved

HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x

Writers Workshop I Writers Workshop II Writers Workshop III Writers Workshop IV

Year

This course is for students looking to grow as creative writers within a nurturing and rigorous workshop. This course offers opportunities for students to explore different writing genres- narrative, descriptive, persuasive, and expository modes of discourse- through the writing and revision of fiction and creative nonfiction. Students will study different writers and their writing styles, applying the craft and techniques that they observe to their own writing. Students will have opportunities to improve their writing proficiency through a complete study of the components of solid writing: Fluency, style, diction, mechanics, grammar, imaginative expressions, and details. The course allows students to utilize the writing process to write independently and on topics of personal interest, with a workshop model that will allow students to give and receive authentic feedback on their writing.

x Reading Enrichment Year

This course focuses on the development of reading and composition skills. Students will focus on reading comprehension through independent reading and related drills. Also, students will focus on the writing process through weekly writing assignments, as well as vocabulary development.

ESOL Elective Course Options NCAA

Approved Hope Rigor Course Name Term Prerequisite Course Descriptions

x

Communication Skills I Communication Skills II

Year ESOL Assessments

This course will focus on the acquisition of social and instructional language across the four language domains as prescribed in WIDA Standard I. This course is an expansion of Communication Skills I with the inclusion of some content language, particularly the discipline of English language arts. The five WIDA standards serve as its basis with emphasis upon proficiency in Standard 2 regarding the communication of information, ideas and concepts necessary for academic success in the content area of language arts.

x Oral Communication in the Content Area Year ESOL

Assessments

This course supports and enhances listening and speaking skills in the content areas and references the five basic WIDA standards with emphasis on the listening and speaking skills in the content areas. The suggested proficiency level of the student is PL 1-3. This course awards elective credit.

x Reading and Listening in the Content Areas Year ESOL

Assessments

This course supports and enhances literacy and listening skills necessary for success in the content areas. Guiding the course are the five basic WIDA Standards with emphasis on reading and listening skills in language arts, science, social studies and mathematics.

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Mathematics NCAA

Approved HOPE Rigor Course Name Term Prerequisite Course Descriptions

x GSE Foundations of Algebra

Year See System Guidelines

Foundations of Algebra is a first-year high school mathematics

course option for students who have completed mathematics in

grades 6 – 8 yet will need substantial support to bolster success

in high school mathematics. It will provide many opportunities to

revisit and expand the understanding of foundational algebra

concepts, will employ diagnostic means to offer focused

interventions, and will incorporate varied instructional strategies

to prepare students for required high school mathematics

courses by emphasizing both algebra and numeracy in a variety

of contexts including number sense, proportional reasoning,

quantitative reasoning with functions, and solving equations and

inequalities.

x GSE Algebra I Support Year

This course is taught concurrently with GSE Algebra I. The

purpose of Algebra I Support class is to address the needs of

students who have traditionally struggled in mathematics by

providing the additional time and attention they need in order to

successfully complete their Algebra I mathematics course.

Additional practice is used to clarify misconceptions from the

regular Algebra I class. Mathematics support courses are elective

classes.

x GSE Algebra I EOC Required

Year

Algebra I is the first course in a sequence of three high school

courses designed to ensure career and college readiness. The

course represents a discrete study of algebra with correlated

statistics applications. The fundamental purpose of Algebra I is to

formalize and extend the mathematics that students learned in

the middle grades. The critical areas, organized into units,

deepen and extend understanding of functions by comparing and

contrasting linear, quadratic, and exponential phenomena. The

Mathematical Practice Standards apply throughout the course

and, together with the content standards, prescribe that students

experience mathematics as a coherent, useful, and logical subject

that makes use of their ability to make sense of problem

situations. The pacing suggested allows students to gain a

foundation in linear, quadratic, and exponential functions before

they are brought together to be compared and contrasted. As

key characteristics of functions are introduced and revisited,

students gain a deeper understanding of such concepts as

domain and range, intercepts, increasing/decreasing, relative

maximum/minimum, symmetry, end behavior, and the effect of

function parameters.

x GSE Honors Algebra 1 EOC Required

Year

This course may

not be offered if

there are not

enough

students

requesting it

Honors Algebra I is the same class concepts as above in “GSE

Algebra I”, however, this course moves at a faster pace where

students are expected to quickly recall foundational mathematics

skills in order to master all standards as well as extend students'

knowledge to areas of application, critical thinking, and more in-

depth conceptual understandings.

4th Year Core Mathematics Course Options

NCAA Approved

HOPE Rigor Course Name Term Prerequisite Course Descriptions

x GSE Geometry

Year

Successful

completion of

Algebra I or its

equivalent

Geometry is the second course in a sequence of three high

school courses designed to ensure career and college readiness.

The course represents a discrete study of geometry with

correlated statistics applications. Building on standards from

middle school, students experiment with transformations in the

plane, compare transformations that preserve distance and

angle to those that do not and use transformations and

proportional reasoning to develop a formal understanding of

similarity and congruence. Criteria for similarity and congruence

of triangles are examined, facility with geometric proofs is

developed, and both are applied in proving theorems and

generating geometric constructions involving lines, angles,

triangles, and other polygons. Similarity in right triangles is

applied to understand right triangle trigonometry. Students

apply theorems about circles and extend the study of cross-

sections of three-dimensional shapes; use concepts of distance,

midpoint, and slope to verify algebraically geometric

relationships of figures in the coordinate plane; solve problems

involving parallel and perpendicular lines; and develop an

understanding of independence and conditional probability to

be used to interpret data. The Mathematical Practice Standards

apply throughout the course and, together with the content

standards, prescribe that students experience mathematics as a

coherent, useful, and logical subject that makes use of their

ability to make sense of problem situations.

x GSE Geometry Support

Year

This course is taught concurrently with GSE Geometry. The

purpose of Geometry Support class is to address the needs of

students who have traditionally struggled in mathematics by

providing the additional time and attention they need in order to

successfully complete their Geometry course. Elective Credit

x GSE Honors Geometry

Year

Successful

completion of

Algebra I or its

equivalent)

The Honors Geometry course involves all class concepts of GSE

Geometry above, but additionally expands on these concepts by

applying what students were taught in a series of visual

representations. Students must also have a solid foundation of

quadratics, which were previously taught in Algebra I. Students

must be able to make sense of a problem by explaining their

answers and knowing when answers are extraneous in a

geometric problem.

x x GSE Algebra II Year

Successful completion of Geometry or its equivalent

Algebra II is the third course in a sequence of three high school

courses designed to ensure career and college readiness. It is

designed to prepare students for fourth course options relevant

to their career pursuits. It is in this course that students pull

together and apply the accumulation of learning that they have

from their previous courses, with content grouped into six critical

areas, organized into units. They apply methods from probability

and statistics to draw inferences and conclusions from data.

