PROGRAM OF STUDIES 2022-2023

PROGRAM

STUDIES

2022-2023

Dover-Sherborn High School

9 Junction Street

Dover, MA 02030

Phone: 508-785-1730 Fax: 508-785-8141

John Smith Ellen Chagnon

Pricipal Director of Guidance

Ann Dever-Keegan Emily Sullivan

Assistant Principal Athletic Director

The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national

origin, sexual orientation, disability, or homelessness.

January 2022

Dear Dover-Sherborn Students,

The full range of courses offered at Dover-Sherborn High School is included in this Program of

Studies. I recommend that you review options with your teachers, school counselors, and parents

or guardians, and make informed decisions that will serve you well. All requests for course

placement reviews must be completed in writing by April 29, 2022. All scheduling decisions must

be completed by May 1, 2022 for the 2022-2023 school year. The decisions as of May 1, 2022 will

prevail in the fall. If you or your parents have any questions or concerns, please do not hesitate to

ask your teachers, department heads, or your school counselors for assistance and advice. They

can help you devise a long-range plan and alleviate any angst related to the course selection

process.

When making choices, keep in mind the requirements for graduation that are listed in this

publication, and pay close attention to any prerequisites that might exist for courses. Additionally,

please consider the homework expectations for each course you select. Information on

homework expectations can be reviewed on page 18. Remember to choose alternatives for

electives and list those on your course selection sheet in the appropriate section. If you are

unable to secure your first choice because of space or other scheduling issues, every effort will be

made to enroll you in one of your alternate selections.

During your four years at the high school, I urge you to take advantage of the opportunity to select

a variety of courses, to take an online course through the TEC Connections Learning, and to avail

yourself of the athletic and extracurricular activities that are offered. You might discover a new

interest.

I hope that you find your choice of courses intellectually stimulating. I wish you success in your

studies.

Sincerely,

John Smith

Principal

DOVER-SHERBORN HIGH SCHOOL MISSION STATEMENT

Dover-Sherborn High School is a community of learners

whose goal is to inspire academic excellence and

a commitment to personal and civic responsibility.

We engage in the learning process with honesty, creativity, dedication, and respect,

and seek to cultivate an atmosphere of freedom and trust

in a safe and nurturing environment.

ENGLISH LANGUAGE LEARNERS

Students and parents who are not able to read or communicate in English are asked to notify

the Principal. School staff will make arrangements for all relevant information in this booklet to

be available in the family‘s primary language.

NON-DISCRIMINATION STATEMENT

The Dover Sherborn Public Schools do not discriminate in admission to, access to, treatment in,

or employment in its services, programs, activities, on the basis of race, color, or origin, in

accordance with Title VI of the Civil Rights Act of 1964 (Title VI); on the basis of sex, in

accordance with Title IX of the Education Amendments of 1972: on the basis of disability, in

accordance with Section 504 of the Rehabilitation Act of 1973 (Section 504) and Titles I and II of

the Americans with Disabilities Act of 1990 (ADA); or on the basis of age, in accordance with the

Age Discrimination Act of 1974 (Age Discrimination Act). Furthermore, in accordance with

M.G.L. c.76 s.5 Dover, Sherborn, and Dover Sherborn Schools do not exclude or discriminate

against students in admission or in obtaining its advantages, privileges, or courses of study on

the basis of age, race, color, sex/gender, gender identity, religion, national origin, sexual

orientation, disability or homelessness.

Disclaimer

As counseling services and publications within the Dover Sherborn Public Schools are free from

bias and stereotypes on the basis of age, race, color, sex/gender, gender identity, religion,

national origin, sexual orientation, disability or homelessness, all counselors encourage

students to consider programs of study, courses, extracurricular activities, and occupational

opportunities on the basis of individual interests, abilities, and skills.

BULLYING & CYBERBULLYING

The Dover Sherborn Schools are committed to maintaining a school environment where

students are free from bullying, including cyber-bullying. Cyber-bullying is bullying through

the use of computers, or other technology or electronic devices such as telephones, cell

phones, computers, and the Internet. It includes, but is not limited to sending mean/threatening

email, instant messages, text messages and mean/threatening Internet postings. See M.G.L.c.

71, § 37O for the legal definition of cyber bullying.

TABLE OF CONTENTS

GENERAL INFORMATION

Portrait of a Graduate 5

Parents/Guardians as Partners 6

Program of Studies 6

School-Wide Expectations for Student Learning 6

School-Wide Rubrics 9

Summary of Graduation Requirements 15

Course Levels of Instruction 18

Course Registration Process 20

Course Change Procedures 23

National Honor Society 27

World Language Honor Society 27

Massachusetts State Seal of Biliteracy 27

Global Citizenship Program 28

Eligibility for Extra Curricular Activities 28

NCAA Clearing House 29

Guidance 29

Standardized Testing Information 30

Suggested Course of Study for Post Secondary Education 32

DEPARTMENTS

English 34

Fine & Performing Arts 47

Mathematics 58

Science 71

Social Studies 82

Technology Engineering & Computer Science 90

Wellness 100

World Language 109

Special Programs 122

PORTRAIT OF A DOVER SHERBORN GRADUATE

PARENTS/GUARDIANS AS PARTNERS

Our goal is to work in partnership with parent/guardians. Essential to this effort is effective

communication among parent/guardians and the school. Using frequent written communication

as a starting point, we wish to convey to parent/guardians our willingness to engage in

conversation on a regular basis. Parent/guardians should always feel free to call or e-mail

faculty and staff and to be in regular contact with the school about a student‘s progress or

concerns. From our end, we will expect your participation and support. You are your child‘s

most important teachers and role models.

PROGRAM OF STUDIES

Dover-Sherborn High School has a broad curriculum encompassing the following disciplines:

English, world language, mathematics, science, social studies, physical education and health,

living, fine and technical arts, and educational technologies. Extracurricular activities offer

opportunities for involvement in athletics, clubs, student performances, and student government.

The curriculum and program of studies promote independence of thought and action. It is our

goal to help students to develop an individual voice and perspective. Students learn how to be

effective communicators. In addition, students are exposed to a variety of opportunities that

allow for creativity, cooperative learning, and constructive critiquing of fellow students‘ work.

SCHOOL-WIDE EXPECTATIONS FOR STUDENT LEARNING

ACADEMIC EXPECTATIONS

Dover-Sherborn graduates will demonstrate the ability to:

1. Read effectively

2. Write effectively

3. Speak effectively

4. Solve problems effectively

5. Design and create effectively

6. Perform Effectively

CIVIC EXPECTATIONS

Dover-Sherborn graduates will demonstrate the following:

1. Civic responsibility by:

 accepting the role of an individual in a democratic society

a. Students participate during town meetings.

b. Students participate in election speech assemblies.

c. Students vote in class, school and club elections.

 actively participating in school

a. Students participate as members of classes, clubs, teams and other

organizations.

 adhering to school policies

a. Students arrive at school on time.

b. Students do not engage in behavior that leads to disciplinary referrals,

detentions and/or suspensions.

c. Students demonstrate respect for the entire staff.

 serving the community

a. Students complete ten hours of community service per year enrolled at Dover-

Sherborn.

b. Students organize projects, such as fundraisers, charity drives and tutoring,

either individually or as members of a club or organization.

2. A global perspective by:

 identifying links, commonalities, and differences among world cultures

a. Students organize and participate in American Field Service weekend.

b. Students organize and participate in the China Exchange.

c. There is a focus on interdisciplinary study and diversifying the curriculum.

d. All students are provided with the opportunity to increase their global

perspective through a three-year history requirement.

e. Students are given the opportunity to increase their global perspective through

―History Night at the Movies.‖

f. All freshmen are given the opportunity to participate in the Arab Banquet that

allows them to foster an appreciation of Arab cultures.

 demonstrating the ability to communicate in a language other than English

a. Student must fulfill a three-year language requirement.

b. State and national testing are evidence of the rigor of this program.

 recognizing their role as world citizens

a. Students donate time and money to various global organizations.

b. Students participate in the World Challenge Program.

c. Students participate in work camps.

d. Students participate in American Field Services.

SOCIAL EXPECTATIONS

Dover-Sherborn graduates will demonstrate the following:

1. Respect for individuals, school and community by:

 adhering to school policies

a. Students follow the policies stated in the Student Handbook.

b. Students do not engage in behavior that leads to infractions and discipline

slips.

 practicing common courtesy

a. Students are respectful of one another in class and during unstructured time.

b. Students demonstrate respect to visitors to the school.

c. Student athletes demonstrate good sportsmanship.

 practicing safe behavior

a. Safe behavior is promoted through school programs such as: Peer Helping,

Mindfulness Group, and SADD.

b. Students appropriately seek out guidance counselors and nurses.

c. Students demonstrate proper use of school equipment while using school

facilities.

 maintaining a clean facility

a. Students leave the cafeteria clean after break and lunches.

b. Students maintain a graffiti-free environment.

c. Students clean up their belongings in classrooms, from locker rooms and

athletic fields, and from the grounds and other common areas.

2. Responsibility for their behavior by:

 investing in their education

a. Students do not engage in behavior that leads to deficiency reports.

b. Students who have received deficiency reports return the reports signed by

parent/guardian(s).

c. Students who have received deficiency reports regularly attend extra help

sessions.

d. Students have regular attendance and are punctual.

e. Students participate in co-curricular organizations.

 acting with integrity

a. Students do not engage in cheating and/or plagiarism.

b. Students do not violate the school‘s Internet Use policy.

 accepting consequences of their actions

a. Students attend scheduled detentions.

3. Sensitivity to diversity of opinions, abilities, learning styles, lifestyles, and cultures by:

 fostering supportive relationships

a. Students do not engage in hate speech.

b. Students do not engage in bullying and/or harassment.

 practicing respectful disagreement

a. Students listen respectfully to the views of others and express differences of

opinions appropriately.

b. Students do not engage in fighting on campus and at school events.

c. Participants and fans demonstrate sportsmanlike conduct during all athletic

events.

d. Fans, student athletes and coaches consistently demonstrate appropriate

behavior at all school events.

4. The ability to work collaboratively by:

 assuming productive roles

a. Students plan class and school events.

b. Students participate in Student Council.

c. Students actively participate as members of clubs and athletic teams, and may

seek roles of leadership such as class and club officers or athletic captains.

d. Students are involved in Peer Helping.

e. Students participate in drama productions.

f. Students work productively during group activities in class.

 interacting cooperatively

a. Students work effectively as team members to complete group projects.

b. Students work collaboratively to organize school-wide initiatives and events.

c. Students demonstrate cooperation through their behavior during classroom

activities, meetings of clubs, and sports events.

 achieving shared goals

a. Students complete short and long-term group projects in classes.

b. Students contribute to the success of drama productions, activities, fundraisers,

and service projects.

SCHOOL WIDE RUBRICS

ACADEMIC:

Reading

Performance Levels for

Academic Expectations

Read effectively

4 – Work Consistently

Exceeds

Expectations

Insightfully and consistently summarizes and analyzes literal and inferential meaning

Insightfully and consistently makes connections among texts and applies acquired

knowledge outside the text

Reaches insightful conclusions involving critical elements of the text(s)

3 – Work Meets

Expectations

Proficiently summarizes and analyzes literal and inferential meaning

Generally makes relevant connections among texts and/or to the world outside the text

Distinguishes the critical elements of the text(s).

2 – Work Sometimes

Meets Expectations

Recognizes and summarizes literal meanings

Sometimes makes relevant connections among texts and/or to the world outside text

Distinguishes some critical elements of the text(s)

1 – Work Rarely or Never

Meets Expectations

Recognizes literal meanings

Rarely or never makes relevant connections among texts and /or to the world outside text

Distinguishes almost none of the critical elements of the text(s)

Writing

Performance Levels for

Academic Expectations

Write effectively

4 – Work Consistently

Exceeds

Expectations

Displays clear and insightful focus

Displays sophisticated and/or original organization

Consistently uses specific, relevant and accurate details as well as insightfully develops topic

Displays exemplary command of language conventions

Uses rich, precise vocabulary and sophisticated syntax

3 – Work Meets

Expectations

Displays clear and appropriate focus

Displays logical and appropriate organization

Generally uses relevant and accurate details and thoroughly develops topic

Demonstrates fluency in standard conventions of language

Makes effective use of vocabulary and displays sentence variety

2 – Work Sometimes

Meets Expectations

Displays somewhat clear and generally appropriate focus

Displays some evidence of organization

Uses some relevant and accurate details but has limited development of topic

Demonstrates inconsistent grasp of standard conventions of language

Sometimes makes effective use of vocabulary and syntax

1 – Work Rarely or Never

Meets Expectations

Displays somewhat clear and generally appropriate focus

Displays some evidence of organization

Uses some relevant and accurate details but has limited development of topic

Demonstrates inconsistent grasp of standard conventions of language

Sometimes makes effective use of vocabulary and syntax

Speaking

Performance Levels for

Academic Expectations

Speak effectively

4 – Work Consistently

Exceeds

Expectations

Displays exemplary command of subject

Delivers with exemplary confidence, fluency, and poise/presence

Masterfully and consistently engages listeners by establishing focus, tone, volume, and style

appropriate for audience

Displays exemplary articulation/command of language conventions

Makes exemplary use of visuals/props/technology to convey meaning

3 – Work Meets

Expectations

Displays command of subject

Delivers confidently and fluently

Generally engages listeners by establishing focus, tone, volume, and style appropriate for

audience

Displays clear articulation/command of language conventions

Makes appropriate use of visuals/props/technology to convey meaning

2 – Work Sometimes

Meets Expectations

Displays limited command of subject

Delivers with limited confidence and fluency

Occasionally engages listeners by establishing focus, tone, volume, and style appropriate

for audience

Displays somewhat unclear articulation/command of language conventions

Makes limited use of visuals/props/technology to convey meaning

1 – Work Rarely or Never

Meets Expectations

Displays little or no command of subject

Delivers with little or no confidence or fluency

Rarely or never engages listeners

Displays inadequate articulation/command of language conventions

Makes little or no use of visuals/props/technology to convey meaning

Problem Solving

Performance Levels for

Academic Expectations

Solve problems effectively

4 – Work Consistently

Exceeds

Expectations

Solution shows a complete understanding of the problem, identifying appropriate concepts and the

information necessary for its solution

 Uses an efficient and sophisticated strategy to reach solution, evaluating any errors made and

revising the strategy for future investigation

 Employs refined and complex reasoning, applying procedures accurately and verifying the results

 Includes a complete and logical explanation detailing how the problem is solved, including all of the

steps involved

 Follows standard conventions of writing; uses precise and appropriate terminology and symbols

3 – Work Meets

Expectations

Solution shows an understanding of the problem, identifying major concepts and the information

necessary for its solution

Uses a strategy that leads to a solution of the problem, making few or no errors

Employs proficient reasoning, applying procedures appropriately

Includes a clear explanation of how the problem is solved, detailing most of the steps involved

Generally follows standard conventions of writing; generally uses appropriate terminology and

Symbols

2 – Work Sometimes

Meets Expectations

 Solution shows limited understanding.

 Uses a strategy that approaches a solution, making some errors that prevent a complete solution

 Employs some effective reasoning, sometimes applying procedures appropriately

 Includes an incomplete explanation that may not be clearly presented

 Inconsistently follows standard conventions of writing; uses terminology and symbols

inappropriately or fails to use them

1 – Work Rarely or Never

Meets Expectations

Solution shows that few or no parts of the problem are understood

Uses no strategy or a strategy that does not lead to a solution

Employs little or no reasoning, making many procedural errors

Includes no explanation or an explanation that is not understandable or related to the problem

Rarely follows standard conventions of writing; uses no appropriate terminology or symbols

Designing and Creating

Performance Levels for

Academic Expectations

Design and create effectively

4 – Work Consistently

Exceeds

Expectations

Insightfully and consistently uses varied sources of inspiration

Accepts or rejects ideas after insightful and consistent analysis or evaluation of them

Insightfully and consistently directs a course of action based upon conclusions

Insightfully and consistently relates ideas and applies imagination and

conscientiousness to presentations/performances/construction

Demonstrates insightful perspective in the application and presentation of ideas

3 – Work Meets

Expectations

Proficiently uses varied sources of inspiration

Accepts or rejects ideas after thorough analysis or evaluation of them

Proficiently directs a course of action based upon conclusions

Proficiently relates ideas and applies imagination and

conscientiousness to presentations/performances/construction

Demonstrates informed perspective in the application and presentation of ideas

2 – Work Sometimes

Meets Expectations

Makes limited use of varied sources of inspiration

Accepts or rejects ideas after limited analysis and evaluation of them

Inconsistently or inappropriately directs a course of action based upon conclusions

Usually relates ideas and applies imagination and

conscientiousness to presentations/performances/construction

Demonstrates somewhat informed perspective in the application and presentation of ideas

1 – Work Rarely or Never

Meets Expectations

Makes little or no use of varied sources of inspiration

Accepts or rejects ideas after little or no analysis or evaluation of them

Does not direct a course of action based upon conclusions

Needs assistance to relate ideas and apply imagination and

conscientiousness to presentations/performances/construction

Demonstrates uninformed perspective in the application and presentation of ideas

Performing

Performance Levels for

Academic Expectations

Perform effectively

4 – Work Consistently

Exceeds

Expectations

 Consistently demonstrates evidence of thorough preparation/rehearsal

 Consistently demonstrates exemplary technical skill, technique, and/or physical prowess

 Performs dynamically and confidently

 Achieves and sustains unity of role and performer

 Uses appropriate props, attire, and/or equipment to full effect

 Consistently demonstrates ability to work independently and/or cooperatively/collaboratively, as

appropriate to task

 Consistently demonstrates ability to analyze and reflect insightfully on performance

3 – Work Meets

Expectations

 Demonstrates clear evidence of preparation/rehearsal

 Generally demonstrates technical skill, technique, and/or physical prowess

 Performs confidently

 Achieves unity of role and performer

 Uses appropriate props, attire, and/or equipment

 Generally demonstrates ability to work independently and/or cooperatively/collaboratively, as

appropriate to task

 Demonstrates ability to analyze and reflect on performance

2 – Work Sometimes

Meets Expectations

 Demonstrates limited evidence of preparation/rehearsal

 Sometimes demonstrates technical skill, technique, and/or physical prowess

 Performs perfunctorily—without enthusiasm

 Approaches unity of role and performer

 Uses some props, attire, and/or equipment

 Demonstrates limited ability to work independently and/or cooperatively/collaboratively, as appropriate

to task

 Demonstrates limited ability to analyze and reflect on performance

1 – Work Rarely or Never

Meets Expectations

 Demonstrates little or no evidence of preparation/rehearsal

 Demonstrates little or no technical skill, technique, and/or physical prowess

 Performs inadequately

 Displays disunity of role and performer

 Uses inappropriate or inadequate props, attire, and/or equipment

 Demonstrates little or no ability to work independently and/or cooperatively/collaboratively, as

appropriate to task

 Demonstrates little or no ability to analyze and reflect on performance

SUMMARY OF GRADUATION REQUIREMENTS

COVID-19 College Statement

2021-2022 School Year:

Dover-Sherborn has returned to in-person learning, 5 days a week. We will publish interim

grades in late October and first semester grades in early February.

2020-2021 School Year:

For the 2020-2021 school year, Dover Sherborn High School opted to follow a hybrid model of

education. Students attended school in-person for two days each week and learned remotely for

three days. Standard letter grades were given, though students did not take midyear or final

exams. To accommodate a later start of the school year, we adjusted our overall semester

grades to reflect a running average of work done each semester. Final grades for the year were

calculated by weighting each grade as follows: Semester 1 (50%), Semester 2 (50%).

2019-2020 School Year:

Due to the COVID-19 pandemic, Dover Sherborn High School shifted to remote learning on

Friday, March 13, 2020. Standard letter grades were given for Quarters 1 and 2 and,

subsequently, Semester 1. A letter grade was also given for Quarter 3, representing only the in-

person portion of the second semester. Fourth quarter was graded on a Pass/Fail basis. Final

grades for the year were calculated by weighting each grade as follows: Semester 1 (72%),

Quarter 3 (18%), Quarter 4 (10%).

According to The Massachusetts Educational Reform Act of 1993, students must be engaged in

learning throughout the school day. In order to ensure this, students choose a minimum of at

least 36 credits but not more than 45 credits per year. All students must earn 140 credits to

graduate as well as satisfy all other graduation requirements including state graduation

examinations. Monitoring credits and meeting graduation requirements are the responsibility of

each student and his or her parent/guardian.

All students must pass and earn the following credits as part of the 140 credits required

for graduation:

•English Four years 24.0 credits

•Mathematics Four years 24.0 credits

•Science Three years 18.0 credits

•Social Studies Three years consisting of 18.0 credits

World History and U.S. History

•World Language Three years 18.0 credits

•Technology Engineering & Computer Science, 18.0 credits

Fine & Performing Arts

•Wellness 12.5 credits

9th Grade: One semester of Phys Ed (P.E.) (2.5 credits)

One semester of Health (2.5 credits)

10th Grade: Two semesters of P.E (3.0 credits)

11th Grade: Two semesters of P.E (3.0 credits)

12th Grade: One semester of P.E (1.5 credits)

•Community Service 40 hours

•Earn a passing score in all MCAS Graduation/Competency Determination

requirements as outlined in order to earn a diploma.

Please consult the Student Handbook for information about credit requirements as they

relate to participation in student activities.

MCAS

Pass ELA, Math, and Science within the following structure:

ELA & Math

Subject

Classes of 2021 and 2022

Class of 2023

Option 1

Option 2

Option 1

Option 2

ELA

Earn a

score of

472 or

higher

Successful completion of a

relevant high school course

(Refer to the links provided

above for details of the

temporary modification of the

CD requirements.)

Earn a

score of

472 or

higher

Earn a score between 455

and 471 sand

Fulfill the requirements of an

Educational Proficiency Plan

(which will be implemented

in the 2021-22 school year)

Math

Earn a

score of

486 or

higher

Successful completion of a

relevant high school course

(Refer to the links provided

above for details.)

Earn a

score of

486 or

higher

Earn a score between 469

and 485 and Fulfill the

requirements of an

Educational Proficiency Plan

(which will be implemented

in the 2021-22 school year)

Science (STE)

Subject

Class of 2020

Classes of 2021–2023

Class

of 2024

Option 1

Option 2

Option 1

Option 2

STE

Earn a score

of 220 or

higher (for

students who

took an STE

test in

February 2020

or earlier)

Successful

completion of a

relevant high

school course

(Refer to the April

29, 2020 Update,

provided above,

for details.)

Earn a score

of 220 or

higher (for

students who

took an STE

test in

February 2020

or earlier)

Successful

completion of a

relevant high

school course

(Refer to the May

26, 2020 Update,

provided above,

for details.)

Earn a

score

of 220

higher

Educational Proficiency Plans (EPPs)

An EPP must be developed for any student who does not meet or exceed the Proficient level (a

minimum scaled score of 240) or next-generation equivalent on the grade 10 ELA and/or

Mathematics tests.

Each EPP includes, at a minimum:

 a review of the student's strengths and weaknesses, based on MCAS and other

assessment results, coursework, grades, and teacher input;

 the courses the student will be required to take and successfully complete in grades 11

and 12; and

 a description of the assessments the school will administer on a regular basis to

determine whether the student is moving toward Proficiency.

The EPP is not required for students in the classes of 2020–2022, who are eligible for the

modified CD. It will be required in the school year 2021–2022 for subsequent classes.

MINIMUM SAMPLE SCHEDULE

Grade 9 Credits

English I 6

Math 6

Science 6

World History I 6

World Language 6

Technology Engineering, & Computer

Science, Fine & Performing Arts 3-6

Phys Ed & Health (2 sem) 5

Grade 10 Credits

English II 6

Math 6

Science 6

World History II 6

World Language 6

Technology Engineering, & Computer

Science, Fine & Performing Arts,

and other Electives 6

Phys Ed & Health (2 sem) 3

Grade 11 Credits

English 6

Math 6

Science 6

US History 6

World Language 6

Technology Engineering, & Computer

Science, Fine & Performing Arts

and Other Electives 6

Phys Ed & Health (2 sem) 3

Grade 12 Credits

English 6

Math 6

Science 6

Social Studies 6

World Language 6

Technology Engineering, & Computer

Science, Fine & Performing Arts

and Other Electives 3-6

Phys Ed & Health (1 sem) 1.5

CREDIT ALLOCATIONS

Full year courses that meet six days out of the eight day rotation are worth six credits. One

semester courses that meet six days out of the eight day rotation are worth three credits. Yearlong

courses that meet three days out of the eight day rotation are worth 3 credits. The credit allocations

for each course listed in the Program of Studies are noted in the course description.

Please note: In the 2020-2021 school year, credit allocations remained the same but the delivery of

instruction moved to a hybrid model. The 8 day rotation moved to a weekly 5 day schedule and

courses met for longer periods.