Students expand their repertoire of functions to include

quadratic (with complex solutions), polynomial, rational, and

radical functions. And, finally, students bring together all of their

experience with functions to create models and solve contextual

problems. The Mathematical Practice Standards apply

throughout the course and, together with the content standards,

prescribe that students experience mathematics as a coherent,

useful, and logical subject that makes use of their ability to make

sense of problem situations.

x x GSE Honors Algebra II Year

Successful completion of Geometry or its equivalent

Honors Algebra II course involves all class concepts of GSE

Algebra II, but expands on these concepts by applying what they

were taught in a series of visual representations. Students will

also review trigonometric functions that were previously taught

in Honors Geometry and be able to evaluate a trigonometric

function at any angle (degree or radian). Students will need to

have a solid foundation of special right triangles in order to

understand this concept. Students will also be introduced to

graphing sine, cosine, and tangent functions. Sequences and

series will be reviewed and expanded on. Lastly, students will

have a better understanding of parent functions and their

characteristics. The purpose of going deeper in this course is to

better prepare the students for the Accelerated Pre-calculus

course.

x x GSE Statistical Reasoning

Year

Statistical Reasoning is a fourth mathematics course option for

students who have completed Advanced Algebra, Algebra II,

Accelerated Geometry B/Algebra II or Accelerated Analytic

Geometry B/Advanced Algebra. The course provides experiences

in statistics beyond the GSE sequence of courses, offering

students opportunities to strengthen their understanding of the

statistical method of inquiry and statistical simulations. Students

will formulate statistical questions to be answered using data,

will design and implement a plan to collect the appropriate data,

will select appropriate graphical and numerical methods for data

analysis, and will interpret their results to make connections with

the initial question.

x x GSE Pre-Calculus Year

Successful completion of Advanced Algebra/Algebra II or Algebra II or its equivalent

Pre-Calculus is a fourth course option for students who have

completed Coordinate Algebra/Algebra I, Analytic

Geometry/Geometry, and Advanced Algebra/Algebra II. The

course focuses on standards to prepare students for a more

intense study of mathematics. The critical areas organized in

seven units delve deeper into content from previous courses. The

study of circles and parabolas is extended to include other conics

such as ellipses and hyperbolas. Trigonometric functions are

further developed to include inverses, general triangles and

identities. Matrices provide an organizational structure in which

to represent and solve complex problems. Students expand the

concepts of complex numbers and the coordinate plane to

represent and operate upon vectors. Probability rounds out the

course using counting methods, including their use in making and

evaluating decisions. The Mathematical Practice Standards apply

throughout each course and, together with the content

standards, prescribe that students experience mathematics as a

coherent, useful, and logical subject that makes use of their

ability to make sense of problem situations.

x x GSE Accelerated Pre-Calculus

Successful

completion of

Accelerated GSE

Analytic

Geometry

B/Advanced

Algebra or

Honors Algebra

II

Accelerated Pre-Calculus is the third course in a sequence of

mathematics courses designed to prepare students to take AB,

BC Advanced Placement Calculus, or other higher-level

mathematics courses. The course focuses on standards to

prepare students for a more intense study of mathematics. The

critical areas organized in nine units delve deeper into content

from previous courses. The study of circles and parabolas is

extended to include other conics such as ellipses and hyperbolas.

Trigonometric functions are introduced and developed to include

inverses, general triangles and identities. Matrices provide an

organizational structure in which to represent and solve complex

problems. Students expand the concepts of complex numbers

and the coordinate plane to represent and operate upon vectors.

They apply methods from statistics to draw inferences and

conclusions from data. Probability rounds out the course using

counting methods, including their use in making and evaluating

decisions. The Mathematical Practice Standards apply

throughout each course and, together with the content

standards, prescribe that students experience mathematics as a

coherent, useful, and logical subject that makes use of their

ability to make sense of problem situations.

x GSE Mathematics of Finance

This course is only open to a specific group of students for a fourth math credit.

The course concentrates on the mathematics necessary to understand and make informed decisions related to personal finance. The mathematics in the course will be based on many topics in prior courses; however, the specific applications will extend the student’s understanding of when and how to use these topics.

x x Advanced Placement Statistics

Successful

completion of

Advanced

Algebra/Algebra

II or Honors

Algebra II

Advanced Placement Statistics is a course that follows the College

Board syllabus for the Advanced Placement Statistics

Examination. Covers four major themes: exploratory analysis,

planning a study, probability, and statistical inference. (

x x Advanced Placement Calculus AB

Successful

completion of

Pre-Calculus or

Accelerated

Pre-Calculus

Advanced Placement Calculus AB is a course that follows the

College Board syllabus for the Advanced Placement Calculus AB

Examination. Includes properties of functions and graphs, limits

and continuity, differential and integral calculus.

x x Advanced Placement Calculus BC

Successful

completion of

Accelerated

Pre-Calculus or

AP Calculus AB

Advanced Placement Calculus BC is a course that follows College

Board topics for the Advanced Placement Calculus BC

Examination. Covers Advanced Placement Calculus AB topics and

includes vector functions, parametric equations, conversions,

parametrically defined curves, tangent lines, and sequence and

series.

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Science NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x

Biology I Honors Biology 1 EOC Required

Year Science 8

The Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in biology. This curriculum includes more abstract concepts such as the interdependence of organisms, the relationship of matter, energy, and organization in living systems, the behavior of organisms, and biological evolution. Students will investigate biological concepts through experience in laboratories and field work using the processes of inquiry.

x

Physical Science

Year Science 8

The Physical Science curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to have a richer knowledge base in physical science. This course is designed as a survey course of chemistry and physics. This curriculum includes the more abstract concepts such as the conceptualization of the structure of atoms, motion and forces, and the conservation of energy and matter, the action/reaction principle, and wave behavior.

x Environmental Science Year Science 8

The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the course. Whenever possible, careers related to environmental science should be emphasized.

x x Physics I

Year Placement/ Recommendation

The Physics curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in physics. This curriculum includes more abstract concepts such as interactions of matter and energy, velocity, acceleration, force, energy, momentum, and charge. This course introduces the students to the study of the correction to Newtonian physics given by quantum mechanics and relativity. Students investigate physics concepts through experience in laboratories and field work using the processes of inquiry.

x x Chemistry I Honors Chemistry I Year

Placement/ Recommendation

The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of atoms, structure and properties of matter, characterization of the properties that describe solutions and the nature of acids and bases, and the conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and field work using the processes of inquiry.

x x Human Anatomy/Physiology

Year 4th year option

Human Anatomy and Physiology is a course that investigates the structure and function of the human body. Topics covered will include the basic organization of the body; biochemical composition; and major body systems along with the impact of diseases on certain systems. Students will engage in many topics and competencies related to truly understanding the structure and function of the human body. Working from the topics of basic anatomical terminology to the biochemical composition of the human body, all the way into great detail of each of the major systems of the body. This course will involve laboratory activities, projects, dissections, textbook material, models, diagrams.

x x Forensic Science Year 4th year option

In this course students will learn the scientific protocols for analyzing a crime scene, how to use chemical and physical separation methods to isolate and identify materials, how to analyze biological evidence and the criminal use of tools, including impressions from firearms, tool marks, arson, and explosive evidence.

x x AP Environmental Science Year Instructor

Approval

The AP Environmental Science course is designed to engage students with the scientific principles, concepts, and methodologies required to understand the interrelationships within the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography.

x x AP Physics I: Algebra-Based Year Instructor

Approval

AP Physics I is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry-based learning, student will develop scientific critical thinking and reasoning skills.

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Social Studies NCAA

Approved HOPE Rigor

Course Term Prerequisite Course Descriptions

x World History

Year

The high school world history course provides students with a comprehensive, intensive study of major events and themes in world history. Students begin with a study of the earliest civilizations worldwide and continue to examine major developments and themes in all regions of the world. The course culminates in a study of change and continuity and globalization at the beginning of the 21st century.

x x AP World History Year Instructor Approval

Conforms to the College Board topics for Advanced Placement World History. Includes study of cultural, political, social and economic history. Stresses research and writing skills.

x United States History EOC Required Year

Examines the history of the United States beginning with the British settlement of North America. The course’s focus is the development of the United States in the 20th and 21st centuries. This course includes topics related to Colonization through the Constitution; New Republic to Reconstruction; Industrialization, Reform, and Imperialism; Establishment as a World Power; and the Modern Era.

x x AP United States History

Year Instructor Approval

Conforms to the College board topics for Advanced placement US History. Covers discovery and settlement, Colonial Society and the American Revolution, Constitution and the new Republic, Age of Jefferson, Nationalism, Sectionalism, Territorial Expansion, Civil War, reconstruction, Industrialization, Progressive Era, World War I, Depression, New Deal, World War II, The cold War through modern times.

x

Economics/Business/Free Enterprise

Sem

An introductory course into the principles of economics. The course includes topics related to Fundamental Economic Concepts, Microeconomics Concepts, Macroeconomics Concepts, International Economics, and Personal Finance Economics.

x x AP Macroeconomics Sem Instructor Approval

Conforms to College Board topics for the Advanced Placement Macroeconomics Examination. Covers basic economics concepts measurement of economic performance, national income and price determination and international economics and growth.

x American Government/Civics

Sem

An in-depth study of the American political system. This course focuses on the foundation, principles and structure of the American system of government, examines the role of political parties, social factors as they relate to the role of the citizen, and analyzes the decision-making process that are a part of the system of American political behavior. This course meets the state’s Citizenship requirement for graduation.

x x AP Government Year Instructor Approval

AP U.S. Government and Politics is an introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through analysis of data and text- based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis.

x x AP Human Geography Year Instructor Approval

Conforms to the College Board topics for Advanced Placement Human Geography.

x World Geography

Year

Investigates regions of the world and how these regions influence the historical, economic, political and cultural development in an interdependent world. Includes geographic concepts, physical phenomena and the relationship of people to their environment. Includes environmental issues and decision-making skills. Covers regions, location (position on earth's surface), place (physical and human characteristics), relationships within places and movement (human interaction on the earth).

x Current Issues Sem Analyzes current issues and influences that are related to these issues and examines how decisions are made concerning those issues. Integrates and reinforces social studies skills.

x x AP Psychology Year Instructor Approval

Conforms to College Board topics for the Advanced Placement Introductory Psychology Examination. Covers methods, approaches and the history of psychology as a science, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal psychology, treatment of psychological disorders and social psychology.

x AP Art History Year

Offered Every Other Year (check with Social Studies instructor or counselor)

AP Art History is an introductory college-level art history course.

Students cultivate their understanding of art history through

analyzing works of art and placing them in historical context as

they explore concepts like culture and cultural interactions,

theories and interpretations of art, the impact of materials,

processes, and techniques on art and art making, and understanding

purpose and audience in art historical analysis.

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World Languages NCAA

Approved HOPE

Rigor Course Name Term

Prerequisite Course Descriptions

x Latin I Year

Introduces students to the Latin language and ancient Roman civilization. Emphasizes the ability to write simple Latin phrases and to understand simple Latin passages presented orally and in writing.

x x Latin II/Honors Latin II Latin III/Honors Latin III Latin IV/Honors Latin IV

Year Latin 1

Enhances previously developed skills and provides opportunities to translate longer, more challenging passages, including the original works by Latin authors. Emphasizes how ancient Roman language and civilization has influenced Western language and civilization.

x x AP Latin Year Instructor Approval

Designed to give students the experiences needed to be successful on the College Board AP Latin exam. The course’s goals are to develop the students’ abilities to translate the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as possible, to help them understand the context of the written passages (including the political, historical, literary, and cultural background of each author and text), and to help them understand the reasons behind the particular style of writing and the rhetorical devices employed. The course also helps students analyze Latin passages to understand how and why the author uses the language in a particular way and the effects he is hoping to produce. Students will learn to analyze the text and draw their own logical conclusions. This course gives students the tools to read Latin prose and poetry aloud and with accurate comprehension and appreciation. For the Vergil text, students will learn dactylic hexameter and how it enhances the text. Students will scan poetry at least once a week.

x Native Spanish Speaking I Year Must be a native Spanish Speaker

Designed for heritage learners of Spanish, this course can accommodate students from a wide range of backgrounds, from those who are minimally functional (can comprehend Spanish but are not able to speak fluently, read or write) to those who are more proficient and/or literate in Spanish. The recommended entrance requirement for the Spanish for Native Speakers I is the Intermediate-Mid level of proficiency in listening comprehension on the ACTFL scale. It is not necessary that students speak or write at the Intermediate level prior to entering the course.