The credit awarded to transfer students for courses completed at an accredited institution prior to

their enrollment at Dover-Sherborn High School will be adapted as appropriate to be comparable to

the credit system of Dover-Sherborn High School

Course Waiver: The Principal has the authority to waive the completion of graduation course

requirements when scheduling difficulties arise. Regardless of any action approved by the Principal,

students are still required to complete a minimum of 140 credits to graduate.

TRANSITION FROM FRESHMAN TO SOPHOMORE STATUS

To attain sophomore status by the beginning of the next academic year, freshmen must earn 6

credits in mathematics and 6 credits in English, plus 12 additional credits. Credits are earned by

passing a course with a numeric grade of 65% (D) or above.

Parent/guardians will be notified by the teachers and Guidance Department if their son or daughter

is in danger of not passing which could affect sophomore status for the next academic year.

This policy has been adopted to support Dover-Sherborn's high academic expectations and in

response to Massachusetts Education Reform initiatives.

CREDIT RECOVERY

If a student fails a course that is required for graduation with a grade of 55 or above, he or she is

eligible for credit recovery through a recommended remedial course taken outside of Dover

Sherborn High School. If a student fails a course required for graduation with a grade below a 55,

he or she must retake the full course at Dover Sherborn High School or through a pre-approved

program.

In keeping with the school's policy, no more than 2 courses in a student's overall high school career

may be taken in summer school or earned from another institution while enrolled at DS. Any course

taken outside of DS for credit toward graduation requirements must receive the prior approval of

the Principal. Approval is based upon review of the course curriculum and consultation with the

appropriate Department Head. Credit will not be granted until an official transcript with a passing

grade is received from the approved program. Additional courses are decided at the Principal‘s

discretion.

COURSE LEVELS OF INSTRUCTION

Levels are classified as Advanced Placement, Honors, and College Preparatory. Although much of

the subject matter in different levels is similar, these courses differ in the depth of content and the

pace of presentation. The Advanced Placement and Honors level courses are designed for

students who have clearly demonstrated significantly high achievement in previous courses within

the same or related discipline. Some courses have combined levels of Honors and College

Preparatory credit.

Students are assigned to appropriate levels in each subject and may move from one level to

another when recommended by their subject teacher. Level assignments are determined after

careful consideration is given to the student‘s performance to date, along with past and present

teacher recommendations.

AP COURSES

Dover-Sherborn offers a wide variety of Advanced Placement (AP) courses. These courses are

very rigorous and follow a specific College Board based curriculum to prepare students to take the

AP examinations or submit portfolio assessments that are given in May. Some colleges consider

data from these AP tests/assessments for placement purposes and potential college credits. In

order for AP weight to be factored in to a student’s GPA, the student must take the

Advanced Placement Examination. If the student does not choose to complete the

assessment, the student may remain in the course and take it for Honors weighting. Because

of the nature of Advanced Placement classes and the commitment to a standardized assessment,

final examinations for seniors in AP courses are up to the discretion of the teacher. Students in

Advanced Placement courses who are not seniors are expected to sit for a final examination,

unless otherwise approved by the Principal.

HONORS COURSES investigate some topics in greater depth than the corresponding College

Preparatory courses.

COLLEGE PREPARATORY COURSES, if passed satisfactorily, provide the requirements needed

to pursue higher education in the academic and vocational fields.

HOMEWORK POLICY

Many teachers have class notes and homework available on their websites for parent/guardians

and students to consult as often as necessary. When selecting courses, parent/guardians and

students should be mindful of the amount of homework generally required. Homework will vary

according to level and course, but the faculty has agreed to the following as a standard: students

should expect, on average, to spend 30-45 minutes each night doing homework for each CP or

Honors class, and 45-60 minutes for an AP class and homework will not count more than twenty

(20) percent of a term grade.

No homework shall be assigned over Thanksgiving break. Additionally, no homework shall be

assigned over winter break, February vacation, or April vacation except in Advanced Placement

courses. AP courses may assign limited reading that is essential for course content.

Major projects or papers due the week after vacation will not be due within the first two days

following the resumption of school.

ELECTIVE COURSES

Some specified courses, generally designed to complete graduation requirements, may also be

selected as electives. When a student requests one of these courses as an elective course, the

course is assigned on a space-available basis.

AUDITING A COURSE FOR ENRICHMENT

A student may request to audit additional courses if there is sufficient space. The student will be

expected to do all work and to take all tests and examinations. The course will appear on the final

transcript marked ‗Audit‘ with no grade or credit toward graduation.

COURSE REGISTRATION PROCESS

In January, the Program of Studies will be available on the high school website for students and

families to review and begin planning for the 2022-2023 academic year. Families are encouraged

to read course descriptions and requirements carefully and to consult with the school in advance of

the school deadlines should any questions or concerns arise.

AVAILABILITY OF COURSES

The Program of Studies offers a wide variety of courses. Staffing decisions are made in light of

student course requests and available resources. Low enrollment or staffing constraints may result

in the cancellation of courses and/or sections of courses. Courses may also be closed due to

maximum enrollment capacity. When enrollment has reached a maximum, preference will be given

to juniors and seniors. The school reserves the right to consult students‘ alternate course requests

when courses are cancelled, closed or when course conflicts arise.

MINIMUM COURSE LOAD

Students must choose courses generating a total of at least 36 but not more than 45 credits per

year. This is a requirement every year, regardless of whether graduation requirements have been

satisfied. Seniors must maintain a full academic schedule consisting of five full year academic

subjects, PE and 3.0 additional credits.

CURRENT HIGH SCHOOL STUDENTS

In January, students and parents/guardians will receive emails regarding the course request

process. Students are encouraged to speak with teachers regarding course choices for the

following school year. At the beginning of March, teachers will make online recommendations

regarding student course levels (CP, Honors, AP) for courses in mathematics, English, world

language, science and social studies as well as any other courses requiring teacher

recommendation as stated in the Program of Studies.

Beginning January 20, 2022 through noon on March 21, 2022, students will select desired courses

in the Fine & Performing Arts and/or Technology Engineering & Computer Science as well as select

other elected courses and enter these requests into their Aspen Student Account. Access to the

Aspen Student Account Course Request window will be closed at noon on March 21, 2022.

A couple of weeks after the student request window has closed, a Course Request form will be

generated in Aspen containing student course requests along with teacher recommendations for

courses in mathematics, English, world language, science and social studies. Students will be

scheduled for an individual appointment with their school counselor between March 22 and

April 4

to review completed course requests and teacher recommendations. Any necessary

additions or adjustments may be discussed during this appointment

Beginning on April 5, 2022, students and parents/guardians will have access to the Course Request

form in Aspen. Parents must sign off electronically in Aspen on the Course Request Form by

April 14, 2022 in order for student courses to be scheduled. Forms signed off on after April

14, 2022 may result in delay of scheduling and course availability. All level changes in

mathematics, English, world language, science and social studies must have teacher and

parent/guardian approval.

NOTE: Parent/Guardian signature in Aspen on the Course Request Form indicates that

parents/guardians have read the Program of Studies document, understand its contents, the

requirements of courses recommended and requested, and agree to the course program as listed

on this form. Parents/Guardians who wish to discuss a child's recommended course or level, should

contact the subject teacher for clarification. All scheduling change requests must be put in writing

by April 29, 2022 and decisions must be completed by May 1, 2022. The decisions as of May 1st

will be final for the 2022-2023 school year. Final course offerings are based on teacher

recommendations, student requests and on budgetary funding.

INCOMING FRESHMEN

Eighth grade teachers will recommend the appropriate course level in each subject for incoming

ninth grade students. Course level placements are the result of the teachers‘ best professional

judgment after working daily with the student and after reviewing the placement standards agreed

to by the middle and high school staff. Parents/guardians may request to meet with the student‘s

subject teacher to better understand the teacher‘s decision.

Beginning in January and early February, informational emails regarding the course request

process for incoming freshmen will be sent to parents/guardians. During this time, incoming

freshmen (eighth grade students) will receive a print copy of the 2022-2023 Program of Studies and

they will be asked to take the booklet home to share with their parents/guardians.

In late January/early February, eighth grade students will meet with members of the high school

counseling team, along with their school counselor, to learn how to access their Aspen Student

Account, and receive information on requesting their desired course choices in the Fine &

Performing Art and Technology Engineering & Computer Science. They will also be provided with

an overview of the transition from middle school to high school. An informational email will also be

sent home to parents/guardians on these topics.

Access to Student Course Requests will be available for incoming freshmen from January 20

through noon on March 21, 2022 allowing students (in consultation with their families) to enter their

desired elective course requests in the Fine & Performing Art and Technology Engineering &

Computer Science into their Aspen Student Accounts. The Aspen Student Account Course Request

period will be closed at noon of March 21, 2022.

Beginning on April 5, 2022 through April 14, 2022, students and parents/guardians will have access

to the Course Request form online via the Aspen Family Portal to view course recommendations

made by their teachers for courses in mathematics, English, world language, science and social

studies. Teacher recommendations are the result of the teachers‘ best professional judgment after

working daily with your son or daughter and after reviewing the placement standards agreed to by

the middle and high school faculty/staff. Students and parents/guardians will also be able to view

the student‘s course requests in Fine & Performing Art and, Technology Engineering & Computer

Science which were entered during the Aspen Student Account Course Request period.

Parents/Guardians must sign off electronically in Aspen on the Course Request Form by

April 14,

2022 in order for student courses to be scheduled. Forms signed off on after April

14 may result in delay of scheduling and course availability. All level changes in mathematics,

English, world language, science and social studies must have teacher and parent/guardian

approval.

Course programs are designed after the completed course request form is signed off on

electronically by a parent/guardian. All scheduling decisions must be completed before May 1,

2022 for the 2022-2023 school year.

NOTE: Parent/Guardian signature in Aspen on the Course Request Form indicates that parents

have read the Program of Studies document, understand its contents, the requirements of courses

recommended and requested, and agree to the course program as listed on this form. Parents who

wish to discuss a child's recommended course or level, should contact the subject teacher for

clarification.

All requests for placement reviews and scheduling change requests must be put in writing by April

29, 2022 and decisions must be completed by May 1, 2022. The decisions as of May 1st will be

final for the 2022-2023 school year. Final course offerings are based on teacher

recommendations, student requests and on budgetary funding. The school reserves the

right to consult alternate course requests when courses are cancelled, closed or when

course conflicts arise as necessary.

PLACEMENT REVIEW PROCESS FOR GRADES 10-12

English Department Placement Review for current high school students

Upper-class students in CP with a B+ average who desire to enter the Honors program may

submit a writing portfolio that includes both in- and out-of-class writing for review and

consideration by the English Department. The English Department will also seek comments from

the student‘s present and past English teachers. Portfolios must be submitted along with a

completed form obtained from his or her English teacher to the English Department Head no

later than April 29, 2022 for consideration.

Other Academic Department Placement Review

If a student does not meet the prerequisite for a given course and the student, and his or her

parent/guardian, wishes to discuss the child‘s recommended course or level, they are directed to

speak with the subject teacher first in accordance with departmental protocols. Parents may then

schedule a joint meeting with the recommending subject teacher and the Department Head to

review the teacher‘s recommendation before April 29, 2022. At this meeting, the student must

submit added evidence requested by the Department Head showing that he or she is capable of

Honors/AP level work in this subject and would contribute positively to the success of the course.

The decision of the Department Head and Principal will be final.

PLACEMENT REVIEW PROCESS FOR INCOMING FRESHMAN

English Department Placement Review for Incoming Freshmen

Incoming freshmen earning a B+ who wish to be considered for the Honors English program

may request a writing portfolio review by the High School English Department. The portfolio must

be submitted no later than April 29, 2022 to the Middle School Curriculum Leader with a form

obtained from their English teacher.

Other Academic Department Placement Review

If a student does not meet the prerequisite for a given course and the student, and his or her

parent/guardian, wishes to discuss the child‘s recommended course or level they are directed to

speak with subject teacher first in accordance with departmental protocols. Eighth grade

teachers will recommend the appropriate course level in each subject for incoming ninth grade

students. Course level placements are a result of the teachers‘ best professional judgment after

working daily with the student and after reviewing the placement standards agreed to by the

middle and high school staff. After the initial subject teacher contact, any further discussion

about placement should be directed to the appropriate Department Head at the high school

before April 29, 2022. The decision of the Department Head and Principal will be final.

All scheduling decisions for grades 9-12 must be completed by May 1, 2022 for the 2022-

2023 school year. Decisions as of May 1, 2022 will be final in the fall.

ACCELERATING IN A COURSE OF STUDY

A student who wishes to accelerate a course of study must first gain approval from the Department

Head of that discipline and then take both the midyear and/or final exam for the preceding course to

demonstrate complete mastery of the subject material. Additionally, the student must earn the pre-

requisite passing grade(s) on the Dover Sherborn exam(s) as outlined in the Program of Studies for

this course. Acceleration will not reduce the required number of courses that a student must take to

fulfill graduation requirements. Any exception must be pre-approved by the Principal.

Middle school students seeking to accelerate or bypass high school course requirements must get

prior approval from the Middle School and High School Principals. Courses taken without prior

approval will not be considered for placement purposes.

Beginning in February and continuing through May, considerable time and effort is spent by

counselors, teachers, parent/guardians and students to develop individualized course programs for

the following academic year. After May 1, 2022, changes to a student's schedule for the 2022-

2023 school year will be considered only as a result of highly unusual circumstances. A

student who feels that a course or level change request is warranted is directed to speak with his

or her subject teacher first.

COURSE CHANGE PROCEDURES

DURING THE SCHOOL YEAR

When a scheduling change is considered during the school year, the following guidelines apply:

1. Adding a Course:

Courses may only be added within the first six class meetings of any course. Students will not be

added to new classes after this time without permission of the Principal.

2. Class Level Transfers:

After the first six classes have passed, a student may change ONLY the level of a current class and

ONLY with the recommendation of the classroom teacher and the Department Head. A course

level change may only be considered through the mid-point of a course. A student‘s grade

average in his/her current class, as of the date of the level transfer, will follow him/her into the new

level class.

After first semester interim grades have been posted, the report card and transcript will reflect a

Withdrawal Pass (WP) or Withdrawal Fail (WF) in the previous level.

Even with approval, a change in a course or level can be made only if there is sufficient space in the

receiving course at the time that the actual schedule change is completed.

3. Dropping a Course:

A student must carry a minimum of 36 credits each year. A student may not drop a course or fall

below the minimum credit requirement without the approval of the Principal. Any course drop after

the first interim grade report is posted will appear as Withdrawl/Pass (WP) or Withdrawl/Fail

(WF) on the student’s permanent record/transcript. After fifty percent (50%) of a course's

class meetings have passed (for all year courses, this includes the mid-year exam), a student

who withdraws from a course will receive a failing grade (F). The result of dropping this

class will appear on a student's permanent record/transcript as a failure (F) for this course.

VIRTUAL HIGH SCHOOL COURSES:

Please see page 129 for Virtual High School information and note that add/drop dates differ

from DS course deadlines.

NO COURSE WILL BE CHANGED WITHOUT WRITTEN ACKNOWLEDGMENT FROM THE

STUDENT’S PARENT/GUARDIAN, THE APPROVAL FROM TEACHER AND THE

DEPARTMENT HEAD, AND THE RECOMMENDATION OF HIS OR HER SCHOOL

COUNSELOR. ALL FINAL DECISIONS REST WITH THE PRINCIPAL.

Please be advised that when changes are made to a student‘s schedule, the school attempts to

minimize disruption. However, sometimes the requested change necessitates a total revision of

the student‘s schedule.

DOVER-SHERBORN GRADING

DOVER-SHERBORN GRADING SCALE

Dover-Sherborn operates on a two semester calendar year that includes mid-semester interim

reports and semester grading terms, plus mid-year and final exams.

A minimum passing grade is 65. Grades on transcripts and report cards are literal and the numerical

equivalents are:

A 93-100 C+ 77-79

A- 90-92 C 73-76

B+ 87-89 C- 70-72

B 83-86 D 65-69

B- 80-82 F (Failing) 65 and below

P=Pass

F=Fail

CALCULATING A GRADE POINT AVERAGE

Dover Sherborn bases its GPA on a 4.0 Weighted Scale. Cumulative Grade Point Averages are

calculated at the end of each semester of high school. The GPA is calculated by using the grading

code below and assigning the correct weight to each letter grade in the following academic subjects

taken at Dover-Sherborn High School that meet six or more times in our eight day cycle: English,

mathematics, science, world language and social studies and the elective courses listed in the

bulleted section below the Quality Point Scale. After determining the weights for each course, a sum

is calculated. This sum is then divided by the number of counted courses completed.

Dover-Sherborn does not provide any rank-in-class distinctions.

Please note:

 The weight for an all year course is calculated at 50% at Semester 1 of a given class. It is

calculated at 100% at the end of the full year.

QUALITY POINT SCALE

AP Honors CP

A 5.00 4.80 4.00

A- 4.58 4.40 3.67

B+ 4.17 4.00 3.33

B 3.75 3.60 3.00

B- 3.33 3.20 2.67

C+ 2.92 2.80 2.33

C 2.50 2.40 2.00

C- 2.08 2.00 1.67

D 1.25 1.20 1.00

F 0.00 0.00 0.00

 The weight for a one semester course is half the weight of an all year course.

 If a course taken at Dover-Sherborn High School is repeated at Dover-Sherborn High School due

to a failure then both final grades count in the GPA.

 The following elective courses taken at the Honors level will count as Honors weighting towards

the GPA: Astronomy H, Engineering H, Industrial Tech III-General Contracting H and Pre-AP

Art H. Engineering and Astronomy at the CP level will also be included in the GPA.

GPA‘s are only calculated for courses taken at Dover-Sherborn High School. The one exception to

this is that advanced mathematics courses taken at SOHS and/or Johns Hopkins CTY (as detailed

in the Mathematics section of this Program of Studies) will be included in a student‘s GPA. The

SOHS/Johns Hopkins CTY courses will be calculated according to the Advanced Placement Quality

Point Weighting.

 Courses taken by students participating in elected alternative programs will not be included in a

Dover-Sherborn GPA.

 Independent Study grades are not included in GPA calculations without permission of the

Principal.

 Courses taken for ―pass/fail‖ grade will not be factored into a student‘s GPA.

 Students must sit for the AP exam in order to retain AP quality point weighting on their final

transcript.

 SOHS and/or Johns Hopkins CTY advanced mathematics courses will only be included in a

student‘s GPA after Dover Sherborn High School has received an official transcript indicating a

student‘s grade.

 Students who successfully complete AP Art will receive Advanced Placement Quality Point

weighting toward their GPA

RESOLUTION OF INCOMPLETES

All incompletes must be resolved by the student and the grade submitted by the teacher within the

first week after issuance of grades at the posting intervals. A last term or final exam incomplete

must be resolved within two weeks of the opening of the following school year. Any exceptions

must be approved by the Principal.

MEDICAL GRADE “M”

A student who misses class for a majority of a term as a result of a significant and documented

medical or emotional circumstance may receive an ―M‖ for the term or semester. The request of an

―M‖ should be initiated by the guidance counselor.

The grade and number of credit(s) reduction will be determined through consultation with the

teacher, department chair and administration.

The course requirement will be met.

Administration will determine whether or not the ―M‖ is appropriate for which classes.

An ―M‖ may not be awarded as a final grade

COVID-19 College Statement

2021-2022 School Year:

Dover-Sherborn has returned to in-person learning, 5 days a week. We will publish interim grades

in late October and first semester grades in early February.

2020-2021 School Year:

For the 2020-2021 school year, Dover Sherborn High School opted to follow a hybrid model of

education. Students attended school in-person for two days each week and learned remotely for

three days. Standard letter grades were given, though students did not take midyear or final exams.

To accommodate a later start of the school year, we adjusted our overall semester grades to reflect

a running average of work done each semester. Final grades for the year were calculated by

weighting each grade as follows: Semester 1 (50%), Semester 2 (50%).

2019-2020 School Year:

Due to the COVID-19 pandemic, Dover Sherborn High School shifted to remote learning on Friday,

March 13, 2020. Standard letter grades were given for Quarters 1 and 2 and, subsequently,

Semester 1. A letter grade was also given for Quarter 3, representing only the in-person portion of

the second semester. Fourth quarter was graded on a Pass/Fail basis. Final grades for the year

were calculated by weighting each grade as follows: Semester 1 (72%), Quarter 3 (18%), Quarter 4

(10%).

REPEATING A COURSE AT DOVER-SHERBORN

A student may request to repeat a course taken at Dover-Sherborn where credit has been earned.

The following guidelines are used:

 The course is a foundation for subsequent courses

 No credit is earned when the course is repeated and the original grade stands.

FIFTH YEAR STUDENTS

A fifth year student must re-enroll with permission of the Principal before he/she will be given a

schedule by the school counselor.

Some students may need only one or two courses to fulfill graduation requirements. If this is the

case, a student‘s courses will be scheduled as early in the day as the master schedule allows and

the student will be dismissed from school following the end of the student‘s last class. Each day the

student is scheduled to be in attendance, he or she is required to sign-in to campus at the main

office upon arrival to school and must sign out of campus following the end of the student‘s last

class each day. Fifth year students are required to leave the school grounds following the end of

the student‘s last class each day unless they receive permission from the Principal.

ORIGINAL CREDIT COURSES TAKEN OUTSIDE OF DOVER-SHERBORN

The following criteria shall apply to courses taken for original credit:

 A student must obtain written permission from the Principal to enroll in and receive original

credit for courses taken outside Dover-Sherborn High School. The only exception to this rule is

if a student qualifies to take an advanced mathematics course and/or a technology course via

SOHS and/or Johns Hopkins CTY as indicated in the Mathematics or Technology, Engineering

and Computer Science sections of this Program of Studies. The Principal must sign off and

give permission.

 In general, students will be allowed to accrue up to twelve (12) Dover-Sherborn credits for

courses taken off campus. These courses will NOT fulfill graduation requirements or be

included in the Dover-Sherborn High School GPA unless approved by the Principal.

1. Six credits will be granted for a full semester college level course that is pre-approved by the

Principal. These courses will not be included in a Dover Sherborn High School GPA unless

approved by the Principal.

2. Three or six credits will be granted for semester online courses through the TEC-sponsored

online course initiative. All TEC online course registrations must be pre-approved through

the Principal. These courses will not be included in a Dover Sherborn High School GPA

unless approved by the Principal.

Credits will be assigned for SOHS and Johns Hopkins CTY courses as indicated in the

Mathematics and Technology, Engineering and Computer Science sections of this Program of

Studies. In addition, these courses will fulfill graduation requirements and do not count towards

the 12 credit maximum.

NATIONAL HONOR SOCIETY

Students inducted into the National Honor Society exemplify high standards of scholarship, service,

leadership, and character. Students who have earned a cumulative GPA of 3.80 or higher during

the first four semesters of high school are invited to submit an application for consideration by the

NHS Faculty Council. The faculty council considers each applicant's dedication to service,

leadership, scholarship and character -considering discipline history and input from the faculty.

After the evaluation, the faculty advisors for National Honor Society notify applicants of the

committee‘s decision. Inducted members of NHS give back to the local community by providing

tutoring services to peers and younger students in the district and by completing group service

project-volunteering at the Greater Boston Food Bank. Information about membership

requirements and the application for NHS can be found on the school‘s webpage.

WORLD LANGUAGE HONOR SOCIETY

The World Language Department at Dover-Sherborn High School recognizes seniors who are

exemplary language students (Chinese, French, Latin and Spanish) and who have achieved the

highest academic level in their respective languages by inviting them to become members of the

Dover-Sherborn World Language Honor Society. In order for a student to be eligible for

membership in the World Language Honor Society, he/she must meet the following criteria within

one language:

 The student must have completed three years of language at the high school level.

 The student must have achieved a final grade of A- or better in the world language in each

of the three years of study.

 The student must demonstrate sincere interest in the study of languages by current

enrollment in the highest possible world language course offered senior year: (Online

courses do not fulfill this requirement.)

Chinese: Chinese Intermediate 1 Honors

French: AP French Language and Culture

Latin: AP Latin or Advanced Topics in Latin

Spanish: AP Spanish Language and Culture

MASSACHUSETTS STATE SEAL OF BILITERACY

As established through the Act Relative to Language Opportunity for Our Kids, the LOOK Act, the

State Seal of Biliteracy is a means to recognize students who ―attain high functional and academic

levels of proficiency in English and a world language, meaning that those students can function in

those languages in authentic, real-life situations.‖ Beginning with the graduating class of 2021,

qualifying Dover Sherborn seniors will receive official recognition on their transcripts. Criteria for the

award is outlined below.