x x Native Spanish Speaking II

Year Native Spanish Speaking I

Designed for heritage learners of Spanish, this course can accommodate students from a wide range of backgrounds, from those who are minimally functional (can comprehend Spanish but are not able to speak fluently, read or write) to those who are more proficient and/or literate in Spanish. The recommended entrance requirement for the Spanish for Native Speakers I is the Intermediate-high level of proficiency in listening comprehension on the ACTFL scale. It is not necessary that students speak or write at the Intermediate level prior to entering the course.

x Spanish I Year

Introduces the Spanish language; emphasizes all skills: listening, speaking, reading, and writing skills in an integrated way. Includes how to greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics and to develop an understanding of Spanish speaking cultures.

x x Spanish II Spanish III Spanish IV

Year Spanish I

Enhances previously developed skills in Spanish and provides opportunities to develop listening, speaking, reading, and writing skills in an integrated way. Provides continued practice in how to greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics and to increase understanding of Spanish-speaking cultures

x x AP Spanish Language and Culture Year

Instructor Approval

Conforms to College Board topics for the Advanced Placement Spanish Language Examination. Emphasizes the ability to comprehend formal and informal spoken Spanish, to acquire the vocabulary and grasp of structure to read newspapers, magazines and Hispanic literature, to compose expository passages and to speak accurately and fluently.

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Health and Physical Education NCAA

Approved HOPE

Rigor Course Name Term Prerequisite Course Descriptions

x Health 18

Wks

Explores the mental, physical and social aspects of life and how each contributes to total health and well-being. Emphasizes safety, nutrition, mental health, substance abuse prevention, disease prevention, environmental health, family life education, health careers, consumer health, and community health.

x Personal Fitness

18 Wks

Provides instruction in methods to attain a healthy level of physical fitness. Covers how to develop a lifetime fitness program based on a personal fitness assessment and stresses strength, muscular endurance, flexibility, body composition and cardiovascular endurance. Includes fitness principles, nutrition, fad diets, weight control, stress management, adherence strategies and consumer information; promotes self-awareness and responsibility for fitness.

x

Physical Conditioning Advanced Physical Conditioning

Year

Provides opportunities to participate in a variety of activities to enhance flexibility, muscular strength and endurance, cardiovascular endurance and body composition. Includes fitness concepts for the development of healthy lifetime habits. Advanced course emphasizes self-management and adherence strategies.

x

Weight Training Advanced Weight Training

Year

Introduces weight training; emphasizes strength development training and proper lifting techniques. Includes fitness concepts for developing healthy lifetime habits. Advanced courses emphasize self-management and adherence strategies.

x

Body Sculpting Advanced Body Sculpting

Year

Provides methods to redefine body shape through specific exercises. Covers weight training, conditioning exercises and proper nutrition to improve muscle tone, muscle definition, posture, bodily proportions, overall condition of the body and increase energy levels. Based on the American College of Sports Medicine guidelines for fitness and conditioning programs. Advanced course emphasizes additional opportunities to redefine body shape through specific exercises and promotes healthy means to body sculpting goals.

x

Exercise and Weight Control Advanced Exercise and Weight Control

Year

Provides safe, effective and physiologically sound ways to manage weight and alter metabolism and body composition. Includes consumer information on products, programs and fitness concepts for developing healthy lifetime habits. Provides self-management and adherence strategies to continue weight control through a safe and effective exercise program.

x Introductory Lifetime Sports

Year

Introduces fundamental skills, strategies, and rules associated with lifetime sports such as bowling, golf, tennis, racquetball, baseball, badminton, roller skating, and skiing. Additional levels expand on previously learned skills.

x

Introductory Team Sports Intermediate Team Sports Advanced Team Sports

Year

Introduces fundamental skills, strategies, and rules associated with team sports such as basketball, volleyball, soccer, softball, baseball, field hockey, lacrosse, team handball, and flag football. Additional courses expand on previously learned skills.

x Principles of Athletic Training/Sports Medicine Year

Introduces techniques to prevent, recognize, evaluate, manage, treat, and rehabilitate athletic injuries.

x

Adaptive Physical Education I Adaptive Physical Education II Adaptive Physical Education III Adaptive Physical Education IV

Year Restricted Enrollment

Provided for students with Individualized Education Programs (IEPS) and in lieu of general physical education courses. Focuses on any combination or variety of team sports, lifetime sports, individual sports or other activities relating to development of physical and motoric fitness or the appreciation of various athletic/sporting activities or events. Activities may include track and field events, aquatics/water sports, outdoor education experiences,

rhythmic/dance, recreational games, gymnastics and/or self-defense. Provides basic methods to maintain healthy and active lifestyle. Additional courses continue to expand previously learned skills.

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Fine Arts NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

Drama

x Theatre Arts/Fundamentals I

Year

Serves as prerequisite for other theater/drama courses. Develops and applies performance skills through access to basic vocal, physical and emotional exercises; includes improvisation and scene study and related technical art forms.

x

Theatre Arts/Advanced Drama I Theatre Arts/Advanced Drama II Theatre Arts/Advanced Drama III

Year

Theatre Arts/Fund. I OFFERED WHEN AVAILABLE

Introduces acting and theater as disciplined art forms; covers methods to observe and understand human behavior and to use those observations to create a character. Includes basic techniques of stage movement and use of physical expression for communication. Enhances vocal techniques and specific patterns for better verbal communication. Additional courses expand on previously learned skills.

x

Theatre Arts/Musical Theater I Theatre Arts/Musical Theater II Theatre Arts/Musical Theater III

Year Theatre Arts/Fund. I

Introduces the style and characteristic elements of modern musical theater. Covers production staging, orchestration, voice and dance; offers an opportunity for team teaching through interdisciplinary collaboration with the chorus, band, art, technology, physical education and dance instructors. Offers opportunity for performance. Additional courses extend previously learned skills.

x Theatre Arts/Technical Theater I Year

Introduces technical considerations of play production; covers properties, lighting and settings, program, box office, marketing, management, makeup and costumes.

x

Theatre Arts/Technical Theater II Theatre Arts/Technical Theater III Theatre Arts/Technical Theater IV

Year Theatre Arts/Tech. I

Extends technical considerations of play production; covers properties, lighting and settings, program, box office, marketing, management, makeup and costumes. Offers opportunities to apply these skills in school plays.