State Seal of Biliteracy With Distinction

 Score of Exceeding Expectations on the grade 10 ELA MCAS exam

 Minimum score of Advanced-Low on the 4 communication modes of an approved proficiency

test (i.e. AAPPL, ALIRA)

State Seal of Biliteracy

 Score of Meeting Expectations on the grade 10 ELA MCAS exam or Level 5 on the

ACCESS test

 Minimum Score of Intermediate-High on the 4 communication modes of an approved

proficiency test (i.e. AAPPL, ALIRA)

GLOBAL CITIZENSHIP PROGRAM

The Global Citizenship Program at Dover-Sherborn High School affords all students the opportunity

to graduate with a Global Citizenship Certificate, tangible proof that they have acquired the skills

and perspectives that allow them to become successful in today‘s global society. Students

completing this program are expected to have the following: knowledge of the world they live in;

empathy for the perspectives of other people and cultures; the ability to act on global issues; good

communication skills.

Enrollment into the program is done by application process and interested students will submit a

Letter of Intent to the Global Citizenship Advisory Board for review by the end of their sophomore

year. Upon acceptance, students will be responsible for completing all of the requirements stated

within the program guidelines.

More information about the Dover Sherborn Global Citizenship Program as well as all necessary

forms can be found on the Dover-Sherborn High School Website:

https://sites.google.com/a/doversherborn.org/ds-global-citizenship-program/

ELIGIBILITY FOR EXTRA CURRICULAR ACTIVITIES

To be academically eligible to participate in athletics, clubs, and drama/musical performances

during the first and second semesters, a student cannot fail more than one major academic course

(English, Math, Science, Social Studies, World Language) for the semester immediately preceding.

Academic eligibility for each semester is determined whenever report cards are posted and

published.

To be academically eligible to participate for the first semester, a student is required to have passed

30 credits (the equivalent of five traditional year-long courses) in the previous academic year and to

have not failed more than one course the previous semester. Eligibility for first semester is

determined by a student‘s final grades from the previous school year.

Students failing one or more courses at the interim mark will be monitored by guidance and

administration in order to develop a plan for academic success.

Student-athletes may not participate in games or scrimmages until they have met these eligibility

requirements and been granted clearance by the Athletic Director.

A student entering Grade 9 from a middle or junior high school is eligible at the start of the ninth

grade school year.

NCAA CLEARING HOUSE

College-bound student-athletes who want to compete in NCAA sports at a Division I or II school

need to meet certain division-wide academic and amateurism standards. Students who plan to

attend a Division III school need to meet the admission standards of the school they plan to attend.

Dover-Sherborn must submit a course catalog to the NCAA Eligibility Center for approval. Not all

courses at Dover-Sherborn are approved by the NCAA so student athletes who register with the

NCAA Eligibility Center must inform their counselor, and together, review their transcript against the

approved course listing. For more information on how to register go to:

http://www.ncaa.org/student-athletes/future

GUIDANCE

Services: The guidance department curriculum is listed on the department‘s webpage. The

following list includes a number of activities and services provided by the school counseling office:

 New student registration

 Schedule development for new students

 Course selection and course registration

 Resolve scheduling conflicts

 Manage student schedule changes

 Monitoring student academic progress

 Facilitate Instructional Support Team and Section 504 Plan meetings

 Attend parent/guardian/teacher conferences

 Participate in IEP meetings

 Consult with teachers, administrators, parent/guardians and students

 Provide mediations for students to help resolve conflicts

 Assist with freshmen year transition

 Development of Four Year Plans

 Curriculum development aligned with National and State Standards

 Individual counseling and small group counseling

 Academic counseling

 Personal counseling

 Provide crisis intervention

 Post-secondary counseling

 Process applications to independent schools and post-secondary programs

 Coordination of referrals to outside resources

 Arrange home tutoring for students with extended illness

 Military Liaison

 Communications between school and home

 Peer Helping

 Orientation programs

 Parent/guardian information programs

 College Board Testing

 PSAT and SAT Test administration

 AP Exam administration

 Scholarship programs

 Stanley Z. Koplik Certificate of Mastery and the John and Abigail Adams Scholarship Program

NAVIANCE

Naviance is a web based program used in conjunction with the high school guidance curriculum.

Students are introduced to Naviance in middle school through career exploration lessons.

Sophomore year, students use Naviance to explore various careers and post-secondary

opportunities. Junior students use Naviance for college searches and seniors use Naviance to

assist with the college application process. The Naviance program allows counselors and teachers

to submit requested college-related materials (transcripts, school forms, and letters of

recommendation) electronically to colleges.

JOHN AND ABIGAIL ADAMS SCHOLARSHIP

The John and Abigail Adams Scholarship is a state sponsored scholarship with a tuition ONLY

credit of up to eight semesters of undergraduate education for students entering Massachusetts

state colleges and universities (excluding Mass College of Art). Students qualify by: (1) scoring at

the qualifying levels on grade 9 & 10 MCAS assessments, and (2) having a combined MCAS score

that places them in the top 25% of the students in the district.

The Department of Elementary and Secondary Education determines eligibility. Students will be

mailed acceptance letters if they are found eligible.

STANLEY Z. KOPLIK CERTIFICATE OF MASTERY with DISTINCTION

The Stanley Z. Koplik Certificate of Mastery with Distinction: Currently, students initially qualify by

meeting specific minimum scoring standards in English Language Arts, Math and/or Science &

Technology/Engineering.

In order for eligible students to receive the Koplik certificate, they must also demonstrate additional

academic achievement such as high scores on Advanced Placement exams and/or other academic

achievement. Seniors must apply through the Koplik Coordinator (school counselor – Ms.

Beth Hecker) between mid-December 2022 and May 2023.

Awarded students will receive a tuition waiver to Massachusetts state colleges and universities.

Both Koplik and Adams Scholarship recipients must file the Free Application for Federal

Student Aid (FAFSA) each year to receive a tuition waiver.

For updated information regarding either scholarship program, please speak with the Koplik

Coordinator or the Massachusetts Department of Elementary and Secondary Education at Tel: 781-

338-3000 or visit the following website for more specific scoring information:

www.doe.mass.edu/scholarships

STANDARDIZED TESTING INFORMATION

Students should always find out exactly which scores each college requires and how they will

use those scores. To determine this information, students should review individual college websites.

Additionally, students are encouraged to consult with their school counselors for more detailed

information.

PSAT/NMSQT is offered annually by the College Board and the National Merit Scholarship

Corporation. This newly re-designed test consists of primarily multiple-choice reasoning questions

in reading, math, writing and language skills, with a few grid-in math questions. The test is

administered in October each year.

The PSAT, modeled after the SAT, is a practice test for sophomores and juniors who may consider

attending college after graduating from high school.

If students elect to take the PSAT for practice as sophomores, it is recommended that they still

consider taking the test as juniors. Consideration for recognition and perhaps scholarship

opportunities, as administered by the National Merit Scholarship Corporation, are based upon

performance on the junior year PSAT. Scores from sophomore year are not considered.

SAT tests are offered multiple times per year. They are organized into 4 parts: Reading, Writing and

Language, Math. Scoring will be on a 400–1600 scale. The test will take 3 hours and 50 minutes to

complete. The multiple choice options will be out of four answer choices.

Juniors generally take the SAT test during the winter or spring of junior year and often repeat the

exam during senior year choosing from test administrations in August, October, November or

December. Students who plan to apply to colleges early (early action or early decision) should

complete all testing by the November test dates.

For additional information on the PSAT, SAT and the Subject Tests, please visit the College Board‘s

website at www.collegeboard.org.

ACT - is a three hour standardized test. The ACT is specifically designed to measure academic

achievement in the areas of English, math, reading and science reasoning. The ACT also provides

students with an ―optional‖ Writing Test. The Writing Test is scored separately and the results do

not affect the student‘s ACT composite scores. However, some colleges recommend that

students always take the ACT with Writing. For more information, visit the ACT website,

www.act.org.

Please note: Colleges accept ACT or SAT scores for admission.

STANDARDIZED TESTING ACCOMMODATIONS

You must apply for ALL standardized testing accommodations. Being on an IEP or

504 Plan does not automatically qualify you.

Please contact your school counselor or special education liaison for information on

registering and requesting accommodations for the PSAT, SAT, AP and ACT. The

College Board (PSAT, SAT & AP) and the ACT have separate registration processes.

Accommodations with one organization does not guarantee accommodations with

the other, you must apply to both organizations for accommodations. The guidance

department recommends applying in your freshmen year for SAT accommodations

and junior year for ACT accommodations.

Please note: The College Board and the ACT will approve and assign testing

accommodations for individual students; Dover-Sherborn has no involvement or

influence in the approval process.

PLEASE NOTE: ACCOMMODATIONS ARE NOT AUTOMATIC. YOU MUST APPLY

AND BE MINDFUL OF ALL APPLICATION DEADLINES

SUGGESTED COURSE OF STUDY FOR POST SECONDARY EDUCATION

The information included in the section below is designed to assist the student in determining what

courses are generally required for admission to post secondary institutions. Specific schools

sometimes have slightly different requirements. Therefore, it is advisable for students to consult with

their school counselors and/or specific colleges for more detailed information. Dover-Sherborn

graduation requirements are higher in certain subject areas.

Admission to a Two and Four Year College or University

College Preparatory or Honors Level courses are recommended.

4 years of English

3-4 years of math

3-4 years of science

3-4 years of social studies

* 3-4 years of world language

*Please Note: There are some colleges that will waive the student‘s world language requirement if

during high school the student successfully completed four years of world language study in a single

language.

The admissions standards for MA state colleges and universities emphasize a strong academic high

school background so that students possess competencies needed to succeed in a college setting.

These standards represent minimum requirements; meeting them does not guarantee admission,

since a wide range of factors are considered in admissions decisions. Students must have fulfilled

all requirements for the high school diploma or its equivalent upon enrollment. It is important to note

that admissions standards for the state‘s community colleges differ. Community colleges may admit

any high school graduate or GED recipient.

Freshmen Admissions – updated 2019

The new admissions standards have three parts:

• 16 required academic courses

• A minimum grade point average (GPA) earned in College preparatory courses completed at the

time of application

• SAT or ACT score (Test optional in 2020-2021)

Academic Course Requirement

Seventeen college preparatory courses distributed as follows (A course is equivalent to one full

school year of study. Courses count toward the distribution only if passed.)

Massachusetts State

Universities Minimum Admission

Standards

• English 4 courses

• Mathematics 4 courses (Algebra I & II and Geometry or Trigonometry or

comparable course work)

• Sciences 3 courses with laboratory work

• Social Sciences 2 courses (including 1 course in U.S. History)

• World Languages 2 courses (in a single language)

• Electives 2 courses (from the above subjects or from the Arts & Humanities or

Computer Sciences)

MA State Universities Admissions Minimum Grade Point Average (GPA)

Massachusetts state universities use a minimum GPA of 3.00 as one of their entrance criteria.

Students falling below a 3.0 should review the sliding scale requirement. NO applicant with a High

School GPA below 2.00 may be admitted to a state college or university campus. Students with a

GPA below 2.00 are encouraged to begin their post secondary education at a community college.

Sliding scale for Freshman Applicants to a Massachusetts State University

COMBINED COMPOSITE

GPA SAT ACT

2.51-2.99 990 19

2.41-2.50 1030 20

2.31-2.40 1070 21

2.21-2.30 1110 22

2.11-2.20 1140 23

2.00-2.10 1180 24

Sliding scale for Freshman Applicants to the University of Massachusetts

COMBINED COMPOSITE

GPA SAT ACT

2.51-2.99 1030 20

2.41-2.50 1070 21

2.31-2.40 1110 22

2.21-2.30 1140 23

2.11-2.20 1180 24

2.00-2.10 1220 25

Students who meet the minimum GPA requirement do not have to use the sliding scale for

admission, but still must submit SAT or ACT test scores for consideration if they are applying to a

State College or University within three years of high school graduation. The complete guide is

available on the Department of Elementary and Secondary Education‘s website:

http://www.mass.edu.

English

Grade 10

Grade 11

Grade 9

Grade 12

English I

Honors

English I

English II

American

Literature

Honors

AP Literature and

Composition

Honors and CP students must also take TWO of these

semester courses at the same level:

Writing and Non-Fiction: Honors or CP

English Literature: Honors or CP

Film as Literature: Honors or CP

Poetry Workshop: Honors or CP

Contemporary Literature: Honors or CP

American

Literature

English II

Honors

AP Language and

Composition

ENGLISH

Courses in English are offered at two levels for freshmen and sophomores, (College

Preparatory and Honors) and three levels for juniors and seniors (College Preparatory, Honors,

and Advanced Placement).

COURSE PREREQUISITES

Incoming Freshmen

Incoming freshmen who desire to enter the Honors program must have at least an A- average at

the end of the first semester and the recommendation of their current English teacher. Honors

candidates must have a history of superior performance in their English classes, and their

writing portfolios must demonstrate their ability to write clear, imaginative, and coherent prose in

both in-class and out-of-class writing. Students must maintain the A- (or better) average during

the second semester in order to secure their placement.

Incoming freshmen earning a B+ who wish to be considered for the Honors English program

may request a writing portfolio review by the High School English Department. The portfolio

must be submitted no later than April 14, 2022 to the Middle School Curriculum Leader with a

form obtained from their English teacher. Parent/guardians and students will be informed of the

decisions by the first week of May, 2022.

Rising Sophomores, Juniors, and Seniors

Rising sophomores, juniors and seniors desiring to elect an Honors English section must have a

minimum A- average in their CP course at the end of the first semester and the

recommendation of their current English teacher. Students must maintain the A- average (or

better) during the second semester in order to secure their placement.

Students in an AP class are expected to maintain a B- average and the recommendation of their

current English teacher to be placed in the AP class the next year. Students in a junior honors

class are expected to maintain an average of B- to be placed at the honors level during senior

year. Students who seek to move from junior honors to the senior AP class must have at least

an A- average and the recommendation of their teacher. Students in a junior CP class who wish

to move to the AP class must have an A average and the recommendation of the English

Department.

Upper-class students in CP with a B+ average who desire to enter the Honors program may

submit a writing portfolio for review by the English Department. The portfolio must include both

in and out-of-class writing; the English Department will also seek comments from the student‘s

present and past English teachers. Portfolios must be submitted along with a completed form

obtained from his or her English teacher to the English Department Head no later than April 14,

2022 for consideration. Students will be informed of the decisions by the first week of May,

2022.

Students should be aware that some courses may not run due to insufficient enrollment, so it is

important to choose alternate courses carefully.

A student cannot advance to a higher grade-level course without first receiving a passing grade

in his/her present class.

SUMMER READING AND WRITING REQUIREMENTS FOR ADVANCED PLACEMENT

COURSES:

Incoming juniors who have signed up to take Advanced Placement Language and Composition

are required to read two texts; the texts and writing requirements will be announced in the

spring.

Incoming seniors who have signed up to take Advanced Placement Literature and Composition

are required to read two texts; the texts and writing requirements will be announced in the

spring

Supplementary support classes that count toward graduation, but do not count toward the 24

English credits required for graduation include Small Group English, which is offered all four

years and requires teacher recommendation.

Small Group English* All Year 3 credits*

Prerequisite: Recommendation of English teacher

Small Group English is a small group skills class offered to freshmen, sophomores and juniors

in need of additional support in English.

Freshmen Small Group English

(1130) Open to recommended grade 9 students.

Sophomore Small Group English

(1340) Open to recommended grade 10 students.

Junior Small Group English

(1680) Open to recommended grade 11 students.

MCAS English Preparation* All year 3 credits*

(1350) College Prep

Open to recommended sophomores

This course familiarizes students with the format of the Language Arts section of the MCAS test.

Students will examine and respond to former test questions; their responses will be assessed to

provide them with feedback on the strength and weaknesses of their answers. Effective

responses to all prompts will be presented to illustrate proper form, organization, and thought.

Upon successful completion of this course, students will be able to:

 understand the composition of the language arts test: multiple choice, open-ended

response, and long composition

 define and recognize examples of the terms of poetry

 define and analyze in a literary piece common literary terms: e.g., setting, character, mood,

image, figurative language

 recognize tone, and the way it is conveyed, in a piece of literature

 read, comprehend, and respond to a short excerpt of a literary piece

 identify the use and meaning of a word in context

 utilize a standard form in writing open-ended responses

 (long composition) comment in a well-informed manner on a piece of literature from their

own experience and memory

 (long composition) write a 2 – 3 page essay, in standard English, with the help of a

dictionary for use in revising spelling

 understand and apply the standards of conventional English: sentence integrity, proper

punctuation, paragraph organization

 pass the Language Arts portion of the MCAS

*Note: The credit received for Small Group English Prep does not count towards the

graduation requirement of 24 credits in English.

FRESHMAN COURSES

English I All Year 6 credits

(1101) Honors

(1110) College Prep

The English I course focuses on the themes of identity and self-discovery. It is designed to

generate deeper thinking about the critical elements of the short story, novel, drama, poetry and

non- fiction, and to broaden students‘ understanding of themselves and the world around them.

The freshman year is an opportunity for students to work on their study skills, to strengthen

close and analytical reading and writing skills, to expand their vocabulary, and to become

proficient in grammar. Students will share ideas and perceptions based on their reading through

writing, small and large group discussions (including Socratic seminars) and through speaking

and presentations. Students will practice generating probing questions, taking notes, developing

research skills, learning and applying literary terms, and sharpening reading comprehension

and writing skills.

Note: Students taking English I at the Honors level should have a willingness to grapple

with challenging and complex concepts and mature themes within course texts.

Upon successful completion of this course, the student will be able to:

 ask relevant, probing questions about literature

 read, comprehend, and analyze passages from fiction and non-fiction

 identify and analyze the elements of fiction,

poetry and drama

 take effective reading notes

 write effectively

 develop and support a thesis statement

 support assertions with textual evidence

 smoothly integrate quotations into an essay

 map out thinking using an outline, chart or other planning organizer

 communicate ideas effectively in a logical and organized way using standard grammar and

writing conventions

 proofread, edit and revise writing

 define and apply literary terms

 deliver an effective oral presentation

 locate online and print sources in the library

 practice Open Response type questions

 document sources for literary research using the MLA format

 use the Internet as a research tool

 complete a final assessment that demonstrate the ability to analyze and synthesize texts

 think critically

Major texts for English I Honors may include selections from the following: Romeo and Juliet,

Much Ado About Nothing, Speak, I Know Why the Caged Bird Sings, Long Way Down, The

Odyssey, Great Expectations, The Piano Lesson, A Separate Peace, The Bean Trees, The Lord

of the Flies, All the Light We Cannot See, short stories, poetry and non-fiction.

English I All Year 6 credits

(1159) College Prep

Prerequisite: Recommendation of the Middle School English Department

This course English I is designed to meet the needs of students whose abilities require more

emphasis on developing reading and writing skills. Through the use of materials that are

appropriate for students' skill levels and at a pace that allows for the use of multiple approaches,

students will develop an understanding of literature and writing. Students study the genres of

literature - short story, novel, drama, and poetry - through a thematic study of adolescent self-

discovery. In addition to reading literature focused on the passage from adolescence to

adulthood, students will work on the strands of the English framework to develop effective study

skills, enrich their vocabulary, ask probing questions, develop research skills, learn and apply

literary terms, and improve their reading and writing.

Major texts may include: Romeo and Juliet, The Catcher in the Rye, Long Way Down, The

Curious Incident of the Dog in the Night-time, The Absolutely True Diary of a Part-Time Indian

and selected short stories, non-fiction and poetry.

Upon successful completion of this course, the student will be able to:

 ask relevant questions about literature

 draw inferences from literature

 identify and analyze the elements of fiction

 read, comprehend, and analyze passages of fiction and non-fiction

 take effective reading notes

 develop and support a thesis statement

 support assertions with textual evidence

 map out thinking using an outline, chart or other organizer

 communicate ideas effectively in a logical and organized way using standard grammar and

writing conventions

 proofread, edit and revise writing

 define and apply literary terms

 deliver an effective oral presentation

 locate online and print sources in the library

 document sources for literary research using the MLA format

 use the Internet as a research tool

 write a final assessment that synthesizes and analyzes texts in the course

 define and apply literary terms

 deliver an effective oral presentation

 locate sources in the library

 document sources for literary research

 use the Internet as a research tool

 write a final paper

SOPHOMORE COURSES

English II All Year 6 credits

(1311) Honors

(1300) College Prep

English II is a course that focuses on continuing to develop students‘ reading and writing skills.

As they study literature, students will explore such questions as: What is the nature of truth?

What is the relationship between fate and free will? What is the relationship between the roles

we play and the moral codes we live by –and what happens when moral codes collide? What do

we as humans seek? Are we predetermined by our culture and its values? What do human

beings learn through direct experience and through the vicarious experience of the text?

Students are challenged to consider perspectives other than their own, and to recognize that

there are many types of truth.

As they focus on writing, students will develop an individual style and voice in the areas of

narrative, analytical, expository and descriptive prose. In addition, students will expand their

research skills, incorporating outside sources and proper documentation as they look closely at

a particular issue about which they generate an original thesis. This course inherently

addresses the vocabulary, critical thinking, and writing skills tested by the MCAS, PSAT, and

SAT exams.

Major texts for the course may include: Oedipus Rex, Antigone, Siddhartha, Night, Macbeth,

Everything I Never Told You, Clap When You Land, The Kite Runner, The Glass Castle, The

Life of Pi and This Boy’s Life.

Students will write in a variety of modes including: Classification and/or Definition;

Compare/Contrast; Close textual analysis; Description; Memoir/Narrative and

Persuasion/Argument

Upon successful completion of this course, the student will be able to:

 work with elements of fiction to move from literal to interpretive levels of meaning

 write analytical essays on the literature discussed, using appropriate conventions, e.g.

present tense, introductory thesis statement, supporting details, reasoning textual evidence

and conclusion

 support assertions in writing and discussion with specific references to the text

 organize and structure paragraphs so that form complements content and purpose

 generate, organize, and present ideas in several different essay forms

 engage in a writing process that includes multiple drafts, as well as teacher, peer and self –

review

 analyze and use a variety of sentence structures

 recognize and use standard grammar

 punctuate properly

 write a coherent and complete essay within a limited time period as preparation for

standardized assessments

English II All Year 6 credits

(1329) College Prep

Prerequisite: Recommendation of English I teacher.

This course is designed to meet the needs of students whose abilities require more emphasis

on developing both reading and writing skills. Through the use of materials appropriate for

students' skill levels and at a pace that allows for the use of multiple approaches to learning,

students will address some of the great themes in literature—fate vs. free will, the nature of

truth, the search for identity, good vs. evil—and the paradigms which guide us. The instructor

will use specific techniques and tools such as repetition, scaffolding, and graphic organizers to

ensure comprehension of the material. The course will challenge students to see lives from a

point of view other than their own. Students will work on the strands of the English Curriculum

framework to develop effective study skills, enrich their vocabulary, ask probing questions,

develop research skills, learn and apply literary terms and improve their reading and writing.

Major texts are selected from the following: Macbeth, The House on Mango Street, Oedipus

Rex, Antigone, Siddhartha, and The Kite Runner. Students will also read selected short stories.

As writers, students will work to develop an individual style and voice in the areas of narrative,

expository, and descriptive prose as well as poetry. Through the use of materials that are

appropriate for students' skill levels and at a pace that allows for the use of multiple approaches,

students will work on the strands of the English Curriculum Framework to develop effective

study skills, enrich their vocabulary, and address critical thinking and writing skills tested by the

MCAS exam. The instructor will emphasize the use of graphic organizers and outlines, and will

work with students drafting essays, showing them how to maximize the quality of their work.

Upon completion of this course, the student will be able to:

 work with elements of fiction to move from literal to interpretive levels of meaning

 write analytical essays on the literature discussed using appropriate conventions, including

writing in the present tense, introductory thesis statement, reasoning supporting evidence,

topic development, and conclusion

 support assertions in writing and discussion with specific references to the text

 use the ideas and characters of several books to formulate one extended essay in support

of a thesis statement

 organize and structure paragraphs to ensure that form complements content and

purpose

 generate, organize and present ideas in several different essay forms

 engage in a writing process that includes multiple drafts, as well as teacher and peer review

 analyze and use a variety of sentence structures and patterns

 recognize and use standard grammar and writing conventions and apply punctuation

appropriately

JUNIOR COURSES

American Literature is required of all juniors, except those students enrolled in AP

Language and Composition.

AP English Language and Composition All Year 6 credits

(1662) Advanced Placement

Open to juniors eligible for Honors standing and who have the recommendation of their current

English teacher.

This course assumes that the student is already a sophisticated writer with a clear sense of the

conventions of English grammar and syntax. Its aim is to engage the student in becoming a

skilled reader of prose (mostly American non-fiction) and in becoming a skilled writer who

composes for a variety of purposes (mostly rhetorical analysis, argumentation, and synthesis).

Class discussions focus on the idea of created truth, model-dependent reality, part-pattern-

meaning, and the relationship between rhetorical purpose and rhetorical strategies. In the

process of studying how effective essays are written by others, students become more effective

in writing their own essays. All AP students are required to take the AP exam in May.

Upon successful completion of this course, the student will be able to:

 analyze prose written in a variety of periods, disciplines, and rhetorical contexts

 recognize the main idea and purpose of a work, reasoning and evidence, focusing on

structure

 identify devices that control tone and structure and show how they serve rhetorical purposes

 compose in different modes and for different purposes, while maintaining a clear sense of

individual style and voice

 observe and analyze the words, patterns, and structures that create subtle effects of

language

 describe/explain/analyze an author‘s tone, attitude, assumptions and point of view

 write a documented essay that incorporates primary and secondary sources

 understand how to approach AP multiple choice questions

 write effective AP rhetorical analysis essays

 write effective AP argument analysis essays

 write effective AP arguments

 write effective AP synthesis essays

American Literature All Year 6 credits

(1411) Honors

(1440) College Prep

Required of all juniors except those enrolled in AP.

This course suggests that American literature is steeped in its own traditions, yet inextricably

linked to the mythic patterns of all cultures and times, particularly with respect to the American

Dream and the forces that betray it. The course examines the grail of freedom, equality and

self-fulfillment in a world that is not so much defined by final goals as by change and process.

American literature insists that the dream can be realized nonetheless, but warns that rarely

does it take the form originally intended. Central to the course is the examination of the

individual‘s relationship to the society.

Major texts for the course may include: Walden, The Great Gatsby, The Adventures of

Huckleberry Finn, The Crucible, Death of A Salesman, The Scarlet Letter, Fences, Their Eyes

Were Watching God, One Flew Over the Cuckoo’s Nest, The Narrative of the Life of Frederick

Douglass, A Streetcar Named Desire, The Things They Carried, The Roundhouse, The Grapes

of Wrath as well as selected poetry and short stories.

Upon successful completion of this course, students will be able to:

 define and analyze the origins and interpretations of the American Dream

 identify what is fundamentally ―American‖ about the literature they read

 analyze the evolution of the American ―dream‖ and articulate an individual definition of

essential American ―myths‖

 identify a sense of the development of American literature and be familiar with some of its

most enduring characters and themes

 identify some of the complex forces that shape American society and begin to see how the

individual can make a difference in determining what direction the future takes

 analyze the relationship between freedom and responsibility, individual and society, power

and control

 define the importance of values, the beauty of differences, and the need for common goals

 write analytical essays involving close textual analysis of point of view, tone, imagery, and

purpose

American Literature All Year 6 credits

(1439) College Prep

Prerequisite: Recommendation from current English Teacher

This class will focus on the concept of the American Dream, and will introduce students to some

of the classic pieces of American poetry, short stories, and novels. Students will continue to

develop both reading and writing skills in the course, and will also have the opportunity for self-

expression through journaling, open-response, and creative writing.

Major texts may include: Feed, The Crucible, The Great Gatsby, The Things They Carried as

well as selected poems, short stories, and short essays.

Upon successful completion of this course, students will be able to:

 identify what is fundamentally ―American‖ about the literature they read

 analyze the evolution of the American ―dream‖ and articulate an individual definition of

essential American ―myths‖

 identify a sense of the development of American literature and be familiar with some of its

most enduring characters and themes

 identify some of the complex forces that shape American society and begin to see how the

individual can make a difference in determining what direction the future takes

 analyze the relationship between freedom and responsibility, individual and society, power

and control

 define the importance of values, the beauty of differences, and the need for common goals

 write analytical essays involving close textual analysis of point of view, tone, imagery, and

purpose

SENIOR COURSES

Important note: Students may not repeat an English class they have passed in a prior

semester for credit during their senior year.

Seniors not taking AP Literature and Composition must enroll in two (2) semester length

senior class offerings. These semester long classes must be taken at the same level

(CP or Honors).

AP English Literature and Composition All Year 6 credits

(1712) Advanced Placement

Open to seniors with a B- in AP Language and the recommendation of their English teacher or

an A- or higher in Honors junior English and the recommendation of their English teacher.

There are few easy answers in life or literature. AP offers students the opportunity to grapple

with fundamental questions about the nature of existence, the role of the individual in society,

the nature of morality, the complexity of identity, the elusiveness of truth, and the construct of

time. The essential question—What are the ties that bind us and what can literature teach us

about shared human experience and responsibility—will form the foundation for the course.

Students will read challenging literature by such authors as Conrad, Joyce, Morrison, Faulkner,

O‘Brien, Melville, Delillo, Cunningham, Kingsolver, Lahiri, Ishiguro, Irving Shelley, Orwell,

Shakespeare, Wilde, and Woolf, among others, and will demonstrate a command of the content

principally through their writing, but also through varied forms of assessment. The AP English

course is a rigorous, college level course that encourages the critical examination of ideas, not

only as they appear in the works studied, but also as they apply to students' own lives. Students

will work with five genres: novels, drama, poetry, short fiction, and essays—and students are

encouraged to formulate their own questions as a means of exploring more deeply the

complexity of human thought and existence. Students will respond in the form of literary

journals, essays, class presentations, dramatic presentations, and class discussion, which is

central to the course. Students will work toward becoming independent makers of meaning. All

AP students are required to take the AP exam in May.

Major texts may include: Hamlet, Twelfth Night, The Rape of Lucrece, Mrs. Dalloway, Heart of

Darkness, Beloved, Disgrace, In the Lake of the Woods, Let the Great World Spin, The

Importance of Being Earnest, A Prayer for Owen Meany, Never Let Me Go, The Namesake,

Dubliners, Falling Man, Frankenstein, 1984, as well as classical and contemporary short stories

and poems.

Upon successful completion of this course, the student will be able to:

● identify the literary techniques that contribute to the meaning of a work

● move from literal to inferential meaning through the language of a work

● define the style of a work

● understand how the structure of a work serves its content

● analyze sophisticated and complex poetry, fiction and drama

● write analytical essays in response to literature

● participate in discussions of literature in a college seminar environment

● answer the multiple choice questions from the AP Exam

● write the three types of essays on the AP Exam

● write literary research papers using primary and secondary sources, revising and editing

drafts

● think critically about and respond to literature using a social networking forum

● write with precise language

● write creatively and imaginatively

● identify and understand the context of a piece of literature

● identify and understand the author‘s tone

● compare and contrast pieces of literature

● identify and understand literary devices and strategies

● successfully present a memorized scene from Shakespeare and/or other dramatic literature

● identify and use different types of critical approaches in literary analysis

Contemporary Literature Semester 3 credits

(1611) Honors

(1580) College Prep

In this course, students will read literature dealing with current social issues that affect us all.

The role of women, the nature of prejudice, the effects of war, the future of our planet, and the

delightful complexity of human relationships are among the topics examined. With each text,

students will forge real-life connections among their own lives, the characters‘ experiences and

those of people in contemporary society. Reading and discussing these texts will help students

recognize their responsibility to address these and other issues, and encourage empathy with

those who confront these and similar challenges.

Major texts may include: House of Sand and Fog, In the Lake of the Woods, Snow Falling on

Cedars, Like Water for Chocolate, Never Let Me Go, Doubt, Let the Great World Spin, Olive

Kitteridge, selected short stories, selected poems, and selected non-fiction

Upon successful completion of the course, students will be able to:

● define the attributes of significant characters from the literature

● determine from the characters and issues presented in the texts the significant issues

prevalent in contemporary society

● identify the author‘s perspective on the issues implicitly or explicitly presented in the text

● identify and understand the significance of the literary conventions evident in the text

● write effective analytical essays

Honors students will be required to write more sophisticated essays, respond to additional

questions on tests and quizzes, and read additional texts.

Writing and Non-Fiction Semester 3 credits

(1601) Honors

(1590) College Prep

In Senior Writing and Non-Fiction students will explore the craft of nonfiction writing while

developing their own writing skills. Students will read a variety of articles, essays, memoirs, and

nonfiction books in order to examine the ways that writers question and draw conclusions about

themselves and the world around them. The nonfiction sources discussed in class will serve as

springboards to writing explorations about life and the ways in which students see and

understand the world. A general goal of the course is for students to develop an authentic voice

and a facility in writing. Students will be expected to plan, revise, and rewrite in the class.

Major texts may include: Into the Wild, Geography of Bliss, Outliers, In Cold Blood, The Perfect

Storm and articles from major publications such as The New York Times and The New Yorker.

Honors students will be required to write longer and more detailed essays, respond to additional

questions on tests and quizzes, and read additional texts. The work of Honors students will be

held to a higher grading standard throughout the course.

Upon successful completion of the course, students will be able to:

● analyze the arguments of a variety of nonfiction writers

● write with an authentic, persuasive voice

● write a persuasive, analytical essay

● write a memoir

● write about information gained from research

● write creative pieces

● present their work orally to an audience

● share work with peers for feedback

English Literature Semester 3 credits

(1741) Honors

(1720) College Prep

Starting with early medieval literature and ending in the twentieth century, students will trace a

few of the major themes of the English Literary tradition through various centuries. Students will

read, respond to, and analyze selections from the vast English literary tradition with a primary

focus on famous novels, poetry, and dramas. Students will study famous English authors as

well as the social, historical, philosophical, and political contexts of the literature. This course

offers students the opportunity to become familiar with our common cultural and literary past as

students will be encouraged to draw parallels and connections from the English literature

studied to American literature, beliefs, and values, both old and new.

Texts for the course may include: Beowulf, The Picture of Dorian Gray, selections from The

Canterbury Tales, Gulliver's Travels, Doctor Faustus, Pride and Prejudice, Frankenstein, Hard

Times, The Importance of Being Earnest, Brave New World, 1984 and Grendel. Students may

also read additional English poems, short stories, and non-fiction.

Upon successful completion of this course, students will be able to:

● analyze the literary elements of a selection of major English writers and their works

● analyze the contexts that influenced the writers and their works and times

● identify and trace the development of some of the major themes of English literature, and

connect those themes to our own American history, literature, beliefs and values

● demonstrate proficiency in both creative and formal writing assignments

● integrate clear textual support to support thesis-based arguments

● appreciate different literary forms, with emphasis on the novel, poetry, drama, and essay

Honors students will be required to complete additional assignments and answer additional

questions on assessments and be held to a higher grading standard throughout the course. The

work of Honors students will be held to a higher grading standard throughout the course.

Poetry Workshop Semester 3 credits

(1491) Honors

(1460) College Prep

The course is designed for students who have a serious interest in experimenting, experiences

and practicing the reading and writing of poetry. Students will read a wide variety of poetry from

traditional and contemporary poets in order to observe the array of styles and forms available to

the poets. Students will compose original poems in open and closed forms.

Time will be devoted to providing each writer with feedback through peer, teacher and class

critiques.

All students may be required to read additional books of poetry outside of class and compose

analytical essays that focus on poetic style and technique.

Upon successful completion of this course, the student will be able to:

● understand the aesthetics of a poem

● identify a poet‘s message, and analyze how the use of major poetic devices develop the

message

● write analytical essays on the work of published poets

● practice the writing process – brainstorming, drafting, conferencing, revising, and editing –

creating several multi-draft poems

● write a series of poems in free verse and patterned structures using the figurative, sound,

and rhythmic tools of poetry

● read his or her work to an audience

● create a portfolio of his or her work

All Poetry Workshop students will be encouraged to attend local poetry readings and events.

Honors students will be required to complete additional assignments, compose work that is

lengthier, more complex in structure and more sophisticated in form. The work of Honors

students will be held to a higher grading standard throughout the course.

Film as Literature Semester 3 credits

(1481) Honors

(1420) College Prep

Most people watch movies as a form of entertainment, escape, or vicarious experience, but this

course will teach students how to see and understand the films they watch in a more

sophisticated, insightful way. Similar to literature, most films tell stories that can be analyzed for

imagery, foreshadowing, metaphor, symbolism, and theme—but films have the distinct

advantage of bringing the actual sights to viewers‘ eyes and sounds to their ears. After learning

a variety of film terms and language, students will learn that directors, like authors, make

thoughtful decisions in how they choose to bring their stories to film. With an emphasis on

analysis, the course helps students become insightful viewers, thinkers, and writers. Students

will watch, discuss, and analyze both classical and contemporary films that focus on American

history, life, and the American Dream, including such films as The Gold Rush, King Kong, The

Wizard of Oz, Citizen Kane, Rear Window, The Graduate, The Godfather, Do the Right Thing,

and American Beauty.

Honors students will be required to view additional films outside of class, write longer and more

detailed essays, respond to additional questions on tests and quizzes, and study additional

vocabulary words throughout the course.

Upon successful completion of this course, the student will be able to:

● identify the basic shot types, fundamental camera and subject motions, and analyze how

and why they are used

● identify classical and continuity editing techniques and shot joining devices, analyzing how

they affect the rhythm and meaning of a scene or sequence

● analyze how the elements of sound -- the spoken word, sound effects, and music –

complement the visual images

● identify and analyze the narrative techniques and conventions used in filmmaking

● identify and analyze the "mise en scene" elements at work in a shot or scene

● write precise shot descriptions that accurately translate a shot into words

● identify and analyze the plot function and audience manipulation function of a scene

● write analytical /interpretive essays on film

Fine & Performing Arts

(All courses listed below can be used towards 18 credit elective graduation requirement)

Non-Performance

American

Musical Theater

Music Theory

Music

Guitar I

Guitar II

Performance

Chorus

Concert Band

Winds, Brass, Percussion

Jazz Band

Rhythm Section

By audition

Theatre

Introduction to

Filmmaking

Acting Workshop

Art 2D

Art 3D

Ceramics

I, II

Computer Graphic

Design

Darkroom

Photography

Intro to Photography

Digital Photography

Visual Arts

Yearbook Design

I, II, and III

Silkscreen Printing

Rhythm & Hues Poster

Design in Music

Pre-AP Art &

Design

AP Art & Design

FINE AND PERFORMING ARTS

The successful completion of 18 credits in Technology Engineering & Computer Science

and/or Fine & Performing Arts at the high school is required for graduation.

Dover-Sherborn High School's Fine and Performing Arts Department is committed to a program

of excellence. The arts experience is a "whole brain, whole body" experience that demands both

verbal and non-verbal thought processes. It has the power to stir change because it touches all

people without regard to age, gender, religion, race, politics, or culture. The arts not only provide

a learning experience, they provide it with meaning, excitement, and style. It is our mission as a

department to teach the arts with imagination and rigor.

MUSIC

American Musical Theater Semester 3 credits

(7500) Open to all grades

Do you love West Side Story, Rent, Fiddler on the Roof, My Fair Lady and other musicals?

Have you ever wondered what goes into the creation of a musical and why some shows are

better than others? If so, this course is for you. Musical theater is an important genre in

American pop culture. This course examines the collaborative nature of music, drama, dance

and the visual arts in the creation of a musical. Students will learn how shows are created and

study the development of the art form in a historical context from its European roots to the

present day.

Upon successful completion of this course, students will be able to:

 understand the collaborative nature of music, drama, dance and the visual arts in musical

theater

 understand the history of American musical theater in relation to American history and

culture

 demonstrate an understanding of pivotal shows in the development of musical theater

Guitar I – Foundational Playing Skills Semester 3 credits

(7510) Open to all grades

This class is a skills-based (as opposed to a styles-based) course in guitar playing. The course

will provide a solid technical and musical foundation from which students can further explore

various musical and guitar-playing styles. The class will focus on basic knowledge of the

instrument, left hand technique, right hand flat-picking and finger-picking techniques, music

literacy skills, melodic playing, chord knowledge, and accompaniment skills through solo and

ensemble playing. Students successfully completing the course will acquire foundational skills

that will prepare them for a lifetime of musical performance and exploration. The course is

geared towards students who have either a rudimentary knowledge of the instrument (such as

that gained in middle school music classes) or no prior guitar knowledge. Please note: this class

is not a jam session for experienced guitarists.

Upon successful completion of this course, students will be able to:

 demonstrate through performance a working knowledge of music literacy skills

 demonstrate through performance proper left-hand guitar playing technique

 demonstrate through performance various right-hand flat-picking and finger-picking

techniques

 apply technical knowledge to the performance of solo and ensemble pieces

 evaluate their own performance as well as that of others

Guitar II Semester 3 credits

(7520) Open to all grades

Prerequisite: Completion of Guitar I or consent of the instructor.

―Guitar II‖ is a skills-based course in guitar playing. The goal of the course is to extend the

technical and musical foundation obtained in ―Guitar I‖. The course will broaden the base from

which a student can further his/her exploration of various musical and guitar-playing styles. As

with ―Guitar I‖, ―Guitar II‖ will focus on left and right hand techniques, music literacy skills, chord

knowledge, and accompaniment skills, all of which will be accomplished through solo and

ensemble playing. The course is designed to accommodate students who have successfully

completed ―Guitar I‖. Students completing the course will extend their skills set, providing the

basis for a lifetime of musical learning and performance.

Upon successful completion of this course, students will be able to:

 demonstrate through performances a working knowledge of music literacy in both standard

notation and guitar tablature

 demonstrate knowledge of the guitar fretboard in fifth and higher positions

 demonstrate through performance a working knowledge of barre chords/movable chord

forms

 demonstrate a working knowledge of basic scales

 apply technical knowledge to the performance of solo and ensemble pieces, as well as

accompaniments with complex strumming and finger picking patterns

 demonstrate the ability to improvise

Music Theory Semester 3 credits

(7530) Open to all grades

This course covers the fundamentals of music literacy, ear training and harmony. The common

elements of music will be studied through work that includes listening to, reading, writing,

analyzing, and performing music. Students will study counterpoint, four-part harmony and voice

leading technique from the common practice period (1700-1900). Previous musical experience

(instrumental or vocal) is recommended, but not required, for this course.

Upon successful completion of this course, students will be able to:

 demonstrate a working knowledge of music literacy skills

 demonstrate a working knowledge of basic traditional western music theory

 apply theoretical knowledge to the understanding of music composed by others and by

themselves

Chorus All Year 3 credits

(7590) No prerequisite

Chorus is a performing ensemble rehearsing daily to produce a rich musical experience for

students who wish to sing. Vocal pieces, chosen to fit the ensemble, may include classical, early

music, and/or contemporary pieces, popular music, and show tunes. Individual vocal techniques

will be learned to insure and enhance healthy vocal production. Group vocal techniques will be

explored for the purpose of creating a collective choral sound. Ear-training will be an integral

part of the class. Musical language will be studied, including notation and dynamics. Students

will help to determine the musical path the ensemble takes.

Upon successful completion of this course, students will be able to:

 sing in an ensemble of choral music in several parts

 work cooperatively toward a balanced and musical ensemble

 recognize intervals and simple chord structure

 sing with an understanding of good vocal production

 interpret and execute basic music notation

Concert Band All Year 3 credits

(7579) Open to all grades

Prerequisite: 2 years of instrumental performance experience on a woodwind, brass or

percussion instrument and/or consent of the Director

This ensemble studies, rehearses, and performs a wide variety of musical styles. For the winter

sports season, this group takes the role of Pep Band and performs at a limited number of school

and home sporting events. For the remainder of the school year, the group takes the role of

Concert Band and performs at two evening concerts and graduation. Additional Concert Band

performances may be scheduled.

Upon successful completion of this course, students will be able to:

 demonstrate reasonable progress on their instrument

 perform their part and demonstrate well-developed ensemble skills

 analyze and interpret music notation

 perform musical selections with stylistic accuracy

 evaluate their own performance as well as that of the ensemble

Concert Band & Chorus SPLIT OPTION All Year 3 credits

(7589) Open to all grades

Concert Band & Chorus SPLIT OPTION allows students to participate in both ensembles by

alternating rehearsal days. See Concert Band and Chorus descriptions for more information

about each ensemble.

Jazz Band All Year 6 credits

(7580) Open to all grades

Prerequisites: Rhythm Section – consent of the Director (by audition)

Front Line: 1 year of Concert Band and consent of the Director (by audition)

This ensemble studies, rehearses and performs music in a wide variety of jazz styles. Emphasis

is placed on the collaborative development of musical arrangements by members of the band.

The Jazz Band performs for multiple required performances throughout the school year.

Upon successful completion of this course, students will be able to:

 demonstrate reasonable progress on their instrument

 perform their part and demonstrate well-developed ensemble skills

 demonstrate progress in improvising in a stylistically appropriate manner

 analyze and interpret music notation

 evaluate their own performance as well as that of the ensemble

Concert Band - audit (7599)

The audit option is available only with Department approval and is intended for students who

have a scheduling conflict that precludes full-time participation in the bands.

Jazz Band - audit (7609)

The audit option is available only with Department approval and is intended for students who

have a scheduling conflict that precludes full-time participation in the bands.

Chorus – audit (7619)

The audit option is available only with Department approval and is intended for students who

have a scheduling conflict that precludes full-time participation in the bands.

THEATRE

Introduction to Filmmaking Semester 3 credits

(7850) Open to Juniors and Seniors

Students will be introduced to the various stages of film production, which will take them from an

original concept through to a final product suitable for public screening. After studying the short

film as an art form, students will write their own short scripts, which they will then cast, direct,

shoot on digital video, and edit on digital editing software. Students will then present their films

for class discussion and analysis, after which they may choose to submit their work to various

film festivals throughout the world. Students will produce films together during class while they

shoot their own exercises and films outside of class. Access to a digital video camera would be

helpful, though equipment will be available for students to borrow. When students use

department equipment, they are responsible for replacing any lost, damaged, or stolen

equipment. Although not a prerequisite, students would benefit from taking Film As Literature

before taking Introduction to Filmmaking.

Upon successful completion of this course, students will be able to:

 make a good short film after viewing and discussing the work of both established and novice

filmmakers

 understand how to be critical viewers of film

 write and revise at least two short scripts of between 5-10 pages

 understand how the various elements of pre-production work, including scheduling, casting,

location scouting, and coverage, as well as some legal issues related to film production

(copyright and clearances)

 operate a digital video camera to get a variety of different shots

 understand how different shot types are used to achieve a certain effect on an audience

 use other film-related equipment, including a tripod and lights

 direct effectively to get the performances they want from their actors

 use digital editing software

 produce at least four short films based on original scripts

Acting Workshop Semester 3 credits

(7790) Open to all students

Note: This course requires no prior experience or expertise in acting. All skill and grade levels

are welcome.

This course explores how an actor prepares for a performance by carefully thinking (and making

clear, specific decisions) about character, motivation, relationships, situation, and conflict; thus,

acting essentially becomes reacting to these ―given circumstances‖ of a specific scene. In fact,

if an actor spends enough time and thought building a scene with this necessary mental

preparation, acting becomes easier work because the actor believes and lives within a scene.

Most of this course is spent building believable scenes through such thoughtful and careful

preparation. We will discuss how to use the voice, body, and props to bring a character, and

thus a scene, to dramatic life. We will present scenes to the class for critique and discussion,

with a constant focus on how to improve our acting skills. In addition to the scene study

component of the course, students will also participate in improvisations and various other

acting exercises.

Upon successful completion of this course, students will:

 understand how acting is truly re-acting to the specific choices you, as an actor, make

given the details of a scene

 understand the importance of acting preparation, which includes building the "given

circumstances" of a scene before and during the rehearsal process

 understand the concepts of internal and external action as they apply to character building

and action within a scene

 understand how the voice, body, movement, and props contribute to the building of a scene

 understand scene pacing and the concept of "beats" within a scene

 be able to present a believable scene that demonstrates strong preparation and specific

choices the actor made during the rehearsal process

 be able to provide insightful and helpful feedback to fellow actors

VISUAL ARTS

Art 2D 3 Classes per Cycle All Year 3 credits

(7700) Open to all grades

Art 2D is designed for students who wish to pursue the skills, techniques, and media used in the

construction of two-dimensional artwork. This class will explore the fundamental requirement for

art-making – perception. Students will learn to see and to assemble artwork by using the five

basic components of drawing: the perception of edges, spaces, relationships, lights/shadows,

and the perception of the whole as well as harnessing the elements of art and principles of

design to achieve meaningful and expressive work. Students will also enhance their ability to

manipulate a 2D surface with a variety of media and to manage color across its attributes: hue,

value, and intensity. Future AP Studio Art Students are urged to take this course!

Upon successful completion of this course, students will be able to:

 display drawing skills enhanced by greater perceptual understanding

 display individual style by focusing on personal technique

 perceive and illustrate edges, spaces, lights and shadows from observation

 make informed decisions on composition, color, shape, and content relationships across a

variety of mediums

Art 3D 3 Classes per Cycle All Year 3 credits

(7710) Open to all grades

Art I Three Dimension is designed for students who wish to pursue the skills, techniques, and

media used in the construction of three-dimensional artwork. Areas that may be explored are

functional process-driven techniques and tools used to design, implement, and construct a

variety of three- dimensional artwork, the use of the elements of art and principles of design to

achieve meaningful and expressive work, and a variety of media unique to the specific process

being explored. Learning activities may include paper mache, plaster, wire, cardboard, and

found object assemblage.