Dance

x Dance I Year

Introduces students to basic dance knowledge in order to develop coordination, flexibility, and strength while acquiring technical skills in preparation for further dance study. Students explore the role of dance in various cultures and observe and critique dance performances using specified criteria and appropriate dance terminology.

x Dance II Year Dance I

Enhances previous course. Further develops knowledge and skills in various dance forms with an emphasis on technical instruction in ballet, jazz, and modern techniques, public performance techniques, and choreographic concepts. Students study dance analysis, dance history, and movement sciences as they relate to injury prevention and technical training.

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Chorus & Piano

x Beginning Choral Ensemble I

Year

This is a performance-based class. It provides opportunities for performers to increase, develop, and refine performance skills and precision vocally. Students are required to attend after school events such and concerts and other performances. Emphasis is placed on increasing music reading skills, diction, intonation, and vocal technique. Students are required to perform in the concert attire as determined by school. Grades are based on daily class participation, basic skills tests, class work, and performance participation. Attention is given to all areas that are essential to membership in a music performance. For more information, contact the choral director.

x Beginning Men’s Chorus I

Year

Provides opportunities for young men to develop performance skills and knowledge in all-male choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.

x Intermediate Men’s Chorus I Year

Provides opportunities for intermediate-level male performers to increase performance skills and knowledge in all-male choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.

x Advanced Men’s Chorus I

Year

Provides opportunities for advanced-level male performers to increase performance skills and knowledge in all-male choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.

x Beginning Women’s Chorus I

Year

Provides opportunities for young women to develop performance skills and knowledge in all-female chorus singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.

x Intermediate Women’s Chorus

Year

Provides opportunities for intermediate-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences.

x Advanced Women’s Chorus I

Year

Provides opportunities for advanced-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences.

x Beginning Piano Year

Introduces basic piano keyboard techniques. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Provides an individualized setting.

x Intermediate Piano Year Beginning Piano

Enhances level-one skills and provides further opportunities for individualized study of keyboard techniques. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music.

x Advanced Piano I Year Intermediate Piano

Enhances level-two skills and provides further opportunities for individualized study of keyboard techniques. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music.

x Advanced Piano II Year Advanced Piano I

Enhances level-three skills and provides further opportunities for individualized study of keyboard techniques. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music.

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Band NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Intermediate Band I Year

Provides opportunities for intermediate-level performers to increase performance skills and precision on a wind or percussion instrument. Includes performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses individual progress and learning and group experiences; strengthens reading skills.

x

Intermediate Band II Intermediate Band III Intermediate Band IV

Year Audition/Director Approval

Enhances level-one skills and provides further opportunities for intermediate-level performers to develop reading techniques and increase performance skills. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses individualized learning and group experiences.

x Advanced Band I Year

Provides opportunities for advanced-level performers to increase, develop and refine performance skills and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music at advanced levels of understanding. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and learning strategies and ensemble experiences.

x Advanced Band II Advanced Band III Advanced Band IV

Year Audition/Director Approval

Enhances level-one skills and provides further opportunities for advanced-level performers to develop and refine performance skills and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress, individual learning strategies and ensemble experiences.

x Mastery Band I Year

Enhances the development of master skills in music reading and performance techniques. A variety of mastery band literature of various historical and contemporary styles and genres is performed. Students extend their knowledge of music theory, including analysis of form. They explore compositional and improvisational techniques of instrumental music.

x Mastery Band II Mastery Band III Mastery Band IV

Year Audition/Director Approval

Enhances the continued development of master skills in music reading and performance techniques. A variety of mastery band literature of various historical and contemporary styles and genres is performed. Students extend their knowledge of music theory, including analysis of form. They explore compositional and improvisational techniques of instrumental music.

x Beginning Guitar Techniques I

Year This course is designed to be a beginning guitar course in which students perform, respond, create, and connect to music through the guitar.

x Beginning Guitar Techniques II

Year Beginning Guitar Techniques I

This course is designed to be a beginning guitar course in which students perform, respond, create, and connect to music through the guitar.

x Beginning Guitar Techniques III

Year Beginning Guitar Techniques II

This course is designed to be a beginning guitar course in which students perform, respond, create, and connect to music through the guitar.

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Visual Arts NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Visual Comp I- Foundations in Art

Year

Visual Comp 1 will be taken before all other classes. This is not just a freshman class, all levels are within this group. Students will use elements of art and the principles of two-dimensional design, with emphasis on line, shape, texture, space, value and elements of color theory executed through conventional methods. Various materials will be explored such as; watercolor, marker, paint, clay and graphite.

x Visual Comp 2- Exploring Media and Composition

Year Visual Comp I Foundations in Art

Drawing, using a variety of media and techniques, still-life and landscape. Painting, using acrylics, gouache, and watercolor. Printmaking, using etching, linoleum and relief prints. Mixed media, combining markers, paints, graphite and collage. Pictorial composition with studies in use of line, form, value and texture, including work from nature, the life model and setups. Students second semester will work on an independent body of work that can lead into AP 2D and Drawing for college credit their third year in high school.

x Sculpture I - Three Dimensional Structures

Year Visual Comp I Foundations in Art

An introductory course in exploring, evaluating and concepts related to basic three-dimensional design problems. Exercises include model building, jewelry making, paper Mache, wood and cardboard are used to construct 3 Dimensional forms. The second semester is concentrated in ceramics and clay. Students will use earthenware clay to construct vases, boxes and utilitarian objects with the coil and slab method.

x Sculpture Advanced -Three Dimensional Structures

Year

Sculpture I - Three Dimensional Structures

This class builds on the previous sculpture class. Students will explore ceramics with advanced methods using the wheel. Students will also explore conceptual art and large outdoor art using various methods. Students will create mosaics on found 3d objects and work toward a single body of work that can inform an AP class their third year in high school.

x AP Art Classes Year Instructor Approval

This class is for the mature art student who can work conceptually within 2D, 3D and Drawing. The course is independent and very intense on workload. The test at the end of the course is most of your second semester grade so you will complete the exam in May. The portfolio will build on your previous work from advanced art. The student will take the media that they have master’s in advanced art and put that media into action. Photography, painting, collage, mixed media, and graphics can be used to complete the portfolio for drawing and 2D. To complete the 3D portfolio the student will concentrate on building objects, conceptual art or large outdoor sculptures to complete their exam. The body of work completed in this class will be the exam at the end of second semester.

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l

Career, Technical, and Aviation Academy

NCAA Approved

HOPE Rigor

Course Name Term Prerequisite Course Descriptions

Work Based Learning & Youth Apprenticeship

X

Work Based Learning

1 Credit Hour 2 Credit Hours 3 Credit Hours 4 Credit Hours (with approval)

Year

^ At least one CCTAA course (two courses in the same pathway preferred) ^ Meets program Requirements.

Work Based Learning (WBL) is an opportunity for students to gain work experience in a field they are interested in and have earned a passing score in a related CCTAA class. Open only to Juniors & Seniors, students build a portfolio that will provide future employers, colleges, and scholarship review committees with information about their workplace and high school performance, resume and writing skills, goals for their future, and evidence of their intense study into their next step whether it be entering the workforce, college or technical school, or military when they leave high school. Work Based Learning is an independently managed course where students are expected to complete items for their portfolio on their own but are scheduled to be on campus for a much shorter period than the average non-WBL student. Employers who hire WBL students are required to provide a minimum number of hours that the student should work/volunteer/intern to earn class credit.

Audio/Video Technology and Film Pathway I

x Audio/Video Technology

and Film Year

The foundational course in the Audio & Video Technology & Film pathway. Topics covered may include, but are not limited to: terminology, safety, basic equipment, script writing, production teams, production and programming, lighting, recording and editing, studio production, and professional ethics. Participation in appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional program.

x Audio/Video Technology and Film II

Year Audio/Video Technology and Film I

Topics include Planning, Writing, Directing and Editing a Production; Field Equipment Functions; Operational Set-Up and Maintenance; Advanced Editing Operations; Studio Productions; Performance; Audio/Video Control Systems; Production Graphics; Career Opportunities; and Professional Ethics. Participation in appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional program.

x Audio/Video Technology and Film III

Year Audio/Video Technology and Film II

Designed to facilitate student-led projects under the guidance of the instructor. Students work cooperatively and independently in all phases of production. Participation in appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional program.

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Graphic Design Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Introduction to Graphics and

Design Year

The foundational course for the Graphic Design pathway. The Introduction to Graphic Design course exposes students to the processes involved in the technologies of printing, publishing, packaging, electronic imaging, and their allied industries. In addition, this course offers students the opportunity to learn basic design elements and principles, visual communication and page layout. Basic skill attainment through industry standard, Adobe PhotoShop, Illustrator and InDesign software is the highlight of the course.

x Graphic Design and Production

Year Introduction to Graphics and Design

The second sequential course in the Graphic Design pathway builds upon the foundational knowledge and skills attained in the first course. Focusing on process and procedures, students gain creative problem-solving experience as they encounter real-world design problems and multiple applications. Students continue to add to their skill set in trade standard Adobe applications, PhotoShop , Illustrator and InDesign.

x Advanced

Graphic Design Year Graphic Design and Production

Students explore projects in an increasingly independent manner. Further adding to their skills in Adobe Photoshop and Illustrator, students become more familiar with the application of these skills in a variety of projects that simulate projects in the industry. With content including page composition, digital imposition, image conversion and file preparation, as well as many other advanced topics, students prepare for work in the field via their portfolio. By documenting the expanding and deepening of their design knowledge, students create a concise and thorough portfolio that affords them entrance to the specific design field of their choice.

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Business, Management and Administration Career Cluster Entrepreneurship Pathway

NCAA Approved

HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x

Introduction to Business and Technology

Year

The foundational course for Business and Technology, Entrepreneurship, and Human Resources Management pathways. Provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. Students have the opportunity to earn a Microsoft Word certification during this course. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course.

x Legal Environment of Business

Year Introduction to Business and Technology

Addresses statutes and regulations affecting businesses, families, and individuals. Students will get an overview of business law while concentrating on the legal aspects of business ownership and management. Legal issues addressed include court procedures, contracts, torts, consumer law, employment law, environmental law, international law, ethics, and the role of the government in business. Students will not only understand the concepts but will also apply their knowledge to situations and defend their actions, decisions, and choices. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills and content standards of this course.

x Entrepreneurship

Year Legal Environment of Business

Focuses on recognizing a business opportunity, starting a business, operating and maintaining a business. Integration of accounting, finance, marketing, and business management, legal and economic environments will be developed throughout projects in this course. Working to develop a business plan that includes structuring the organization, financing the organization, and managing information, operations, marketing, and human resources will be a focus in the course. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course.

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Business and Technology Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x

Introduction to Business and Technology

Year

The foundational course for Business and Technology, Entrepreneurship, and Human Resources Management pathways. Provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. Students have the opportunity to earn a Microsoft Word certification during this course. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course.

x Business and Technology Year

Introduction to Business and Technology

Designed to prepare students with the knowledge and skills to be an asset to the collaborative, global, and innovative business world of today and tomorrow. Students will use spreadsheet and database software to manage data while analyzing, organizing and sharing data through visually appealing presentation. Various forms of technologies will be used to expose students to resources, software, and applications of business practices. Students will be able to practice professional communication skills and practices, problem solving, ethical and legal issues, and the impact of effective presentation skills to prepare students to be college and career ready. Students have the opportunity to earn their Microsoft Excel Certifications during this course. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course.

x Business Communications

Year Business and Technology

Explore the value of communication in personal and professional life. Students will create, edit, and publish professional-appearing business documents with clear and concise communication. Leadership development and teamwork skills will be stressed as students work independently and collaboratively. Presentation skills will be developed and modeled for students. Various forms of technologies will be used to expose students to resources, software, and applications of communications. Students will practice communication skills and problem solving through school-based business Canes Custom Ink. Microsoft PowerPoint and Outlook certifications are earned in this course. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course.

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Teaching as a Profession Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Examining Teaching as a Profession

Teaching Profession candidates study, apply, and practice the use of current technologies, effective teaching and learning strategies, the creation of an effective learning environment, the creation of instructional opportunities for diverse learners and students with special needs, and plan instruction based on knowledge of subject matter, students, community, and curriculum performance standards.

x Contemporary Issues in Education

Year Examining Teaching as a Profession

Engages the candidate in observations, interactions, and analyses of critical and contemporary educational issues. The candidate will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States and actively examines the teaching profession from multiple vantage points both within and outside of the school. Against this backdrop, the candidate will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy.

x Teaching as a Professional Practicum

Year Contemporary Issues in Education

The practicum offers a candidate in the Teaching as a Profession career pathway a field experience under the direct supervision of a certified teacher (mentor teacher). The practicum stresses observing, analyzing and classifying activities of the mentor teacher and comparing personal traits with those of successful teachers. The candidate intern will develop a portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as it pertains to the teaching profession, meet the needs of students with special needs, maintain the safety of the students, practice professionalism, and demonstrate ethical behavior.