Upon successful completion of this course, students will be able to:

 display proficient understanding of a variety of processes used in the construction of three-

dimensional art

 translate personal vision into a three-dimensional art piece

 use the elements of art and principles of design to reflect their artistic intent in their art work

Ceramics I Semester 3 credits

(7720) Open to grades 9, 10, 11, 12

Ceramics is designed for students who wish to pursue the skills and techniques required to

produce fired and glazed ceramic pieces. Construction techniques may include: pinch, coil, slab,

and the use of ceramic tools, as well as the potter‘s wheel. Glaze applications may include: low-

fire glazes including underglaze and majolica painting. Learning activities will include the

construction of both functional and sculptural forms. Students will also be introduced to the firing

process as they learn to work with clay in its different stages.

Upon successful completion of this course, students will be able to:

 demonstrate acquired skills in the use of pottery equipment: potter's wheel, pug mill, and

hand built techniques

 demonstrate spatial intelligence as it applies to creating 3D art work

 transform a 2D concept into a 3D form

 display a comfortable understanding and safe use of a variety of ceramic tools, equipment,

and glazes

Ceramics II Semester 3 credits

(7721) Open to grades 10, 11, 12

Prerequisite: Ceramics I

Teacher Recommendation

Ceramics II is designed for students who wish to build upon the skills and knowledge obtained

in Ceramics I. Students are expected to have a strong work ethic and a high level of autonomy.

Construction techniques may include figure sculpting and developed wheel throwing. Glaze

applications may include sgraffito, image transfer, designing with surface slip/engobe, and

application of color theory. Learning activities may include the creation of realistic and abstract

pieces, a research project on a Ceramic artist, and collaborative group work. Students will also

assist in the kiln firing process. Emphasis will be placed on the development of a personal style.

Upon successful completion of the course, students will be able to:

 Realistically portray objects and aspects of the human figure in 3-dimensions

 Use clay as a method of realistic and abstract representation

 Apply hand-building techniques in advanced methods of 3-dimensional construction

 Apply the elements of art and principles of design in the creation of a Ceramic piece

 Understand and apply principles of color theory in the glazing process

 Propose, develop, and complete independent projects

 Successfully verbalize and perform the required steps in the kiln firing process

Computer Graphic Design Semester 3 credits

(7730) Open to all grades

Computer Graphic Design provides students with a hands-on introduction to the Adobe

Photoshop software. Photoshop‘s tools and features are explored using a curriculum designed

specifically for Dover-Sherborn students. Each class member is encouraged to put his or her

very own spin on each project, and a scanner is available to import artwork and/or photos into

his or her designs. Special emphasis is placed on the importance of type legibility and resolution

of images.

Upon successful completion of this course, students will be able to:

 demonstrate facility working with Photoshop‘s tools and features such as layer opacity, the

clone stamp, the transform command, layers masks, and filters

 demonstrate the ability to create dynamic multi-color designs for a variety of applications,

including brochures, product packaging, and posters

Photography: Film & Darkroom Printing Semester 3 credits

(7740) Open to grades 11, 12

This course explores visual communication with the use of camera, film and printmaking

techniques. The course is taught by lecture, demonstration, field work, darkroom and laboratory

work.

Upon successful completion of this course, students will be able to:

 demonstrate the proper use and care of a camera

 understand the principles of composition

 demonstrate a variety of photographic techniques

 understand the use of photographic images as a medium of creative expression and

communication

Introduction to Photography Semester 3 credits

Digital Photography

(7750) Open to Grades 11, 12

This course investigates the digital medium of photography. Emphasis is placed on composition

and techniques that make our photographs more appealing. Students will learn the basics of

manipulating photographic images using Adobe Photoshop. Prior knowledge of this program is

not required. Student access to a digital camera is helpful but not required.

Upon successful completion of this course, students will be able to:

 understand the primary functions/modes of a digital camera

 apply the principles of composition

 demonstrate effective use of natural and artificial light

 demonstrate techniques that give dimension to an image

 improve quality of photographs from snapshots to creative expression

Yearbook Design I 3 Classes per Cycle All Year 3 credits

(7760) Open to grades 10, 11, 12

Yearbook Design I is a year-long course focused on the production of the Dover-Sherborn

yearbook. Staff members use state-of-the-art digital imaging software, such as Adobe

Photoshop, Adobe Illustrator, and Adobe InDesign, to create a dynamic visual document of our

school community. Existing knowledge of the Photoshop software is strongly recommended.

Upon successful completion of this course, students will be able to:

 design single and double-page layouts

 manipulate all elements of a layout through effective use of software tools and features

 collaborate with other staff members to produce a 176-page publication

Yearbook Design II 3 Classes per Cycle All Year 3 credits

(7770) Open to grades 11, 12

Prerequisite: Yearbook Design I and teacher approval

Yearbook Design II is a year-long course focused on the production of the Dover-Sherborn

yearbook, and is open to juniors and seniors in leadership or editorial positions.

Upon successful completion of this course, students will be able to:

 design single and double-page layouts

 manipulate all elements of a layout through effective use of software tools and features.

 collaborate with other staff members to produce a 176-page publication

 prepare digital files for submission to the publisher

Yearbook Design III 3 Classes per Cycle All Year 3 credits

(7780) Open to grade 12 only

Prerequisite: Yearbook Design II and teacher approval

Yearbook Design III is a year-long course focused on the production of the Dover-Sherborn

yearbook, and is open only to seniors in leadership or editorial positions. Seniors in leadership

or editorial positions must be enrolled in the course during all scheduled meeting blocks.

Yearbook Design III will not be offered as an Independent Study.

Upon successful completion of this course, students will be able to:

 Conceptualize, revise, and implement a unique visual theme for the yearbook

 design single and double-page layouts

 manipulate all elements of a layout through effective use of software tools and features

 collaborate with other staff members to produce a 176-page publication

Silkscreen Printing 3 Classes per Cycle All Year 3 credits

(7830) Open to all grades

This course introduces students to the art of Silkscreen Printing. Using the Photo Emulsion

method, participants will learn how to transform their black and white artwork into brilliant single

and multi-color artwork. Students will be encouraged to create original posters, greeting cards, t-

shirts, etc... Printable fabrics will NOT be supplied.

Upon successful completion of this course, students will be able to:

 prepare black and white artwork for exposure to an emulsion-coated silkscreen

 align silkscreens for accurate, "registered" color application

 devise effective color combinations in order to create eye-catching designs

Rhythm and Hues: 3 Classes per Cycle All Year 3 credits

Poster Design in American Popular Music

(7840) Open to all grades

Prerequisite: Silkscreen Printing

Weaving its way across decades, styles, and disciplines, this course will examine the creative

parallels between music and art in the 20th & 21st Centuries. A broad scope of musical genres

will serve as the inspiration for art projects in a variety of media. Students with eclectically

curious eyes and ears are encouraged to enroll! Some sample projects include:

- An exploration of Jazz's Bebop era, with an emphasis on the Blue Note album covers of the

50s and 60s

- Psychedelic muse Peter Max and the music that fed his Technicolor creations

- Posters from the golden age of The Grand Ole Opry; the power of "down home" design

Upon successful completion of this course, students will be able to:

 identify the visual tools employed by graphic artists and designers to promote music

 create original art pieces utilizing these elements

 recognize the "sight and sound parallels" between visual and musical styles

ADVANCED PLACEMENT ART COURSES

Advanced Placement Studio Art

The College Board offers three performance-based exams that require the completion of a

portfolio in one of the following categories: Drawing, 2D Art and Design, or 3D Art and Design.

Students submit 20 original works of artto College Board via their digital submission process.

The Selected Works section (5 pieces) requires students to demonstrate skillful synthesis of

materials, processes, and ideas. The Sustained Investigation section (15 pieces) requires

students to conduct a sustained investigation based on an inquiry of the student‘s choosing.

The work in this section should reflect ongoing practice, experimentation, and revision. Both

sections of the portfolios require students to articulate information about their work. Students

will only receive Advanced Placement quality point weighting toward their GPA average

upon submitting a portfolio to the College Board.

Pre-AP Art & Design All Year 6 credits

(7881) Open to grades 11, 12

Prerequisite(s):

 Departmental recommendation

 Completion of one Studio Art class

 Completion of one Digital Art Class

 Organized portfolio displaying proficiency in a variety of media; pending department review

This course is intended for highly-motivated art students wishing to begin building a portfolio of

artwork which meets both the portfolio requirements of specific art colleges and the AP Art and

Design College Board scoring criteria. Emphasis will be placed on exploratory work with a

variety of materials and techniques. Students will develop their own creative voice through

engagement in a rigorous contemporary art curriculum. Students will receive Honors credit

weighting toward their GPA upon completion of the course.

Note: Pre-AP Art & Design is not offered as an Independent Study.

Upon successful completion of this course, students will be able to:

 make reasonable choices of 2D and/or 3D media, tools, and techniques to achieve desired

effects in specific projects

 develop creative investigation of formal and conceptual issues

 engage in art making as an ongoing process that involves informed and critical decision-

making

Summer Assignment: Each student entering pre-AP or AP Studio Art is required to complete

at least one summer assignment, which will be provided by course instructor(s).

AP Art & Design All Year 6 credits

(7862) Open to grades 11, 12

Prerequisite:

 Departmental recommendation

 Average of B or higher in Pre-AP Art & Design

This course is intended for highly-motivated art students wishing to continue preparation of a

collection of artwork that is developed to meet the portfolio requirements of specific art colleges,

to be used to distinguish themselves in general college applications or to present to the College

Board as an AP Art and Design portfolio. Focus will be on developing an inquiry-based

sustained portfolio. Students will continue to develop their own creative voice through

engagement in a rigorous contemporary art curriculum.

Students will only receive Advanced Placement quality point weighting toward their GPA

average upon submission of a portfolio to the College Board. Student/teacher conference will

determine AP qualification prior to end of term I.

Note: AP Art & Design is not offered as an Independent Study.

Upon successful completion of this course, students will be able to:

 make reasonable choices of 2D and/or 3D media, tools, and techniques to achieve desired

effects in specific projects

 develop creative investigation of formal and conceptual issues

 engage in art making as an ongoing process that involves informed and critical decision-

making

Summer Assignment: Each student entering pre-AP or AP Studio Art is required to complete

at least one summer assignment, which will be provided by course instructor(s).

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Mathematics

Algebra 1

Honors

Geometry

Honors

Algebra II

Honors

Precalculus

Honors

Precalculus

Algebra II

Geometry

Algebra 1

Algebra 1A

Algebra 1B

Geometry

(2359) CP

Algebra II

(2459) CP

Calculus

Statistics

Probability

& Statistics

Algebra

1/Geom

Small Grp

Financial

Literacy

Honors/CP

Precalculus &

Applied Topics

Algebra 1

Algebra

2/Geom

Small Grp

Geometry

Algebra II

Calculus

Precalculus

Grade 11/12

Elective

MATHEMATICS

The successful completion of four years of mathematics at the high school is required

for graduation.

Where prerequisites are listed, it is implied that the student has successfully completed the

course. All placements are done by the Mathematics Department.

Small Group Algebra All Year 3 credits

(2160) Open to recommended students

Small Group Geometry All Year 3 credits

(2170) Open to recommended students

Small Group Algebra II All Year 3 credits

(2180) Open to recommended grade students

These courses are designed to help students improve their algebra, geometry and/or

precalculus skills. These courses should be taken concurrently with another course in the

traditional mathematics course sequence.

Note: The credit received for the above listed courses does not count toward the

graduation requirement of 24 credits in mathematics.

Upon successful completion of this course, students will be able to:

 demonstrate improved math skills in those areas studied

 improve performance on standardized tests

Pre-Algebra All Year 6 credits

(2150) College Prep

Open to all students in Grade 9

Prerequisite: Recommendation of the Mathematics Department

This course extensively covers the concepts of pre-algebra. The course is designed to prepare

students for Algebra 1.

Upon successful completion of this course, students will be able to:

 have a strong understanding of the positive, negative and rational numbers be able to solve

simple equations

 have a basic understanding of geometric figures and principles

 be able to appropriately manipulate ratios, proportions, and percentages

 have an understanding of the rules and principles of inequalities

 have a basic understanding of graphing linear equations in a coordinate plane

 have knowledge and understanding of the basic equations for area and volume

 perform basic statistical analysis and simple probability

Algebra I All Year 6 credits

(2101) Honors

(2110) College Prep

Open to Grade 9

Prerequisite: Recommendation of the Mathematics Department

Algebra I Honors/CP is an accelerated, course designed to develop a very thorough

understanding of the framework of algebra.

Upon successful completion of the course, students will be able to:

 manipulate real numbers and algebraic expressions and equations using the rules of

numeric and algebraic operations

 solve problems algebraically and graphically, with and without the assistance of a graphing

calculator

 solve linear inequalities; linear, quadratic and absolute value equations; and systems of

equations using a variety of methods

 calculate probability from both theoretical and empirical situations

 communicate their ideas accurately both orally and in writing.

Algebra IA All Year 6 credits

(2240) College Prep

Open to students in Grade 9

Prerequisite: passing Pre-Algebra or recommendation of the Mathematics Department

This course is the first year of a two-year Algebra I sequence. It provides the students with a

solid foundation in the frameworks of Algebra. At the end of this course, the students will have

completed one-half the Algebra I curriculum and will move on to Algebra IB.

Upon successful completion of this course, students will be able to:

 use percents and fractions to solve problems

 manipulate real numbers using the rules of numeric and algebraic operations

 solve linear inequalities and linear equations using a variety of methods

 solve word problems

 effectively employ functions to model real-world data relationships

 communicate their ideas accurately both orally and in writing

Algebra IB All Year 6 credits

(2250) College Prep

Open to students in Grade 9

Prerequisite: passing Algebra 1A Level 2 (in 8

grade) or recommendation of the Mathematics

Department

This course is the second year in the sequence begun in Algebra IA Level 2. It provides the

students with an extension of their algebra skills, and focuses on concepts such as linear and

non-linear functions. The students will be expected to apply these skills to problem solving

situations. At the end of this course, the students will have completed the Algebra I curriculum.

Upon successful completion of this course, students will be able to:

 manipulate real numbers using the rules of numeric and algebraic operations

 solve linear inequalities; linear, quadratic and absolute value equations; and systems of

equations using a variety of methods

 solve application problems

 calculate probability from both theoretical and empirical situations

 communicate their ideas accurately both orally and in writing

Geometry Honors All Year 6 credits

(2201) Honors

Open to Grades 9, 10

Prerequisite: B or better in Algebra 1 Honors or recommendation of the Mathematics

Department

In this course, we take an accelerated, rigorous approach to the topics of the traditional

geometry course. Enrichment is achieved through individual projects and student presentations,

the study of symbolic logic, the study of probability and statistics, and the use of calculators and

computers.

Upon successful completion of this course, students will be able to:

 organize work in order to make effective oral and written presentations

 develop logical thinking skills using proofs as a vehicle

 use symbols, geometric shorthand, calculators, and computers to solve and present

problems concisely and thoroughly

 understand the relationships among definitions, postulates and theorems as they relate to

proofs

 apply theorems in plane, solid, and analytic

 geometry to the solution of problems

 perform constructions and prove related theorems

 visualize and work with spatial relationships

Geometry All Year 6 credits

(2210) College Prep

Open to Grades 9, 10

Prerequisite: Passing Algebra 1H/Level 1 or recommendation of the Mathematics Department

Students in this course will study traditional and advanced topics in plane and solid geometry.

Emphasis will be placed on the student‘s understanding of the geometric concepts using

inductive reasoning. The following topics are studied: definitions and properties of plane and

solid geometric figures, geometric constructions, perpendicular and parallel lines, polygons,

circles, congruence, similarity, areas, volumes, transformations, and geometric proof.

Upon completion of this course, students will be able to:

 apply postulates, properties and theorems to the solution of non-routine problems

 apply the principles of logical (inductive and deductive) reasoning

 identify, measure, and construct a variety of geometric figures

 apply learned geometric properties in solving problems

 calculate areas and volumes of two-dimensional and three-dimensional figures

 use calculators and computer programs to solve problems and produce constructions

Geometry All Year 6 credits

(2359) College Prep

Open to: Grades 9, 10, 11

Prerequisite: passing Algebra I or recommendation of the Mathematics Department

This college preparatory course covers all the topics of a traditional geometry course with a

more numerical approach and a constant review of algebraic methods. The topics covered in

this course include definitions, postulates, theorems, problem solving, perpendicular and parallel

lines, polygons, circles, congruence, similarity, constructions, areas, and volumes. Emphasis is

placed on applications of geometric concepts.

Upon successful completion of this course, students will be able to:

 identify, measure and construct different two-dimensional shapes

 calculate areas and volumes of two-dimensional and three-dimensional figures

 think critically and logically in problem solving

 apply learned geometric properties in solving problems

 use calculators and computers appropriately for problem solving and for developing

constructions

Algebra II Honors All Year 6 credits

(2301) Honors

Open to Grades 10, 11

Prerequisite: B or better test & quiz average in Geometry Honors and B or better in Algebra I

Honors or recommendation of the Mathematics Department

This course begins with a comprehensive review and extension of Algebra I topics. It is an

accelerated course to the topics of Algebra II with an emphasis on problem solving and

applications. Extensive use of the TI 84+ graphing calculator is made as students refine their

skills at problem solving, reasoning, representing and communicating mathematical solutions in

preparation for Precalculus.

Upon successful completion of this course, students will be able to:

 manipulate algebraic expressions

 solve problems, including application problems, algebraically and graphically, with and

without the assistance of a graphing calculator

 solve linear, quadratic, high-order polynomials, exponential, logarithmic, rational, absolute

value and trigonometric equations and systems of equations with multiple variables as well

as systems of inequalities

 use functions to analyze real-life data and scenarios

 communicate their ideas accurately both orally and in writing

 understand real and complex number systems (including sequences, series, permutations

and combinations), compute fluently and make reasonable estimates

Algebra II All Year 6 credits

(2310) College Prep

Open to: Grades 10, 11

Prerequisite: Passing Algebra 1H / Level 1 and passing Geometry H/Level 1 or recommendation

of the Mathematics Department

This course begins with an extensive review and extension of the topics of Algebra I. New

material is clustered in the areas of number sense and operations; patterns, relations and

algebraic representations; spatial visualization and geometry, and units of measurement in

applications. Extensive use of the TI 84+ graphing calculator is made as students refine their

skills at problem solving, reasoning, representing and communicating mathematical solutions in

preparation for Precalculus.

Upon successful completion of this course, students will be able to:

 understand real and complex number systems (including sequences, series, permutations

and combinations), compute fluently and make reasonable estimates

 use mathematical models to represent and quantify relationships (linear, quadratic,

polynomial, exponential, logarithmic) between objects in the real world

 use numerical, graphical and algebraic methods to represent and solve problems

 analyze rates of change in various contexts through linear, power, exponential, or

logarithmic examples

 solve application problems

 use a graphical calculator appropriately

 communicate ideas accurately both orally and in writing

Algebra II All Year 6 credits

(2459) College Prep

Open to Grades 10, 11, 12

Prerequisite: passing Algebra I and Geometry or recommendation of the Mathematics

Department

This college preparatory course begins with a comprehensive review and extension of the topics

of Algebra I with emphasis on problem solving and applications, and covers all of the topics in

the traditional Algebra II curriculum. Extensive use of the TI-84+ graphing calculator is made as

students refine their skills at problem solving, reasoning, representing and communicating

mathematical solutions in preparation for Precalculus.

Upon successful completion of this course, students will be able to:

 manipulate algebraic expressions, equations and inequalities

 solve problems algebraically and graphically, with and without the assistance of a graphing

calculator

 solve linear, quadratic, and absolute value equations, inequalities and systems

 use functions to analyze real-life data

 solve application problems

 use technology appropriately

 communicate their ideas accurately both orally and in writing

Precalculus Honors All Year 6 credits

(2401) Honors

Open to: Grades 11, 12

Prerequisite: B or better test & quiz average in Algebra II Honors or recommendation of the

Mathematics Department

Precalculus Honors is an accelerated course that prepares the student for calculus. Topics

covered include algebraic functions, exponential and logarithmic functions, trigonometry,

equations in polar form including conic sections, parametric equations, vectors, sequences and

series, data analysis, limits and derivatives. In addition, the students are responsible for

derivations and proofs.

Upon successful completion of this course, students will be able to:

 solve problems that demonstrate their mastery of trigonometry

 identify and graph equations in both polar and rectangular form

 solve problems, including application problems, involving sequences and series

 solve problems involving conic sections

 solve problems involving parametric equations

 solve problems/application problems using vectors

 use a graphical calculator appropriately

Optional topics may include:

 find the limit of a function using various techniques studied

 take the derivatives of implicit and explicit functions and solve problems involving

differentiation of functions such as max/min, related rates, velocity and acceleration

problems

Precalculus All Year 6 credits

(2430) College Prep

Open to: Grades 11, 12

Prerequisite: Passing Algebra II H/Level 1 or recommendation of the Mathematics Department

Precalculus is a full year course that prepares the student for a standard calculus program.

Topics include algebraic functions, exponential and logarithmic functions, polynomial functions,

trigonometry, equations in polar form, vectors, and data analysis.

Upon successful completion of this course, students will be able to:

 solve problems that demonstrate their mastery of trigonometry and other topics studied

 identify and graph trigonometric functions and their inverses

 solve and graph exponential and logarithmic equations

 solve and graph polynomial functions

 use a graphing calculator appropriately

Precalculus and Applied Topics All Year 6 credits

(2480) College Prep

Open to Grades 11, 12

Prerequisite: Passing Algebra 2 and recommendation of the Mathematics Department

This course covers many of the standard precalculus topics, but also focuses on a variety of

other topics that will be useful for students to know as they enter college. Topics covered

include a review of linear and quadratic functions, trigonometry, rational functions, logarithmic

and exponential functions, probability and statistics, finance, logic/problem solving, and game

theory.

Projects and applications (such as building a clinometer and the Biorhythm project) will be

included in both semesters of this course. While the first semester‘s material is typical of a

precalculus course, the second semester is designed to provide students with the opportunity to

explore unique topics in math that they might not otherwise encounter. The focus will be on

preparing the students for math topics that will be encountered after high school.

Upon successful completion of this course, students will be able to:

 solve application problems (such as solving for an unknown in a right/oblique triangle to

demonstrate a mastery of the topics studied)

 identify and graph equations

 analyze data

 understand investment options, credit card finance, mortgages, etc.

 use a graphical calculator appropriately

Probability and Statistics All Year 6 credits

(2470) College Prep

Open to grades 11, 12

Prerequisite: Passing Algebra II or recommendation of the Mathematics Department

In this course students will collect and analyze raw data and reach conclusions based on

statistical analysis. Topics include mean, median, mode, standard deviation, normal curve,

correlation, distributions, sampling, hypothesis testing and applications. Extensive use will be

made of the TI-83 Plus graphing calculator and other computer programs.

Upon successful completion of this course, students will be able to:

 observe patterns and departures from patterns in explored data

 decide how and what to measure when planning a study

 produce models and anticipate patterns using probability theory and simulation

 use the statistical capabilities of the TI-83 Plus calculator

Financial Literacy Semester 3 credits

(2610) CP

(2620) Honors

Open to: Grades 11, 12

Prerequisite: Passing Algebra II or recommendation of the Mathematics Department

Financial Literacy is meant to help all students better understand the financial world and be able

to become more stable adults. Students in this course will study a variety of topics to increase

their financial literacy. Emphasis will be placed on student understanding of a combination of the

following topics: Checking, Saving, Types of Credit, Managing Credit, Paying for College,

Budgeting, Investing, Financial Pitfalls, Taxes, Insurance, Financial Psychology.

Upon successful completion of this course, students will be able to:

 Choose and prepare for careers and colleges

 Budget and manage spending

 Manage features of a bank account

 Invest for retirement

 Navigate credit, including student loans, credit cards, mortgages, and more…

 Avoid common financial pitfalls

AP Statistics All Year 6 credits

(2552) Advanced Placement

Open to: Grades 11, 12

Prerequisite: Passing Precalculus Honors or B or better test & quiz average in Pre-calculus

Level 1 or recommendation of the Mathematics Department

The course content in AP Statistics will conform to the guidelines established by the AP

Commission. This course is equivalent to a first-year college level course. Extensive use will

be made of the TI-83 plus graphing calculator and other computer programs such as MiniTab.

Students who take this course will be expected to take the Advanced Placement examination in

May.

Upon successful completion of this course, students will be able to:

 observe and interpret patterns and departures from patterns in explored data and

distributions

 decide how and what to measure when planning a study

 produce models and anticipate patterns using probability theory and simulation

 use statistical inference to form models

 use the TI 83+ calculator

 use rules of probability to predict chance behavior

Summer Assignment: None

AP Calculus BC All Year 6 credits

(2502) Advanced Placement

Open to Grade 12

Prerequisite: B+ or better test & quiz average in Pre-calculus H or recommendation of the Math

Department

This course provides a rigorous introduction to single variable integral and differential calculus.