JROTC - Army NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x JROTC Army Leadership Education I

Year

Junior Reserve Officer Training Corps (JROTC) is a leadership education program. This program will help students build a strong knowledge base of self-discovery and leadership skills applicable to many leadership and managerial situations. This laboratory course is designed to introduce students to the history, customs, traditions and purpose of the Army JROTC program. It teaches students strategies to maximize their potential for success through learning and self-management. Basic leadership skills to include leadership principles, values and attributes and communications skills are integrated throughout the course. The JROTC curriculum is enhanced through physical fitness activities, extracurricular and co-curricular activities that support the core employability skills standards and McRel academic standards.

x JROTC Army Leadership Education II

Year JROTC Army Leadership Education I

Study the fundamentals, leadership and citizenship skills, the foundation of the American political system and our Constitution. Personal responsibility and wellness are reinforced by diet, nutrition and physical fitness activities. Drug and alcohol awareness and prevention are reinforced. Students are placed in leadership roles that enable them to demonstrate an understanding of basic leadership principles, values and attributes. The Junior ROTC curriculum is enhanced through physical fitness activities, extracurricular and co-curricular activities that support the core employability skills standards and McRel academic standards. The program also enhances individuals writing and oral communication skills.

x JROTC Army Leadership Education III

Year JROTC Army Leadership Education II

Basic command and staff principles are introduced and include an overview of organizational roles and responsibilities. Leadership strategies, managing conflict, leading others, planning and communications skills are evaluated to improve organizational effectiveness. Career planning is investigated. The Junior ROTC curriculum is enhanced through physical fitness activities, extracurricular and co-curricular activities that support the core employability skills standards and McRel academic standards.

x JROTC Army Leadership Education IV

Year JROTC Army Leadership Education III

Students develop an in-depth understanding of the branches of military service. Intermediate leadership skills to include leadership principles, values and attributes and communications skills are integrated throughout the course. Financial planning skills are studied through the National Endowment for Financial Education. Fundamental teaching skills are introduced. The JROTC curriculum is enhanced through physical fitness activities, extracurricular and co-curricular activities that support the core employability skills standards and McRel academic standards.

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Health Science Career Cluster

Therapeutic Services/Sports Medicine Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Introduction to Healthcare Science

Year

The foundational course for all Health Science pathways and a prerequisite for all other Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of human growth and development, interaction with patients and family members, health, wellness, and preventative care are evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development is initiated including microbiology, basic life support and first aid. Students also have the option to certify in American Heart Association First Aid and CPR.

x

Essentials of Healthcare/ Anatomy and Physiology

Year Introduction to Healthcare Science

Anatomy and Physiology is a vital part of most healthcare post-secondary education programs. The Essentials of Healthcare is a medical-focused anatomy course addressing the physiology of each body system, along with the investigation of common diseases, disorders and emerging diseases. The prevention of disease and the diagnosis and treatment that might be utilized are addressed, along with medical terminology related to each system. This course provides an opportunity to demonstrate technical skills that enforce the goal of helping students make connections between medical procedures and the pathophysiology of diseases and disorders.

x Sports Medicine Year Essentials of Healthcare

Focus on the musculoskeletal system, injury assessment, injury prevention, or rehabilitation including careers in Sports Medicine and Rehabilitative Services. Enables students to receive initial exposure to therapeutic services skills and attitudes applicable to the healthcare industry. The concepts of anatomy and physiology, assessment, preventative and rehabilitative care are introduced. Fundamental healthcare skills development is initiated, including medical terminology, kinesiology, patient assessment, record keeping, and basic life support.

Therapeutic Services/Allied Health and Medicine Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Introduction to Healthcare Science

Year

The foundational course for all Health Science pathways and a prerequisite for all other Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of human growth and development, interaction with patients and family members, health, wellness, and preventative care are evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development is initiated including microbiology, basic life support and first aid. Students also have the option to certify in American Heart Association First Aid and CPR.

x Essentials of Healthcare Year

Introduction to Healthcare Science

Anatomy and Physiology is a vital part of most healthcare post-secondary education programs. The Essentials of Healthcare is a medical-focused anatomy course addressing the physiology of each body system, along with the investigation of common diseases, disorders and emerging diseases. The prevention of disease and the diagnosis and treatment that might be utilized are addressed, along with medical terminology related to each system. This course provides an opportunity to demonstrate technical skills that enforce the goal of helping students make connections between medical procedures and the pathophysiology of diseases and disorders.

x Allied Health and Medicine Year

Essentials of Healthcare

Develop a working knowledge of various allied health opportunities. Students focusing on a career path in the healthcare field may apply classroom/lab knowledge and skills in the clinical setting as they participate in direct or simulated client care. The curriculum allows instructors to provide options for classroom/student growth opportunities in area(s) of interest to the student. These options may be determined by community need, available resources, and/or student interest, etc.

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Information Technology Career Cluster

Computer Programming Pathway (Coming 2022) NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Introduction to Digital Technology

Year

The foundational course for Web & Digital Communications, Programming, Advanced Programming, Information Support & Services, and Network Systems pathways. Designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands-on activities and project focused tasks. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course.

x Computer Science Principles

Year Introduction to Digital Technology

Focused on building a solid understanding and foundation in computer science. This course emphasizes the content, practices, thinking and skills central to the discipline of computer science. Focuses of this course are computational thinking practices: connecting computing, developing computational artifacts, abstracting, analyzing problems and artifacts, communicating, and collaborating. Various forms of technologies will be used to expose students to resources and application of computer science.

x Programming, Games, Apps and Society

Year Computer Science Principles

Designed to strategize, design, and develop games and mobile and desktop applications that can be produced in the real world. Students will learn about life-cycles of project development and use models to develop applications. Attention will be placed on how user interfaces affect the usability and effectiveness of a game or an application. Programming constructs will be employed which will allow students’ applications to interact with “real world,” stimuli. The course exposes students to privacy, legality, and security considerations with regards to the software industry.