Emphasis is placed on application of mathematical techniques to a broad range of problem

solving. The syllabus adheres to the BC AP curriculum and students are expected to take the

Advanced Placement Calculus Examination in May.

Upon successful completion of this course, students will be able to:

 integrate and differentiate polynomial, algebraic and transcendental functions

 apply differentiation and integration to a wide assortment of problems (optimization, related

rates, volumes, accumulation, arc length, etc.)

 solve simple differential equations both analytically and numerically

 use Taylor‘s Theorem and convergence tests to investigate infinite series

 apply calculus techniques to parametric, polar, and vector valued functions

 utilize a graphing calculator as a necessary tool for problem solving

Summer Assignment: None

AP Calculus AB All Year 6 credits

(2512) Advanced Placement

Open to: Grade 12

Prerequisite: B- or better test & quiz average in Pre-calculus H or recommendation of the

Mathematics Department

This course will prepare students to take the AB level AP Calculus examination. The syllabus

adheres to the AB AP Calculus curriculum. Students taking this course will be expected to take

the Advanced Placement Calculus Examination in May.

Upon successful completion of this course, students will be able to:

 analyze the fundamental planar curves and their transformations, represented both

graphically and algebraically

 analyze limits of functions and continuity numerically, graphically, verbally, and algebraically

 analyze the derivative as instantaneous rate of change and as the limit of the difference

quotient, both at a point and as a function, to solve application problems

 compute derivatives of basic functions via Chain Rule and implicit differentiation

 use the integral as an accumulator of area to solve application problems

 evaluate definite integrals using the Fundamental Theorem of Calculus and by numerical

approximation and solve application problems involving integrals and anti-derivatives

 solve simple differential equation problems analytically

 utilize a graphing calculator as an integral tool for problem solving

Summer Assignment: None

Calculus Honors All Year 6 credits

(2491) Honors

Open to: Grade 12

Prerequisite: B+ or better in Precalculus Level 1 or recommendation of the Mathematics

Department

This course provides a survey of the fundamental principles of calculus. In the context of real

scientific and mathematical questions, the collaborative experiences of this class will allow for

the ―discovery‖ of calculus through a series of student investigations and projects. Numerical

methods and geometric visualizations using graphing calculators will have central roles. Due to

the exploratory focus of this class, it will not cover the entire AB Calculus curriculum.

Upon successful completion of this course, students will be able to:

 analyze the fundamental planar curves (linear, quadratic, absolute value, cubic, exponential,

logarithmic, trigonometric, and logistic) and their transformations represented both

graphically and algebraically

 analyze limits of functions and continuity numerically, graphically and algebraically

 analyze the derivative as instantaneous rate of change and as limit of the difference

quotient, both at a point and as a function, to solve application problems

 compute derivatives of basic functions (power, exponential, logarithmic, inverse

trigonometric), via Chain Rule and implicit differentiation

 use the integral as an accumulator of area

 utilize appropriate technology

Calculus All Year 6 credits

(2520) College Prep

Open to: Grade 12

Prerequisite: A- or better in Precalculus & Applied Topics CP or B- or better in Precalculus CP

or recommendation of the Mathematics Department

This course provides a survey of the fundamental principles of calculus with a focus on pacing

that can be altered based on student achievement and understanding. In the context of real

scientific and mathematical questions, the collaborative experiences of this class will allow for

the ―discovery‖ of calculus through a series of student investigations and projects. Numerical

methods and geometric visualizations using graphing calculators will have central roles;

differential equations that model dynamical systems will be scrutinized. Due to the exploratory

focus of this class and to a slowed pace to accommodate the enrolled students, it will not cover

the entire Calculus Honors curriculum.

Upon successful completion of this course, students will be able to:

 analyze the fundamental planar curves (linear, quadratic, absolute value, cubic, exponential,

logarithmic, trigonometric, and logistic) and their transformations represented both

graphically and algebraically

 analyze limits of functions and continuity numerically, graphically and algebraically

 analyze the derivative as instantaneous rate of change and as limit of the difference

quotient, both at a point and as a function, to solve application problems

 compute derivatives of basic functions (power, exponential, logarithmic, inverse

trigonometric), via Chain Rule and implicit differentiation

 use the integral as an accumulator of the area

 utilize appropriate technology

CTY & SOHS Advanced Math Courses**

Linear Algebra

Intro to

Abstract

Algebra

Differential

Equations

Multivariable

Calculus

Multivariable

Differential

Calculus

Multivariable

Integral

Calculus

Real Analysis

Complex

Analysis

Stanford Online High School

(SOHS)

Johns Hopkins Center for

Talented Youth (CTY)

Linear Algebra

Differential

Equations

** Student must have scored a 4 or 5 on the AP Calculus BC exam to qualify for these courses

Advanced Mathematics Courses offered via Johns Hopkins Center for Talented Youth

(CTY) and Stanford Online High School (SOHS)

We have researched potential alternatives and have found courses at The Johns Hopkins

Center for Talented Youth (CTY http://cty.jhu.edu/ctyonline) and The Stanford University Online

High School (SOHS - http://ohs.stanford.edu/) to be academically rigorous and well managed.

The table below details the courses we would pre-approve from each of these schools.

School

Course

Pre-requisites

DS Credit

CTY

Linear

Algebra

Qualifying math score & a score of 4 or

5 on the AP Calculus BC exam

6 DS Mathematics credits

Multivariable

Calculus

Qualifying math score & a score of 4 or

5 on the AP Calculus BC exam

6 DS Mathematics credits

Differential

Equations

Qualifying math score & a score of 4 or

5 on the AP Calculus BC exam

6 DS Mathematics credits

Introduction

to Abstract

Mathematics

Qualifying math score & successful

completion of Linear Algebra,

Multivariable Calculus, and Differential

Equations

6 DS Mathematics credits

SOHS

Multivariable

Differential

Calculus (Fall

only)

A score of 4 or 5 on the AP Calculus BC

exam

6 DS Mathematics credits

Multivariable

Integral

Calculus

(Spring only)

Multivariable Differential Calculus &

consent of instructor

6 DS Mathematics credits

Linear

Algebra (Fall

only)

A score of 4 or 5 on the AP Calculus BC

exam or Multivariable Differential

Calculus & consent of instructor

6 DS Mathematics credits

Differential

Equations

(Spring only)

Successful completion of Linear Algebra

& consent of instructor

6 DS Mathematics credits

Real Analysis

Successful completion of Multivariable

Integral Calculus & Linear Algebra

6 DS Mathematics credits

Complex

Analysis

Successful completion of Real Analysis

6 DS Mathematics credits

It should be noted that these courses are not for the light-hearted! These are advanced

mathematics courses that are extremely challenging. Only our best Calculus BC students

should be considering these alternatives.

Considerations

1. Qualifications – Students considering this option must have completed AP Calculus BC

and earned a 4 or 5 on the AP Calculus BC exam.

2. Admissions – each school has its own admissions process that includes, among other

things, standardized test scores. Students considering these options will need to

manage this admissions process independently (including making sure to meet the

admissions process timeline set by the online school). CTY has a rolling admissions

process that can be completed at any time. However, DSHS recommends that a

student apply for admission to the following academic year by April of the current

academic year. SOHS has a rolling admissions process, but admission for the following

academic year should be completed by February 15

of the current academic year.

3. Cost – since these courses are all above and beyond those offered at DSHS, the

individual student must cover all costs. Costs as currently listed for each school are

shown below

School

Cost by course

Additional Costs

CTY

Courses are Individually Paced, but typically

take 6 months to complete. Current costs

are formulated by the number of months a

student chooses:

 3 months - $860

 6 months - $1,665

 9 months - $2,385

Costs of any book(s) used is

additional

SOHS

Courses are to be completed according to

the academic calendar found at

http://ohs.stanford.edu/academics Current

cost is $5,130 per course.

Costs of any book(s) used is

additional

4. Work load

 CTY quotes at least 1 hour per day, 5 days per week not including weekly email

communication with the course instructor.

 SOHS quotes 8-10 hours per week including online discussions (two 1-1.5 hour

discussions required per week), viewing lectures, and completing assignments

outside of class time.

5. Supervision - While we want to allow for flexibility in terms of scheduling (if the student

does not take another DSHS class, he or she will be assigned to a DR for this period),

we want to have some oversight of the progress a student is/is not making.

6. Students choosing one of these courses will report to the Mathematics department head

on a quarterly basis. This communication will allow us a view into the student progress

as he or she moves through the course.

Grade 9

Grade 10

Grade 11

Grade 12

Junior / Senior Electives

 AP Biology

 Advanced Topics in

Biology

 Environmental Research

 Engineering (see

Technology Engineering &

Computer Science)

 Anatomy & Physiology

(10-12)

 AP Chemistry

 AP Physics

 Astronomy

 Marine Science

 Forensic Science

Biology CP (3219)

Biology CP

Biology H

Small Group Biology

Chemistry H and/or

Elective

Chemistry CP and/or

Elective

Chemistry CP (3319)

Small Group

Chemistry

Physics H

and/or Elective

Physics CP

and/or Elective

Electives

(see Below)

Small Group Physics

Science

SCIENCE

The successful completion of three years of Science at the high school is required for

graduation.

The courses in Science are designed to provide a strong foundation for the future scientist or

engineer as well as a basic understanding and appreciation of science for the future citizen in

our highly technological society. All courses are highly laboratory-oriented.

While three years (18 credits) of science are required for graduation, students planning careers

in science, medicine, or technology should take a course each year. The recommended

sequence is Biology, Chemistry, and Physics with electives typically taken during junior and/or

senior year.

The Science Department adheres to the Massachusetts Science and Technology/ Engineering

Frameworks Policy on Dissection and Dissection Alternative Activities which states the

following:

“Courses that offer dissection as a learning activity should, upon written request by a student’s

parent/guardian, permit a student who chooses not to participate in dissection to demonstrate

competency through an alternative method.”

Small Group Biology All Year 3 credits

(3220)

Small Group Biology is a small group skills class offered to students in CP Biology in need of

additional support in CP Biology and in preparation for the MCAS test in Biology.

Note: The credit for this course does not count towards the graduation requirement of 18 credits

in Science.

Biology All Year 6 credits

(3201) Honors

Open to all grades with recommendation of the Science Department

Prerequisite: A- in 8

Grade Science and B+ in Algebra I Honors and recommendation of the

grade Science Teacher

This course is designed for the student who has demonstrated high academic achievement and

is interested in the biological sciences. The emphasis in this course is on the following topics:

The study of Evolution and Genetics, an introduction to cell

biology, ecology, diversity, structure and function and the biological basis of behavior.

Upon successful completion of this course, students will be able to:

 demonstrate the ability to design and solve problems of a biological nature in both individual

and group settings

 apply knowledge of biological concepts to make informed decisions about health and

environmental issues

 draw conclusions from analysis of biological systems

 communicate their thoughts via formal laboratory write-ups

Biology All Year 6 credits

(3210) College Prep

Open to all grades with recommendation of the Science Department

This course is designed to provide the student with a diverse background in biological science.

Laboratory experience with major biological phenomena is designed to support an

understanding of the important concepts, principles, and theories of modern biology. Emphasis

will be placed on the following topics: characteristics of living things, chemistry, cell biology,

genetics, evolution, ecology and principles of anatomy and physiology.

Upon successful completion of this course, students will be able to:

 understand the characteristics of living organisms and how things interact

 make intelligent decisions regarding issues in the community and environment

 demonstrate a proficiency in the application of the scientific method

 demonstrate proper usage of scientific equipment

 obtain and evaluate the validity of scientific information through currently available resources

Biology All Year 6 credits

(3219) College Prep

By recommendation of the Science Department

This course provides students with a basic overview of fundamental biological concepts.

Through structured teacher support, class discussions, collaborative group work, and lab

activities, students will study the basic biological concepts. These concepts will align with the

MA State Frameworks for high school biology. The main concepts will be focused on cellular

biology, genetics, anatomy and physiology, ecology, evolution, and the chemistry of life.

This course is designed for students who require additional support and benefit from learning at

a pace that is suitable to their learning style.

Upon successful completion of this course, students will be able to:

 understand the characteristics of living organisms and how things interact

 make intelligent decisions regarding issues in the community and environment

 demonstrate a proficiency in the application of the scientific method

 demonstrate proper usage of scientific equipment

 obtain and evaluate the validity of scientific information through currently available resources

AP Biology All Year 6 credits

(3552) Advanced Placement

Open to Grades 11 &12

Prerequisite: Grade of B or better in both Biology Honors and Chemistry Honors and

recommendation of the Science Department.

This course is designed for students who intend to specialize in biological sciences or for those

who want to obtain a thorough knowledge of biology as part of their general education.

Advanced Placement Biology is the equivalent of a first year college biology course. Six general

areas are intensively studied: molecules, cells, genetics, evolution, organisms, and populations.

Students must be willing to work at a fast pace and be capable of working independently during

the school year as well as during the summer prior to the course. The course will encourage the

development of skills such as detailed observation, experimental design, data interpretation,

statistical analysis and techniques of research. Students who take this course will be expected

to take the Advanced Placement examination in May. Most colleges, in turn, grant credit or

advanced placement to those who have done well on the examination.

Upon successful completion of this course, students will be able to:

 demonstrate an understanding of current techniques in scientific investigations

 demonstrate an understanding of the process of scientific research

 demonstrate an understanding of the nature of science

 appreciate the hierarchical organization of the inter-relationships of living organisms

 obtain and evaluate the validity of scientific information through currently available resources

Summer Assignment:

This course requires that a summer assignment be completed prior to starting class in the fall.

The summer assignment and textbooks will be provided for students in June.

Advanced Topics in Biology All Year 6 credits

(3501) Honors

Open to Grades 11, 12

Prerequisite: Grade of B or better in both Biology and Chemistry and recommendation of the

Science Department

This is a rigorous course in Biology designed for students who have the ability to undertake in-

depth investigations. Laboratory experience with major biological phenomena is designed to

support an understanding of important concepts in modern Biology. Such in-depth topics may

include: enzymes, transfer of energy, molecular genetics, and/or dissection.

Upon successful completion of this course students will be able to:

 demonstrate proficiency in the application of the scientific method through experimental

design

 demonstrate an understanding of current techniques in scientific investigations

 demonstrate an understanding of the process of scientific research

 understand the genetics of living organisms on a molecular level

 understand the general biochemistry of living organisms

 obtain and evaluate the validity of scientific information through currently available resources

Anatomy and Physiology Semester 3 credits

(3751) Honors

(3760) College Prep

Open to Grades 10, 11, 12

Prerequisite: Biology, concurrent enrollment in Chemistry and recommendation of the Science

Department

This course is designed as a one semester study of the form and function of animal and human

life. The premise of the course is to provide the student interested in nursing, physical therapy,

or medical careers an opportunity to study how cells, tissues, organs, and organ systems are

coordinated to function as an organism. The class includes laboratory studies and dissection.

Upon successful completion of this course, students will be able to:

 demonstrate an understanding of the structure and function of all of the systems of the

human body

 apply knowledge gained to make informed decisions that impact their health

 apply knowledge learned to clinical situations

 understand the concept of homeostasis in body systems and how it relates to the stable

chemical and physical conditions of the internal fluid environment that bathes the body's

cells

Chemistry All Year 6 credits

(3301) Honors

Open to Grades 10, 11, 12

Prerequisite: Grade of B- or better in Biology Honors and Geometry Honors and

recommendation of Biology teacher

Chemistry Honors is designed for the college bound student seeking an understanding of

introductory chemical principles. This is an accelerated course with a strong emphasis on

mathematics and laboratory investigations. The course will develop the modern atomic and

kinetic theories of matter. Special emphasis will be placed on the role of chemistry in the real

world. Selected topics to be studied are the mole concept, atomic theory and structure, chemical

bonding, principles of chemical reactions, molecular structure and organic chemistry. A rigorous

laboratory program involving theoretical and practical applications is an integral part of the

course.

Upon successful completion of this course, students will be able to:

 demonstrate a conceptual understanding of basic chemical concepts

 use mathematical and scientific skills in problem solving

 gather scientific information from laboratory work

 use various technologies for measurement, data analysis and approximation

Chemistry All Year 6 credits

(3310) College Prep

Open to Grades 10, 11, 12

Prerequisite: Completion of Biology and Completion of Geometry, or B or better in Algebra 1

(2259) and recommendation of Biology teacher

College Preparatory Chemistry is designed for the college bound student who is seeking an

understanding of chemistry as a pure science, and in its applications to the world. The course

develops the modern atomic theory to explain the relationship between the properties of

elements and how they chemically combine. Selected topics to be studied are: bonding, the

principles of chemical reactions, the periodicity of elements, acids and bases and organic

chemistry.

Upon successful completion of this course, students will be able to:

 demonstrate an understanding of basic chemical concepts

 use scientific tools in carrying out experiments

 develop problem solving and critical thinking skills

 gain an understanding of the impact of chemistry in society

Chemistry All Year 6 credits

(3319) College Prep

Prerequisite: Completion of Biology and by recommendation of the Science Department

This course provides students with a basic overview of fundamental chemistry concepts.

Through structured teacher support, class discussions, collaborative group work, and lab

activities, students will study basic chemistry concepts. These concepts will align with the MA

State Frameworks for high school chemistry. The main concepts will be focused on atomic

theory and structure, chemical nomenclature, the mole concept, the principles of chemical

reactions, bonding, and gas laws.

This course is designed for students who require additional support and benefit from learning at

a pace that is suitable to their learning style.

Upon successful completion of this course, students will be able to:

 demonstrate an understanding of basic chemical concepts

 use scientific tools in carrying out experiments

 develop problem solving and critical thinking skills

 understand the impact of chemistry in society

 obtain and evaluate the validity of scientific information through currently available

resources

Small Group Chemistry All Year 3 credits

(3330)

Prerequisite: Recommendation of the Biology Teacher

Small Group Chemistry is a small group skills class offered to students in CP Chemistry in need

of additional support.

Note: The credit for this course does not count towards the graduation requirement of 18 credits

in Science.

AP Chemistry All Year 6 credits

(3702) Advancement Placement

Open to Grades 11, 12

Prerequisite: B+ in Chemistry H and B in Algebra II H and recommendation of the Chemistry

teacher. Additional prerequisite if enrolling in 11th grade: concurrent enrollment in Physics H or

recommendation of Chemistry teacher.

The Advanced Placement Chemistry course is equivalent to a first year College Chemistry

course. The curriculum prepares students to take the AP Chemistry Exam for AP credit. Five

general areas are intensively studied: the Structure of Matter, Chemical Bonding, States of

Matter, Physical Chemistry and Chemical Reactions. Advanced laboratory work is done in each

topic area. Students who take this course will be expected to take the Advanced Placement

examination in May. Most colleges, in turn, grant college credit to students who have done well

on the examination.

Upon successful completion of this course, students will be able to:

 use advanced equipment in laboratory analysis

 demonstrate an ability to compare, analyze and relate chemical processes

 analyze data and generate valid conclusions

 demonstrate mastery of the course material on the AP exam

 formulate a procedure that will result in real data measurement

Summer Assignment:

Students enrolled in Advanced Placement Chemistry will be required to read and complete an

assignment on the first four chapters of the text prior to starting classes in the fall.

Environmental Research All Year 6 credits

(3601) Honors

(3620) College Prep

Open to Grades 11, 12

Prerequisite: Both Biology and Chemistry and recommendation of the Science Department

This course is designed to incorporate advanced chemical and biological techniques employed

in current environmental research. This course uses an investigative and independent study

approach to explore current environmental topics both nationally and locally. Students carry out

both indoor and outdoor research investigations dealing with water quality analysis, food quality,

air pollution, energy use, agriculture, nature writing, and other related environmental issues.

Upon successful completion of this course students will be able to:

 demonstrate an understanding of basic

environmental science concepts.

 use scientific tools to carrying out experiments

 utilize critical thinking skills to explore environmental issues

 make real world connections to current environmental issues

Physics All Year 6 credits

(3401) Honors

Open to Grades 11, 12

Prerequisite: Concurrent enrollment in Pre-Calculus H (or Pre-Calculus CP with a grade of A in

Algebra II CP) and a grade of B in Chemistry H and recommendation of the Science

Department

This course, designed for future College Science majors, is an intensive study of the concepts

of matter and energy and their interrelation. Emphasis is placed on the development and use of

mathematical techniques to describe physical laws. Extensive use is made of laboratory

investigations which provide the student with opportunity to discover and test physical

relationships. The four major units are Mechanics, Sound and Light, Electricity and Magnetism,

and "Modern Physics".

Upon successful completion of this course, students will be able to:

 describe the motion of objects (Kinematics) in one and two dimensions

 solve problems using Newton's Laws and Conservation of Energy and Momentum

 view fundamental physics in a historical context

 solve problems involving simple circuits and electric and magnetic fields

 use technology to gather, analyze and interpret data from laboratory experiments

Physics All Year 6 credits

(3410) College Prep

Open to Grades 11, 12

Prerequisite: Successful completion of Chemistry, Algebra II or a grade of B in 2459,

concurrent enrollment in College Prep Pre-Calculus, and recommendation of the Chemistry

teacher

This Physics course is a study of the concepts of matter and energy, and their interrelation. An

emphasis is placed on using laboratory and math skills to understand the physical laws

governing our world. The four major units are Mechanics, Sound and Light, Electricity and

Magnetism, and "Modern Physics".

Upon successful completion of this course, students will be able to:

 describe the motion of objects (Kinematics) in one and two dimensions

 solve problems using Newton's Laws and Conservation of Energy and Momentum

 view fundamental physics in a historical context

 solve problems involving simple circuits and electric and magnetic fields

 use technology to gather, analyze and interpret data from laboratory experiments

Small Group Physics All Year 3 credits

(3420)

Prerequisite: Recommendation of the Chemistry Teacher

Small Group Physics is a small group skills class offered to students in CP Physics in need of

additional support.

Note: The credit for this course does not count towards the graduation requirement of 18 credits

in Science.

AP Physics All Year 6 credits

(3802) Advanced Placement

Open to Grade 12 only

Prerequisite: B+ in Physics Honors, concurrent enrollment in BC Calculus and/or

recommendation of the Science Department

Advanced Placement Physics is equivalent to a first year College Physics course. The areas

covered include: Classical Mechanics, Electricity and Magnetism, Quantum Theory, Physics of

Medical Technologies, Modern Digital and Analog Electronics and Special Relativity. Calculus

will be utilized where appropriate. Students who take this course will be expected to take the

Advanced Placement examination in Mechanics in May. Most colleges, in turn, grant credit or

advanced placement to those who have done well on the examination.

A strong emphasis will be placed on rigorous laboratory experimentation and design. Students

will complete a series of five modern labs, a 4 week Electronics exploration and a long-term

engineering design project in preparation for the Physics Olympics.

Upon successful completion of the course students will be able to:

 Solve sophisticated quantitative, conceptual and design problems.

 Derive necessary equations from first principles.

 Use technology to gather, analyze and interpret data from laboratory experiments.

 Apply differential and integral calculus to problem solving.

Summer Assignment: None

Engineering: All Year 6 credits

(3861) Honors

(3860) College Prep

Open to Grades 10*, 11, 12

*(Grade 10 only upon recommendation of teacher and Dept. Head)

Students may apply the six credits toward either the Science or Technology Engineering

& Computer Science graduation requirement.

Engineering: Science, Technology, and the Design Process is a full year course designed to

introduce students to the world of technology and engineering as a first step in becoming

technologically literate citizens. The course will help students answer the question, ―Why should

I study math, science and engineering if I don‘t plan on a technical career?‖ Through this

course‘s practical real world connections, students will have the opportunity to see how

mathematics, science and engineering are part of their everyday world, and why it is important

for every citizen to be technologically and scientifically literate. Students will also design, build

and program robots to complete tasks in the classroom and in competitions.

 Students will develop a deep and rich understanding of the term ―technology‖

 Students will develop their abilities to use the engineering design process

 Students will understand the complementary relationship between science,

mathematics, technology, and engineering

 Students will understand how advances in technology affect human society, and how

human society determines which new technologies will be developed

 Students will be able to apply fundamental concepts about energy to a wide variety of

problems

 Students will be able to apply design ideas and programming knowledge in the building

of robots that must complete assigned tasks

Astronomy Semester 3 credits

(3871) Honors

(3880) College Prep

Open to Grades 11, 12

Prerequisite: BOTH Biology and Chemistry, Algebra II (completed or concurrently enrolled)

This is a one semester course that provides a survey of modern astronomy. The content

includes the history and development of astronomical ideas, as well as an in-depth look at the

science of theoretical and applied astronomy. Students learn how to categorize and classify

astronomical bodies and how to use a telescope as a scientific tool for investigation. Students

participate in evening observations and laboratories, and are expected to complete a long term

exploratory project. Project possibilities include astrophotography, orbit analysis through

observation, advanced web design, and engineering of optical telescopes. Students also

conduct public observations for the community in the school's observatory. Students may

apply the three credits toward either the Science or Technology requirement.

Upon successful completion of the course, students will be able to:

 demonstrate a broad but cohesive knowledge of modern astronomical ideas

 utilize mathematics and fundamental physics to do quantitative astronomical analysis

 operate a computerized telescope and digital camera as scientific tools for investigation

 maintain a webpage documenting work and research done in the class

Marine Science Semester 3 credits

(3571) Honors

(3580) College Prep

Open to Grades 11 and 12

Prerequisite: BOTH Biology and Chemistry

This is a one semester course that provides a survey of the marine sciences, including geology,

chemistry, biology, and geography. Topics include: tsunamis, hurricanes, physical and chemical

oceanography, marine mammals, fish biology, coral reefs, bioluminescence, and marine

pollution. Students study specific marine species through research and dissections to achieve a

better understanding of the interrelationships between these species and their physical

environment. An understanding of this interrelationship is applied to current issues regarding

human impact on the marine environment.

Upon successful completion of this course students should be able to:

 demonstrate a broad but cohesive knowledge of the interdisciplinary study of the oceans

 recognize major systematic groups of marine organisms and understand how they are

interconnected in the ecosystem

 demonstrate an understanding of the structure and function of organ systems in some of the

major systematic groups

 use scientific tools to carry out experiments

 demonstrate an understanding of human impact on the health of the oceans

Forensic Science Semester 3 credits

(3971) Honors

(3980) College Prep

Open to Grades 11 and 12

Prerequisite: Both Biology and Chemistry

This is a one semester course that provides a survey of forensic science, including criminalistics

and criminology. This course will focus on the application of scientific principles to matters of

criminal and civil law. Case studies and crime scenarios will be used to help students

understand the implications and issues which emerge as the science of forensics continues to

develop. Emphasis on biology, chemistry and physics concepts will be utilized with laboratory

investigations in order to illustrate the concepts and principles under an inquiry-based

instructional model. Topics investigated include: forensic odontology, entomology,

fingerprinting, anthropology, serology, pathology, chemistry and toxicology, and trace evidence

and criminal law.

Upon successful completion of this course students should be able to:

 Define the scope of forensic science

 Explain the history and philosophy of forensic science

 Identify, collect, and preserve physical evidence

 Use scientific tools to carry out experiments

 Construct the process of a crime scene investigation

 Apply critical thinking and analytical skills to investigate crimes

 Apply the principles of forensic pathology in determining the time of death of a victim by

evaluating the stages of decomposition and the science of entomology

 Explain how forensic anthropology is used to identify skeletal evidence to obtain data using

a variety of techniques

 Analyze evidence without bias

 Analyze components of DNA and explain the various methods for obtaining and testing DNA

from a crime scene

SCIENCE TEACHER AIDE One semester No credit

(3899)

Apply to Science Department Head

Any student who is interested in being an aide to a science teacher should submit a request to

the Science Department Head. Duties involve organizing and cataloguing equipment, cleaning

glassware, and setting up labs. If selected, a student reports to a science teacher instead of

his/her Directed Research period.

Social Studies

Grade 9

Grade 10

Grade 11

Grade 8

Grade 12

U.S.

History

World

History I

Honors

U.S. History

Honors

World History

Honors

Geometry

CP 1

World

History I

World

Themes

World History

U.S. History

American

Gov. &

Politics

American

Gov. &

Society

H / CP

Economics

H / CP

Facing

History

H / CP

Psychology

H / CP

U.S. History

Part I

U.S. History

Part II

SOCIAL STUDIES

The successful completion of three years of History at the high school consisting of

World History I & II and United States History is required for graduation.

The Social Studies Department provides course offerings in both history and the social

sciences. The goal of the social studies curriculum is to facilitate the development of critical

thinking skills and to support students in becoming responsible, productive adults.

The Social Studies program seeks to provide students with a greater understanding of important

political, economic, and social issues facing the United States and the world. Students are

challenged to communicate effectively in groups as they work to understand important societal

and individual issues. Critical thinking skills are taught through debating, problem solving, group

decision making, and the writing of position and research papers. In addition, cooperative

learning experiences teach students to work successfully with others. The Social Studies

Department is committed to helping students understand their rights and responsibilities as

citizens and respect and appreciate the diversity of the world’s people.

World History I (500 A.D. to 1760) All Year 6 credits

(4201) Honors

Prerequisite: Recommendation of the 8

grade Social Studies Department and A- average

This course proceeds chronologically from the Middle Ages to the Age of Revolutions,

examining the Medieval period, Byzantine and Islamic Civilizations, Africa and the Americas,

Asian cultures, the Renaissance and Reformation, Exploration and Expansion, Absolutism, the

Scientific Revolution and the Enlightenment. The universal patterns of development and the

uniqueness of individual cultures will be explored through thematic analysis of three major

questions: What causes a society or civilization to achieve greatness and to decline? How do

cultures develop and change? How have individual‘s rights and responsibilities to his or her

society varied over time? Students will be challenged to be active participants through both

individual and cooperative group work, critically analyzing and researching historical problems,

textbook and primary source readings, and critical

writing on historical themes and issues.

Upon successful completion of this course, students will be able to:

 understand and apply social studies skills (i.e., spatial, communication, interpretation,

reading, data collection, critical thinking, higher order problem solving and process writing)

 explain and evaluate political, social and economic institutions, as well as geographic

concepts which shape the world

 analyze, explain and evaluate the chronological order of historical events and recognize the

complexity of historical cause and effect

 compare and contrast, and show an empathetic appreciation of diverse world cultures, as

well as individual and societal roles and responsibilities in today‘s global community

World History I (500 A.D. to 1760) All Year 6 credits

(4210) College Prep

Required for grade 9 students

This course covers the same content and has the same student- based outcomes as the

Honors level course. The Honors level course investigates some topics in greater depth.

American Go v.

Themes in World History I (500 A.D. to 1760) All Year 6 credits

(4150) College Prep

Prerequisite: Recommendation of the Social Studies Department

This course, while covering much of the content in the World History I curriculum, meets the

needs of students whose skill development requires the more intensive emphasis possible in

smaller classes, and a pace which allows for the incorporation of multiple approaches in order to

help students develop an understanding of important historical themes and concepts. The

reading level of materials and writing assignments are modified to meet individual student‘s

needs.

World History II (1760 A.D. to the Present) All Year 6 credits

(4221) Honors

Prerequisite: Recommendation of the Social Studies Department, with an average of B- or

better in preceding Honors history course or A- average in preceding CP history course

This course proceeds chronologically from the Age of Revolutions to the Present, examining the

English Civil War, American, French, and Latin American Revolutions, Napoleonic Europe, the

Industrial Revolution, Growth of Democracy, Nationalism, Imperialism, World Wars, Totalitarian

States, Cold War Societies, Emerging 20th Century Nations, Ethnic Conflicts and Human

Rights, and the Changing World Today. The universal patterns of development and the

uniqueness of individual cultures will be explored through thematic analysis of three major

questions: What causes a society or civilization to achieve greatness and to decline? How do

cultures develop and change? Students will be challenged to be active participants through both

individual and cooperative group work, critically analyzing and researching historical problems,

textbook and primary source readings, and critical writing on historical themes and issues.

Upon successful completion of this course, students will be able to:

 understand and apply social studies skills (i.e., spatial, communication, interpretation,

reading, data collection, critical thinking, higher order problem solving and process writing)

 explain and evaluate political, social and economic institutions, as well as geographic

concepts which shape the world

 analyze, explain and evaluate the chronological order of historical events and recognize the

complexity of historical cause and effect

 compare and contrast, and show an empathetic appreciation of diverse world

 cultures, as well as individual and societal roles and responsibilities in today‘s global

community

World History II (1760 A.D. to the Present) All Year 6 credits

(4230) College Prep

Required for grade 10 students

This course has the same content and student- based outcomes as the Honors level course.

However, the Honors level course investigates some topics in greater depth.

AP United States History All Year 6 credits

(4502) Advanced Placement

Open to grades 11, 12

Prerequisite: Recommendation of the Social Studies Department, with an average of B+ or

better in the preceding Honors history course or an A average in preceding CP history course.

Recommended students not meeting prerequisites will be required to pass a qualifying test

before final placement. All students enrolled in the course must successfully complete rigorous

summer reading and writing assignments.

This course provides students with the analytic skills and factual knowledge necessary to deal

critically with the problems, issues and events in United States history as well as prepare them

for the Advanced Placement Examination. The student, as historian, will be expected to draw

appropriate inferences, to make careful judgments when possible and speculations when

necessary, to ask the right question, to assess historical materials in relation to their reliability

and importance, and to weigh the evidence and interpretations presented in historical

scholarship. This will be accomplished by providing a detailed survey course to give the student

a grounding in the subject matter along with supplementary readings to provide substantive and

thematic coverage of the major periods in the history of our nation. Students who take this

course will be expected to take the Advanced Placement examination in May.

Upon successful completion of this course, students will be able to:

 recall, select and deploy relevant historical knowledge accurately to support a coherent and

logical argument

 communicate in a clear and coherent manner using appropriate historical evidence

 show an empathetic understanding of individuals and societies in the past; understand the

importance of trying to establish motives

 interpret and evaluate a wide range of historical sources and their use as evidence; identify

precisely the limitations of particular sources; compare and contrast a range of sources and

draw a clear, logical conclusion

Summer Assignment:

Students enrolled in the course will be notified by the teacher or someone in the Guidance

Office of the summer reading assignment.

United States History All Year 6 credits

(4401) Honors

Open to grades 11, 12

Prerequisite: Recommendation of the Social Studies Department, with an average of B- or

better in the preceding Honors history course or A- average or better in the preceding CP

history course

This course provides students with the analytic skills and factual knowledge necessary to

critically examine the political, economic and social issues and events in United States history

from the Colonial Period to the Present. The study of our nation‘s history will be explored

through the thematic analysis of four major questions: How have the political concepts of

democracy and the liberty and equality of individuals been reflected in American society at

different times? ―The American Dream‖ is one of upward social and economic mobility. To what

extent has this dream been a reality in our history? What is ―American culture‖ and how has it

developed? How and why has America‘s relationship to other countries of the world developed

and changed? Students will be challenged to be active participants through both individual and

cooperative group work, critically analyzing and researching historical problems, textbook and

primary source readings, and critical writing on historical themes and issues.

Upon successful completion of this course, students will be able to:

 understand and apply social studies skills (i.e., spatial, communication, interpretation,

reading, data collection, critical thinking, higher order problem solving and process writing)

 analyze, explain and evaluate the chronological order of historical events and recognize the

complexity of historical cause and effect

 explain and evaluate political, social and economic institutions which have shaped our

nation

 compare and contrast, as well as show an empathetic understanding and appreciation of

diverse individuals and cultures that have helped to shape American life and institutions

United States History All Year 6 credits

(4310) College Prep

Open to grades 11, 12

This course has the same content and student- based outcomes as the Honors level course.

However, the Honors level course investigates some topics in greater depth.

United States History Part I (1607 A.D. to 1877) All Year 6 credits

(4320) College Prep

Prerequisite: Recommendation of the Social Studies Department

This course is designed to help students develop an understanding of important historical

themes and concepts. The reading level of materials and writing assignments will meet

individual student‘s needs at an appropriate pace. This course examines United States History

from the Colonial Era through Reconstruction.

Upon successful completion of this course, students will be able to:

 understand and apply social studies skills (i.e., spatial, communication, interpretation,

reading, data collection and process writing)

 describe and explain political, economic and social institutions that have shaped our nation

 describe and explain the chronological order of historical events and recognize the

complexity of historical cause and effect

 compare and contrast as well as show an empathetic understanding and appreciation of

diverse individuals and cultures that have helped to shape American life and institutions

United States History Part II (1877 A.D. to the Present) All Year 6 credits

(4330) College Prep

Prerequisite: Recommendation of the Social Studies Department

This course is designed to help students develop an understanding of important historical

themes and concepts. The reading level of materials and writing assignments will meet

individual student‘s needs at an appropriate pace. This course examines United States History

from the Reconstruction Era to the present.

Upon successful completion of this course, students will be able to:

 understand and apply social studies skills (i.e., spatial, communication, interpretation,

reading, data collection and process writing)

 describe and explain political, economic and social institutions that have shaped our nation

 describe and explain the chronological order of historical events and recognize the

complexity of historical cause and effect

 compare and contrast as well as show an empathetic understanding and appreciation of

diverse individuals and cultures that have helped to shape American life and institutions

AP American Government & Politics All Year 6 credits

(4742) Advanced Placement

Open to grade 12

Prerequisite: Recommendation of the Social Studies Department and an average of B+ or better

in the preceding Honors history course or A in the preceding CP history course. Recommended

students not meeting prerequisites will be required to pass a qualifying test before final

placement.

All students enrolled in the course must successfully complete rigorous summer reading and

writing assignments.

This course is designed to provide an in-depth look at the structure and operations of the

American Political System. Students will develop a more sophisticated and insightful

understanding of the political process as we examine the founding documents, political culture

and ideology, the role of the media, the policy-making process, and many other interesting and

relevant topics. Students will be challenged to analyze documents, make inferences and utilize

higher order thinking skills in order to understand our political system and how it relates to

contemporary events. Students will conclude this course with the Advanced Placement Exam in

this subject. Students who take this course will be expected to take the Advanced Placement

examination in May.

Upon successful completion of this course, students will be able to:

 understand the purposes, principles, and practices of American government as established

by the Constitution of the United States

 understand their rights and responsibilities as citizens and how to exercise these rights and

responsibilities in local, state, and national government

 communicate in a clear and coherent manner incorporating relevant knowledge of United

States history in order to provide a better understanding of contemporary political events

 Interpret and evaluate important founding documents, historical records, and landmark

cases of the Supreme Court to help formulate conclusions about their role in shaping the

American political system

Summer Assignments:

Students enrolled in the course will be notified by the teacher or someone in the Guidance

Office of the summer reading assignment.

American Government and Society All Year 6 credits

(4701) Honors

(4710) College Prep

Open to grades 11, 12

Prerequisite-Honors: B- average in the preceding Honors course or B average in preceding CP

history course and the recommendation of the Social Studies Department

This course will explore the historical context of our political and legal systems in conjunction

with current event issues. Students will also examine the institutions and processes of our legal

system and government at the national, state and local levels. Daily participation in classroom

activities with varied assessments will encourage students to define their rights and

responsibilities as citizens in a democratic society, and help them to understand America‘s

political and legal heritage.

Upon successful completion of this course, students will be able to:

 Understand legal and political principles, including principles of criminal and constitutional

law, and evaluate critical aspects of our political and legal systems.

 Identify and explain the roles of and challenges faced by various individuals and institutions

across national, state, and local government.

 Describe the government‘s existing policy on a range of domestic and international issues,

summarize current debate around that policy, and articulate their own position on the

subject.

 Describe the role of individuals, political parties, and the media in campaigns and elections.

 Consider the way in which some of the most pressing political, economic, and social

challenges facing Americans impact their lives; examine how effectively existing public

policy addresses those issues; and further develop their own view of how public policy

should handle those issues.

Psychology All Year 6 credits

(4601) Honors

(4610) College Prep

Open to grade 12

Prerequisite-Honors: B- average in preceding Honors history courses or B average in

preceding CP history courses and recommendation of the Social Studies Department

This course introduces students to the fundamentals of perception, memory, consciousness,

personality development, patterns of human behavior, and growth from infancy to adolescence,

along with the study of culture, socialization, and the major social institutions and social

problems in modern life.

Upon successful completion of this course, students will be able to:

 understand various topics related to the behavioral sciences

 develop critical thinking skills

 demonstrate behavioral research, writing and discussion skills

 understand the various themes that play significant roles in each stage of development from

childhood through adulthood

Facing History and Ourselves/Contemporary Issues All Year 6 credits

(4751) Honors

(4760) College Prep

Open to grades 11, 12

Prerequisite-Honors: B- average in the preceding Honors course or B average in preceding CP

history course and the recommendation of the Social Studies Department

The Facing History and Ourselves curriculum examines the roots and impact of oppression and

intolerance and also explores movements for social and political progress and change over the

course of the 20

Century. Major units of the course include the American Civil Rights

Movement, the Armenian Genocide and genocide denial, the Holocaust, the historic

development of international law and Human Rights and their present-day applications, the

Vietnam War, the Cambodian Genocide, the Rwandan Genocide the collapse of communism in

eastern Europe, the Bosnian Genocide, the Israeli-Palestinian Conflict, the Darfur genocide, the

War on Terror, and the Arab Spring. In addition to learning the historic facts and background to

key moments in history, students will also analyze the role that individual and social identity play

in the unfolding of historical events and social movements. Additionally, students will consider

the ethical and moral implications of the actions of both individuals and social groups in the

unfolding of historical events and social movements. This year-long elective allows students the

opportunity to delve deeper in to the history of the 20

and 21

centuries. The curriculum

encourages students to contemplate their own role in society and the complex nature of human

interaction. Discussion plays a significant role in the day-to-day running of the class, and

students are both expected and encouraged to develop informed opinions and analysis of the

course material. The course makes regular connections to current events as they relate to

themes and material from its units of study.

Upon completion of this course, students will be able to:

 promote the development of a more humane and informed citizenry and to make the

―essential‖ connections between history and the moral choices students must confront in

their lives

 realize and appreciate the perspective of a victim, a survivor-a person who experiences the

injustices and sufferings inflicted upon them because they are "different"

 draw conclusions about and better understand the role of human nature as related to

conscience, moral responsibilities, human cruelty, empathy, and acts of courage

 better understand and appreciate the social nature and dehumanizing effect of stereotyping

and scapegoating and that dehumanization is a precursor of the acceptance of

discrimination, isolation, and violence

 move from thought to judgment to participation and commitment as the moral foundation of

our future with the hope of building a more civil society based upon mutual respect and a

better appreciation of the worth and dignity of all people.

Economics All Year 6 credits

(4901) Honors

(4910) College Prep

Open to grade 12

Prerequisite-Honors: B- average in preceding Honors history course or B average in preceding

CP history course and the recommendation of the Social Studies Department

In this course we examine basic types of economic systems. Each system will be explored

through the examination of supply and demand, the investment markets, fiscal and monetary

policy, economic development, international trade, governmental regulation and consumer

advocacy. We will apply economic principles to everyday situations.

Upon successful completion of this course, a student will be able to:

 name and define the common terms used in contemporary economics

 describe the interaction of the primary determinants of supply and demand

 compare production and distribution systems in different economic systems

 discern among the various vehicles for saving, investing or borrowing money

 understand different methods of taxation, including their goals, costs and benefits

 compare and contrast business models and gauge the effectiveness of each model

 comprehend the international nature of the current world economy

Technology Engineering & Computer Science

(All courses listed below can be used towards 18 credit elective graduation requirement)

Engineering &

Industrial Arts

Industrial Technology I

Construction

Full year or Semester

Industrial Technology II

Manufacturing

Full year or Semester

TV and Media

Industrial Technology

III

General Contracting

Computer Science

& Digital Literacy

Intro to CAD

Web Design Using

HTML & CSS

Computer Programming

with Java Script

Technology &

Society

Social Media

Literacy

TV and Media I

TV and Media II

Astronomy

iOS App

Development

Video Game

Design

TV and Media III

Advanced Placement

Computer Science

Principles

Engineering

TECHNOLOGY ENGINEERING & COMPUTER SCIENCE

The successful completion of 18 credits in Technology Engineering & Computer Science

and/or Fine & Performing Arts at the high school is required for graduation.

All courses that REQUIRE access to the network and Internet require the appropriate

signatures in the boxes indicated on the Student Registration Verification Information Form.

Introduction to CAD Semester 3 credits

(6100) Open to all grades

Prerequisite: None

This course introduces the students to the use of Computer Assisted Drawings (CAD). Using both

CAD and Chief Architect software packages students will learn to design two and three-dimensional

drawings. Engineering and Architectural drawings will be covered. The use of colors, materials, and

design elements will be used on architectural drawings. Students who are interested in pursuing

careers in graphic design, architecture, interior design or engineering would benefit from this course.

Upon successful completion of this course, students will be able to:

• create two-dimensional schematic drawings or plans

• create three-dimensional house renderings

• demonstrate facility with various modeling techniques

• incorporate computer assisted drawings

• understand design elements related to interior and exterior design

Computer Programming with Java Script Semester 3 credits

(6280) Open to all grades

Prerequisite: None

This is an introductory project-based learning course in computer science using JavaScript as the

programming language. The course will emphasize problem-solving and design involving abstraction

and object-oriented techniques. Students will develop a solid foundation of core programming

principles and techniques that will allow them to easily adapt to other, more complex, programming

languages. Students interested in a career in computer programming, or just interested in seeing what

programming is all about, will benefit from this course.

Upon successful completion of this course, students will be able to:

 understand the dynamic and interactive elements and behaviors behind web pages

 write programs that make decisions, iterate commands, and display graphics using Javascript

code

 solve problems that require logical use of a computer

 discuss programming and programming techniques

 learn techniques for tracking down and fixing errors

 create simple games using JavaScript coding events, loops, and conditional statements

Social Media Literacy Semester 3 credits

(6300) Open to all grades

Prerequisite: None

Social media is here to stay. We have seen its use in political campaigns, national uprisings, social

movements, marketing campaigns, data collection, and content delivery. Social media can serve as

an invaluable resource for communicating and obtaining information but, it can also be riddled with

questionable and inaccurate content; sometimes with damaging consequences. This course will help

students develop skills to become educated ―consumers‖ of social media as well as responsible,

active ―participants‖ in social media.

Upon successful completion of this course, students will be able to:

 discuss the development of social media and how it has changed the way in which our society

communicates and shares information

 evaluate the uses of social media in a free society vs. a non-free society

 evaluate the credibility of various social media ―authors‖

 develop a plan for their social media ―digital footprint‖

 develop strategies for ―reputation management‖

 use social media as a method to ―expand their voices‖

 write concisely – with purpose and credibility – on various social media platforms

 evaluate how companies and advertisers are using social media to promote their business and

product

 discuss and display responsible use of social media

 develop skills in website design and blogging

Web Design Using HTML & CSS Semester 3 credits

(6260) College Prep

Open to all grades

Prerequisite: None

This is an introductory project-based learning course designed to develop a student's understanding

of coding skills as they pertain to developing web pages. Students will learn how to build simple web

pages using HTML (Hypertext Markup Language) and (CSS) Cascading Style Sheets. Students will

learn how to add backgrounds, images, hyperlinks, and lists to their web pages. Students interested in

a career in computer science, or just interested in seeing what programming is all about, will benefit

from this course.

Upon successful completion of this course, students will be able to:

● Identify the basic elements of a web page with good and bad design

● Learn how to control web page fonts and styles with CSS

● Develop web pages using HTML

● Develop problem solving skills as they ―debug‖ their programs

● Evaluate websites for valid content

Technology and Society Semester 3 credits

(6290) College Prep

Open to all grades

Prerequisite: None

This course highlights the ongoing changes in technology and its overall effects on society. In a

project-based learning setting, students will begin with an overview of society and its relationship to

technology and change. They will then explore how technology has influenced our lives for better or

worse and gain an insight to the associated ethical and legal ramifications surrounding its use. Using

critical thinking and problem solving, students will research, evaluate, collaborate, and discuss various

topics currently in the forefront. Through the creation of blogs, public service announcements,

discussions, videos and documentaries, students will develop their point of view, present their

findings, and share ideas with a socially aware audience. There will be several online readings,

projects and formative assessments throughout the semester to support teaching and learning.

This course will help students identify:

 the meaning of technology

 the relationship of technology and ethics

 inventions that helped to bring about technological change

 social impact of technology throughout some areas in history

 various ways that biases affect our perception and use of technology

 public policy implications of technological innovation

 legal and ethical aspects of technology advancements in several fields

 how to create a blog as a method to communicate views on several topics.

iOS App Development Semester 3 credits

(6270) Open to all grades

Prerequisite: None

This is an introductory project-based learning course designed to develop a student's understanding

of coding skills as they pertain to developing websites. This course introduces students to Apple‘s

powerful, beginner-friendly programming language, Swift. Students, working within the Swift

Playground app, will learn the fundamentals of programming and iOS app development. The Swift

Playground (an iPad app) provides an interactive environment with built-in lessons and challenges

that teach fundamental coding concepts. Students interested in a career in computer science, or just

interested in seeing what programming is all about, will benefit from this course.