Computer Science Pathway (Coming 2022)

x Introduction to Digital Technology

Year

The foundational course for Web & Digital Communications, Programming, Advanced Programming, Information Support & Services, and Network Systems pathways. Designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands-on activities and project focused tasks. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course.

x Computer Science Principles

Year Introduction to Digital Technology

Focused on building a solid understanding and foundation in computer science. This course emphasizes the content, practices, thinking and skills central to the discipline of computer science. Focuses of this course are computational thinking practices: connecting computing, developing computational artifacts, abstracting, analyzing problems and artifacts, communicating, and collaborating. Various forms of technologies will be used to expose students to resources and application of computer science.

x x AP Computer Science Principles

Year Instructor Approval

AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts. AP Computer Science Principles also gives students the opportunity to use current technologies to create computational artifacts for both self-expression and problem solving. Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science.

x x AP Computer Science A Year Instructor

Approval

The goals of the AP Computer Science A course are comparable to those in the introductory course for computer science majors offered in many college and university computer science departments. It is not expected that all students in the AP Computer Science A course will major in computer science at the university level. The AP Computer Science A course is intended to serve both as an introductory course for computer science majors and as a course for people who will major in other disciplines and want to be informed citizens in today’s technological society.

x

Embedded Computing

Year Introduction to Digital Technology

The demand for programming (software development) has gone well beyond desktop computers and the web, into a ubiquitous world of personal devices, smart cars, intelligent factories, and even more. These systems interact with us directly, as well as with each other. This course will focus on the interaction of programming and devices, using data from various sensors and sources in order to make decisions, take actions, and more. A common industry term to describe this work is Internet of Things. Students will show first-hand how programming and machines interact to accomplish common and essential tasks throughout our society

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Law Enforcement Services/Criminal Investigations Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x

Introduction to Law, Public Safety, Corrections and Security

Year

The pre-requisite for all other courses within the Career Cluster. Provides students with career-focused educational opportunities in various LPSCS fields. Examines the basic concepts of law related to citizens’ rights and the responsibilities, and students will receive instruction in critical skill areas including: communicating with diverse groups, conflict resolution, ethics, CERT (Citizens Emergency Response Training, or similar program), basic firefighting, report writing, terrorism, civil and criminal law.

x Criminal Justice Essentials Year

Introduction to Law, Public Safety, Corrections and Security

Provides an overview of the criminal justice system. Starting with historical perspectives of the origin of the system, the course reviews the overall structure. Students will become immersed in criminal and constitutional law and will review basic law enforcement skills. The course ends with a mock trial to provide participants with a first-hand experience of the criminal justice system. The course will also provide in depth competencies and components for the co-curricular Skills USA student organization that should be incorporated throughout instructional strategies of the course.

x Criminal Investigations Year Criminal Justice

Essentials

Designed to explore the basic processes and principles of a criminal investigation. Students will learn the legal responsibilities and challenges of the patrol officer, investigator, and crime scene technician at a crime scene. Students will learn the importance of preserving and documenting the crime scene along with the identification, collection, and processing of evidence and the contribution to the criminal investigation.

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Engineering and Technology Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Foundations of Engineering and Technology

Year

The introductory course for the Engineering and Technology Education pathways. This STEM driven course provides the students with an overview of engineering and technology including the different methods used in the engineering design process developing fundamental technology and engineering literacy.

x Engineering Concepts

Year Foundations of Engineering and Technology

Design technical solutions to engineering problems using a whole systems approach to engineering design. Students will demonstrate the application of mathematical tools, teamwork, and communications skills in solving various design challenges, while maintaining a safe work environment.

x Engineering Applications

Year Engineering Concepts

Apply knowledge of Science, Technology, Engineering, and Math (STEM) to develop solutions to technological problems. Solutions will be developed using a combination of engineering software and prototype production processes. Students will use market research, cost benefit analysis, and an understanding of the design cycle to create and present design, marketing, and business plans for their solutions. A capstone project will allow students to demonstrate their depth of knowledge of the engineering design process and prepare them for future opportunities in the field of engineering.

Automobile Maintenance and Light Repair Pathway NCAA

Approved HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x Basic Maintenance and Light Repair

Year

Foundational course for the Automobile Maintenance and Light Repair pathway. exposed to courses in automotive preventative maintenance and servicing and replacing brakes and steering and suspension components. Learn how to do general electrical system diagnosis, learn electrical theory, perform basic tests and determine necessary action. In addition, students will learn how to evacuate and recharge air conditioning systems using the proper refrigerant.

x Maintenance and Light Repair II

Year Basic Maintenance and Light Repair

Learning the basic skills needed to gain employment as a maintenance and light repair technician and will expose students to automotive preventative maintenance and servicing, as well as replacing brakes, and steering and suspension components. Learn general electrical system diagnosis, electrical theory, basic test requirements, and determining necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant.

x Maintenance and Light Repair III

Year Maintenance and Light Repair II

Continue advancing the skills needed to gain employment as a maintenance and light repair technician and will expose student to automotive preventative maintenance and servicing, replacing brakes, as well as steering and suspension components. Learn about general electrical system diagnosis, electrical theory, basic tests that are required, and determine the necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant.

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Aviation- Flight Operations – EMBRY RIDDLE AERONAUTICAL UNIVERSITY Dual Enrollment Credit

NCAA Approved

HOPE Rigor

Course Name Term Prerequisite Course Descriptions

x

Fundamentals of Aerospace – Open to all Grades

Year None

This course is designed as the foundational course for both the Aviation Maintenance and the Flight Operations pathways. Students will gain a fundamental knowledge base in aviation history and regulations, the basic principles of flight, aerospace careers, and factors influencing work systems, aerospace technologies, and basic aviation meteorology. These concepts can later be applied to various aerospace occupations. Classroom and lab activities will assure students a thorough understanding of the aerospace environment

x

Flight Operations I * (11th-12th Grade Only)

Year

Offered only to 11th through 12th grade (Dual Enrollment)

Navigation and Communication are essential to the safe operation of aircraft within the airspace system. This course provides a foundation that enables the student to apply the basics of aircraft navigation and utilize efficient communication methods for safe aircraft operations.

x Flight Operations II

Year

Flight Operations I (Dual Enrollment)

Atmospheric dynamics and concepts are addressed to build a meteorological foundation that will enable students to understand environmental variables that create and change the earth’s weather. Meteorological techniques will be used in analyzing, charting, and forecasting weather patterns, and students will apply learned skills to the aeronautical needs and procedures of the air transportation industry. Students will learn the information to earn their private pilot knowledge test by taking and passing the appropriate FAA Exam.

x Unmanned Aerial Vehicles

Year Open to all grades, No Prerequisites

This course provides a foundation to prepare a student to earn a commercial license to pilot an unmanned aircraft system. Topics discussed include weather and effects of weather on an unmanned aircraft; types and uses of unmanned aircraft; pre-flight planning and checks; FAA requirements; technology and remote instrumentation; radio communications, plus much more. Students will learn information to earn their remote pilot license by taking and successfully passing the FAA Part 107 Exam.

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