Upon successful completion of the course, students will be able to:

 develop skills in problem solving, communication, and creativity

 understand core coding concepts such as: algorithms, boolean and logic operators, commands,

functions, parameters, loops, conditional statements, variables, operators, types and initialization

 place and manipulate images in conjunction with touch events and coordinates

 troubleshoot, test and debug their code (using development tools such as Code.org and Glide)

 develop a basic iOS app for an iPhone and/or iPad

Video Game Design and Development Semester 3 credits

(6320) Open to all grades

Prerequisite: Intro to Programming , iOS App Design, and/or department approval

Do you enjoy playing games or are you interested in a video game design career? Then why not learn

the process involved in designing and creating them! This project-based course explores the aspects

of game design / development prevalent today. Throughout this course, students are introduced to a

2D and 3D video game environment where they will work collaboratively to design, develop, and test

their original digital games within an industry design game engine and standards.

In addition to coding, there will be an emphasis on the video game industry and process where you

will learn about the roles of a 2D/3D animator, level designer, audio and lighting creator, artist,

storywriter and programmer. Here you will experience the process that professionals use in a real

world career setting. Coding and design work will be focused on learning the video game program

through small projects, with a final assessment that requires you to create an original game of your

own.

Upon successful completion of this course, students will be able to:

 Demonstrate basic understanding of game design principles.

 Demonstrate basic game programming ability.

 Overview of visual art production processes.

 Skillfully apply fundamental game design, visual art, narrative development and programming

concepts in the development of an original and creative game.

 Develop clear and concise documentation for lab assignments and original games.

 Analyze popular games from commonly used genres, examining intent, form and functionality.

 Develop an independent analysis of a specific game.

 Demonstrate user-friendly design in lab assignments and original games.

 Develop an effective understanding of the various segments of the game development industry

and the different employment opportunities within that industry.

 Understand how to collaborate and debug code and design to achieve success in coding output.

AP Computer Science Principles Full Year 6 credits

6240 Advanced Placement

Open to Grades 10-12

Prerequisite: One of the following courses with a 80 or higher: Computer Programming with

JavaScript, Web Design using HTML & CSS, iOS App Design, Video Game Design and

Development.

The AP Computer Science Principles course is designed to meet the College Board requirements for

preparing students for the AP Computer Science Principles exam. This course utilizes resources

provided through Harvard University's CS50 Introductory Computer Science course.

This course teaches students how to think algorithmically and solve problems efficiently. Topics

include abstraction, algorithms, data structures, encapsulation, resource management, security, and

software engineering. Students will explore the foundations of computer science, including the

hardware and software that makes a computer function and the impacts technology and computing

has had and has on society. A large focus of the course will be learning the fundamentals of coding

using the C programming language, explore web programming using HTML, and also using Python

and SQL. The major projects of the course will be aligned with the College Board AP evaluation.

The course engages all students in authentic, project-based learning to develop computational

thinking through:

 Collaborative problem solving

 Creative design of unique solutions

 Data representation through modeling and simulations

 Algorithmic reasoning

By the conclusion of this course, students will be able to:

 Understand the basics of computer systems

 Understand the digital representations of real-world things

 Evaluate and analyze the tremendous impact of computing on the world

 Analyze and draw new conclusions from large data sets

 Apply foundational programming constructs to solve problems

 Create programs that serve useful functions

All AP students are expected to take the AP exam in May. This exam includes both a multiple choice

test and a digital portfolio (Create Performance Task) that students submit on their own.

Students will only receive Advanced Placement quality point weighting toward their GPA average

upon submitting a portfolio to the College Board. Honors credit will be given to any student who does

not submit both parts of the AP Exam.

TV/Media I Semester 3 credits

(6170) Open to all grades

In this course, students will learn the basics of video production through theory and hands-on

experience. Students will work on various projects such as commercials, interviews, and talk shows.

The students will also learn about Media Literacy and how to become more subjective when using the

media for information. The class will also, at times, have guest speakers from local media outlets to

give participants "real world" experience.

Upon successful completion of this course, students will be able to:

 edit on a non-linear format

 master basic production skills

 understand advertising and public relations techniques

 develop an understanding of ethics in media

TV/Media II Semester 3 credits

(6250) Open to all grades

TV/Media II students will learn the rudiments of public relations, advertising, and news reporting as

they work on two monthly half-hour programs covering on-campus events and local sports. Students

will learn advanced production skills, camera technique, and digital editing. The final programs will be

seen locally on DSCTV.

Upon successful completion of this course, students will be able to:

 demonstrate mastery of advanced editing on non-linear format

 demonstrate mastery of advanced reporting and digital packaging skills

 demonstrate mastery of advertising and public relations techniques

 develop an understanding of ethics in media news reporting

TV/Media III Semester 3 credits

(6310) Open to all grades

In this course, students will be taking the skills they have mastered in previous TV Media classes and

using them to work on a singular long term project for the semester: a twenty minute pilot for a sitcom.

The first term of the class will be spent in pre production (storyboard and script writing) and the

second term will be spent shooting, editing, and promoting the project as it nears its premiere on

DSCTV and YouTube. Due to space limitations, this class is limited to ten students who are entering

their junior or senior year and have taken TV Media I and TV Media II. Teacher recommendation is

required.

Upon successful completion of this course, students will be able to:

 produce long form content using digital tools to produce and create

 master intermediate production skills

 create and implement a public relations/advertising plan to promote their content to potential

viewers

ENGINEERING & INDUSTRIAL ARTS

Industrial Technology I – Construction

(7300) All Year 6 credits

(7310) Semester 3 credits

Open to Grades 10, 11, 12

These are introductory courses with an emphasis on shop safety, the proper use of hand tools and

machine tools that are used to perform basic woodworking operations and processes. Woodworking

knowledge will be applied in the construction of student selected projects.

Industrial Technology II - Manufacturing

(7330) All Year 6 credits

(7340) Semester 3 credits

Open to Grades 10, 11, 12

Prerequisite: Industrial Technology I

These courses consist of the study and application of advanced machine tool operation, fabrication

techniques and safety practices utilized in manufacturing industries and metal-working. Knowledge

and experience gained will be applied in the construction of a project of the student‘s choosing.

Upon successful completion of this course, students will be able to:

 graphically record a design for an item they wish to construct

 organize a work schedule in a written plan of action for construction of an item of their choosing

 develop problem-solving skills based on information received in this "hands-on" experiential

learning environment

 communicate the intricacies of complex processes and procedures inherent to this area of

learning, using the correct terminology

 know and apply the proper and safe rules of conduct in a work environment

 acquire a foundation of knowledge of the materials and processes used in wood construction and

fabrication

 evaluate the results of their undertakings

 develop cooperative learning skills in this multi-activities learning environment

 assist and direct less experienced peers in the safe and correct use of portable and machine tools

Industrial Technology III - General Contracting Semester 3 credits

(7371) Honors

Open to grades 11-12

Prerequisite: A 90 or above in both Industrial Technology I and II and also Teacher recommendation

This course is designed to give students an authentic, project-based learning experience replicating

the work of a general contractor. Unlike Industrial Technology I & II where students pick their own

projects to build and keep, Industrial Technology III students will be building projects for the Dover

Sherborn community. Students will seek out projects by connecting with community groups and local

schools, creating a list of options and then presenting these options to the teacher. Once a project has

been accepted by the teacher, students will work with the school administration or community group

leaders, plants and facility director, fire chief, business manager, school custodian, town inspectors,

and all other stakeholders in the project to be certain all local and federal code requirements are met.

Students will present a formal proposal including an outline of time and materials as well as cost to

the appropriate group. Once a plan is approved and funding is secured, students will order materials

and then build the project. Upon completion of the project students will give a formal presentation of

the process and their end result to members of the regional school committee.

By the conclusion of this course, students will be able to:

 Seek out projects by connecting with local leaders and school administration.

 Research and understand local and federal laws around building codes.

 Understand the process to gain approval for a large scale project, including permits if necessary.

 Create a formal proposal for a project including plans, and an estimate of time and materials.

 Work with local supply companies to secure quotes for materials.

 File a formal request for project funding.

 Manage time and materials to be sure the cost does not go over the budget and the deadline is

met.

 Build a project to plans, while also altering and getting approval as issues might arise.

 Give a formal presentation of the project to a large group as their final exam in the course.

Engineering All Year 6 credits

(7360) College Prep

(7361) Honors

Open to Grades 10*, 11, 12

*(Grade 10 only upon recommendation of Teacher and Dept. Head)

Students may apply the six credits toward either the Science or elective graduation

requirement. This will be reflected in GPA on transcript for both science credit and for elective

credit.

Engineering: Science, Technology, and the Design Process is a full year course designed to introduce

students to the world of technology and engineering as a first step in becoming technologically literate

citizens. The course will help students answer the question, ―Why should I study math, science and

engineering if I don‘t plan on a technical career?‖ Through this course‘s practical real world

connections, students will have the opportunity to see how mathematics, science and engineering are

part of their everyday world, and why it is important for every citizen to be technologically and

scientifically literate. Students will also design, build and program robots to complete tasks in the

classroom and in competitions.

 Students will develop a deep and rich understanding of the term ―technology‖

 Students will develop their abilities to use the engineering design process

 Students will understand the complementary relationship between science, mathematics,

technology, and engineering

 Students will understand how advances in technology affect human society, and how human

society determines which new technologies will be developed

 Students will be able to apply fundamental concepts about energy to a wide variety of

problems

 Students will be able to apply design ideas and programming knowledge in the building of

robots that must complete assigned tasks

Astronomy Semester 3 credits

(6190) College Prep

(6191) Honors

Open to Grades 11, 12

Prerequisite: BOTH Biology and Chemistry, Algebra II (completed or currently enrolled)

This one semester course will provide a survey of modern astronomy. The content will include the

history and development of astronomical ideas, as well as an in depth look at the science of

theoretical and applied astronomy. Students will learn how to categorize and classify astronomical

bodies and how to use a telescope as a scientific tool for investigation. Students will participate in

evening observations and laboratories, and will be expected to complete a long term exploratory

project. Project possibilities will include astrophotography, orbit analysis through observation,

advanced web design, and engineering of optical telescopes. Students will also conduct public

observations for the community in the school's observatory. Students may apply the three credits

toward either the Science or Technology requirement.

Upon successful completion of the course, students will be able to:

 demonstrate a broad but cohesive knowledge of modern astronomical ideas

 utilize mathematics and fundamental physics to do quantitative astronomical analysis

 operate a computerized telescope and digital camera as scientific tools for investigation

 maintain a webpage documenting work and research done in the class

Educational Technologies Courses offered via Johns Hopkins Center for Talented Youth (CTY)

and Stanford Online High School (SOHS)

We have researched online alternatives and have found courses at The Johns Hopkins Center for

Talented Youth (CTY - http://cty.jhu.edu/ctyonline) and The Stanford University Online High School

(SOHS - http://ohs.stanford.edu/) to be academically rigorous and well managed. The table below

details the courses that are pre-approved from each of these schools.

CTY

Introduction to Java Programming

Qualifying math score

3 Educational

Technology credits

Advanced Java Programming

Qualifying math score &

completion of Introduction to

Java Programming

3 Educational

Technology credits

AP Computer Science A

Qualifying math score &

completion of Algebra 1 and DS

Introduction to Visual Basic

Programming

6 Educational

Technology credits

SOHS

Introduction to C Programming

(Fall only)

Successful completion of Honors

Algebra 2

3 Educational

Technology credits

Programming in C: Algorithms

and Techniques (Spring only)

Introduction to C Programming

3 Educational

Technology credits

AP Computer Science

Concurrent enrollment in

Precalculus Honors or

successful completion of another

SOHS computer science course

6 Educational

Technology credits

Data Structures and Algorithms in

Java

AP Computer Science or a 4 or

above on the AP Computer

Science Exam

6 Educational

Technology credits

1. Qualifications – Any student in good standing at Dover Sherborn High School can opt to take a

technology class via CTY or SOHS. These courses will be counted as original credit courses

once we receive a transcript from the school indicating a student‘s passing grade.

2. Admissions – each school has its own admissions process that includes, among other things,

standardized test scores. Students considering these courses will need to manage the

admissions process independently (including making sure to meet the admissions process

timeline set by the online school). CTY has a rolling admissions process that can be

completed at any time. However, DSHS recommends that a student apply for admission to

the following academic year by April of the current academic year. The AP Computer Science

A course is session based, not Individually Paced. SOHS has a rolling admissions process,

but admission for the following academic year should be completed by February 15

of the

current academic year.

3. Cost – since these courses are all above and beyond those offered at DSHS, the individual

student must cover all costs. Costs as currently listed for each school are shown below:

School

Cost by course

Additional Costs

CTY

The Java courses are Individually paced, but

typically take 6 months to complete. The AP

Computer Science course is session based (see

http://cty.jhu.edu/ctyonline/calendar/index.html for

application deadlines) Current costs are formulated

by the number of months a student chooses:

 3 months - $860

 6 months - $1,665

 9 months - $2,385

Costs of any book(s)

used is additional

SOHS

Courses are to be completed according to the

academic calendar found at

http://ohs.stanford.edu/academics

Current cost is $5,130 per course.

Costs of any book(s)

used is additional

4. Work load

 CTY quotes at least 1 hour per day, 5 days per week and weekly email communication

with the course instructor.

 SOHS quotes 8-10 hours per week including online discussions (two 1-1.5 hour

discussions required per week), viewing lectures, and completing assignments outside of

class time.

5. Supervision - While we want to allow for flexibility in terms of scheduling (if the student does

not take another DSHS class, he or she will be assigned to a DR for this period), we want to

have some oversight of the progress a student is/is not making. Given the small number of

students expected to opt for this route, we have decided to have them report to the

Mathematics department head on a quarterly basis. This communication will allow us a view

into the student‘s progress as he or she moves through the course.

Courses must be approved by the Department Head and Principal before registering for courses.

100

In Grade 9, students will engage in a semester of Health Education and a semester of Outdoor

Education/Fitness Development. Sophomores, Juniors, and Seniors participate in quarterly elected

modules. The modules total sixteen elective offerings and are listed in the pages that follow.

Wellness Graduation Credit Requirement

The graduation credit requirement for Wellness has been amended so that credits will be aligned

with the credit assignment for all other disciplines based on the number of class meetings.

Grade

Class Meetings Per 8-Day Rotation

Credits

Per Semester

Total Credits

5 per semester for both semesters

2.5

3 per semester for both semesters

1.5

3 per semester for both semesters

1.5

3 per semester for one semester

1.5

Total Credits

12.5

American Gov.

Wellness Department

1 Semester

Health Education

1 Semester

Outdoor Education

and Fitness

Development

Quarterly Elective

Modules

2 Semesters

Grade 9

Grade 10

Grade 11

Quarterly Elective

Modules

2 Semesters

Grade 12

Quarterly Elective

Modules

1 Semester

101

WELLNESS DEPARTMENT

Grade 9 Wellness

Grade 9 students must complete one semester of Health and one semester of Outdoor

Education/Fitness Development. The class meets 5 times in an 8-day rotation.

Health Education Semester 2.5 credits

(9110)

Freshmen Health class incorporates the dimensions of Wellness into a variety of activities. The

students will participate in the following units: Mental Health, Nutrition, Sexuality and Relationships,

Alcohol and Other Drugs.

Upon successful completion of this course, students will be able to:

 Interpret and breakdown consumer information

 Understand the importance of nutrition in daily life

 Understand factors that contribute to positive mental health

 Understand the different components of mental health including self-esteem, emotion, and stress

managements skills

 Understand Human Growth and Development in Sexuality and Relationships

 Identify ways to promote health and prevent disease

Outdoor Education/ Fitness Development Semester 2.5 credits

(9120)

Freshmen Outdoor Education/Fitness Development will focus exclusively on Outdoor Education for

the first quarter. Students will participate in games, initiatives and the high ropes course which

includes a multitude of low and high elements. The second quarter will focus on Fitness

Development.

Upon successful completion of this course, students will be able to:

 Work within a group and recognize the strengths and benefits of working together. Increase

mutual support within a group.

 Develop an enhanced familiarity and identification with the natural world

 Develop an increased level of fitness inclusive of agility, coordination, strength training and

cardiovascular training

 Develop a specific personal fitness plan.

 Exhibit responsible personal and social behavior that respects self and others in physical activity

and sports settings

Grade 10, 11 and 12 Wellness

Grade 10, 11 and 12 students must complete five semesters of wellness electives, in accordance with

the credit distribution outlined on page 79. Classes meet 3 times in an 8-day rotation.

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Sophomore, Junior and Senior Wellness Education Semester 1.5 credits

(9210)

(9220)

Each module will meet for a quarter. This elective programming is designed to prepare students for

the demands of the 21

century. Our elective modules seek to answer the question: What do our

students need to know and be able to do in order to prepare for their futures?

Upon successful completion of these modules, students will be able to:

 Demonstrate the skills and knowledge, concepts and principles, strategies and tactics in order to

effectively participate in lifelong activities

 Develop sportsmanship and respect through a variety of activities

 Appreciate the benefits of teamwork, problem solving and leadership as it pertains to these

elective modules

 Engage in activities that improve their physical and mental well-being

 Develop an appreciation for fitness pursuits, health pursuits and physical activity pursuits as they

relate to overall well-being

Sophomore /Junior / Senior Modules

 Fitness My Choice

 General Survival

 Stress Management

 Sport Education Model-Net Sports

 Invasion Games

 Dance, Dance, Take A Chance

 Fitness Walking

 Advanced Outdoor Pursuits

 CPR/AED/First Aid

 Yoga

 Sport Education Model-Winter Team Sports

 Coaching, Teaching, Recreation and Leadership

 Drugs and Society

 Muscular Fitness

 Student Leadership TA

 RAD Systems of Self Defense

 Sports and Society

 Target Sports - Archery and Frisbee Golf

 What’s Next

 Contemporary Health Topics

Fitness My Choice

This module will provide students the opportunity to select activities of their choosing with instructor

approval, with the knowledge to evaluate and participate in an aerobic exercise program. . Students

will analyze their current level of cardiovascular fitness using different assessments. Exercise science

principles such as calculating maximum heart rate, target heart rate, recovery heart rate and rate of

perceived exertion will be covered. A majority of the movement time will allow students the

independence to choose enjoyable workouts while reaping cardiovascular benefits of being in the

target heart rate zone which will translate into lifetime habits. Students will be assessed via data

using Polar Heart Monitors, reflections from readings and/or writing prompts, CV Log and final

assessment.

Upon successful completion of this module, students will be able to:

 Recognize enjoyable activities that implement the F.I.T.T principle in cardiovascular training.

 Design and monitor workouts using target heart rate parameters.

 Articulate their understanding of the components of cardiovascular endurance and personal

health benefits.

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General Survival

This module offers students the opportunity to learn the many skills needed to survive a variety of

survival situations such as natural disasters, vehicle emergencies, fire safety, and personal safety. We

will learn many different skills and strategies related to emergency situations such as but not limited to

primitive fire starting methods, basic car mechanics, weather system identification, and basic

navigation techniques.

Upon successful completion of this module, students will be able to:

 Prepare and identify personal safety situations.

 Identify potential weather anomalies.

 Prepare for a natural disaster.

 Repair or diagnose basic mechanical failures in a vehicle.

Health and Physical Education Student Leader and Teaching Assistant

This module will meet the needs of students who would like to assist a teacher in an experience of

their choosing. Students would apply to be a TA in Outdoor Education or Wilderness Survival, for

example, and meet the expectations of the teacher running the course. This is an opportunity for

seniors who would like to develop their leadership skills, who are interested in teaching or public

speaking, and who possess skills and knowledge in a particular area that they can share with

students. Good attendance is crucial for selection as a TA. Teaching assistants will review the

curriculum to deepen understanding of course content. They will facilitate student interaction and

discussion, provide feedback to students, and assist in class preparation, delivery, and assessment

for some lessons. Teaching assistants will schedule meetings with the teacher on a regular basis to

collaborate and to discuss their role in upcoming lessons.

Upon successful completion of this module, students will be able to:

 Deliver a lesson in the chosen elective.

 Provide meaningful and specific feedback to students.

 Submit a self reflective journal to teacher.

Muscular Fitness

Upon completion of this module, students will be able to identify the location and function of the major

muscle groups as well as safely perform a wide variety of free weight and machine exercises for each

major muscle group. In addition students will experience some of the latest alternative conditioning

programs: CrossFit, Insanity, P90X. Assessments will involve reflections based on writing prompts,

the Workout Log, the student‘s daily level of involvement, Individual Muscular Fitness Plan with goals,

and the final assessment.

Upon successful completion of this module, students will be able to:

 Demonstrate appropriate lifting technique for major and minor muscle groups.

 Analyze contemporary strength training programs available through the media.

 Demonstrate an understanding of anatomy and physiology as it relates to muscular fitness.

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Stress Management

This module will help students identify the stressors in their lives and teach them to implement stress

reduction techniques such as mindfulness and deep breathing exercises. Students will also develop

habits of mind to manage stress in their lives. Participation in a variety of lab experiences will guide

self-reflection and understanding. Lab experiences could include such opportunities as yoga, time-

management, meditating, etc.

Upon successful completion of this course, students will be able to:

 Identify a number of techniques to reduce the stress in their lives.

 Demonstrate the various stress reduction techniques used in class.

CPR, First Aid, and A.E.D Certification

This module will allow a student to become American Heart Association certified in CPR, First Aid,

and A.E.D. training or American Heart Association certified. This certification allows a student to apply

for a variety of summer jobs working with children in camp and outdoor settings. The course will cover

all the necessary material related to the American Heart Association, along with learning emergency

techniques to treat basic to severe life threatening emergencies.

Upon successful completion of this module, students will be able to:

 Complete the American Heart Association practical and written exams for certification.

Advanced Outdoor Pursuits and Wilderness Survival

This module offers students the opportunity to experience the outdoors in all of its wonder and simple

solitude. Through hands-on activities, students will learn a variety of wilderness survival skills such as

shelter-building, water procurement and water purification, preparing and cooking food in the outdoor

environment, and finding edible and safe outdoor survival foods and plants. Students will ultimately be

prepared to ensure a safe journey into a remote forested environment. Students will participate in a

mandatory overnight camping event hosted on campus, along with DS staff, as the culminating final

exam for the course. .An alternative activity such as a paper or project will be assigned if a student is

unable to participate in this overnight camping event.

Prerequisite: Outdoor Pursuits 1 or Wilderness Survival

Upon successful completion of this module, students will be able to:

 Build suitable natural shelters for a variety of conditions.

 To procure water and utilize sterilization methods for safe drinking water.

 Find an abundance of natural foods found in the wild.

 Prepare and cook a variety of food for survival outside.

 Complete a single night camping experience on campus

Sport Education- Net Sports

This course is a comprehensive look at various net sports such as tennis, pickleball and volleyball

using the Sport Education Model. Students will participate in various roles in these activities as

coach, player, official and manager. Students will develop sport specific techniques and fitness using

this model of instruction.

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Upon successful completion of this module, students will be able to:

 Design a playbook with sports specific warm ups and drills for preseason, practice and

competition.

 Demonstrate roles as coach, player, official, and manager.

 Officiate a game or contest using rules of the game.

 Keep records of contests and player performance.

Dance, Dance, Take A Chance

This module will provide students the opportunity to experience an array of dance genres in an

encouraging environment. Students will experience social dance in an atmosphere where students

will learn the movement concepts of such dances as ballroom, hip hop, and jazz. Students do not

need to have any prior dance experience to participate in the class. The class will be peer led by

students who have prior dance experience working with those who have not. The course will

culminate in each student choreographing and performing a dance presentation with their peer leader.

The course is designed to enhance fitness while helping students celebrate their unique differences;

explore the cultural perspectives of dance, and personal self expression.

Upon successful completion of this module, students will be able to:

 Expand on their movement technique and expression through dance.

 Demonstrate a consciousness and awareness of self, others and their dance environment.

 Use accurate observation and accurate critique of dance.

 Demonstrate a choreographed dance performance.

Coaching, Teaching, Recreation and Leadership

Students interested in becoming camp counselors, coaches and future educators will benefit from this

module. Through exploration of various teaching techniques, management and safety protocols, each

student will find the confidence to pursue leadership opportunities. Students will observe teachers

and coaches and be introduced to lesson plan writing and implementation.

Upon successful completion of this module, students will be able to:

 Receive a certificate of course completion applicable to seasonal job opportunities.

 Create and implement a lesson plan.

 Utilize a toolbox of educational strategies and best practices.

Sport Education- Winter Team Sports

This module is a comprehensive look at team sports such as hockey or basketball using the Sport

Education Model. Students will participate in various roles in these activities as coach, player, official

and manager. Students will develop sport specific techniques and fitness using this model of

instruction.

Upon successful completion of this module, students will be able to:

 Design a playbook with sports specific warm ups and drills for preseason, practice and

competition.

 Demonstrate roles as coach, player, official, and manager.

 Officiate a game or contest using rules of the game.

 Keep records of contests and player performance.

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Yoga

Students will be introduced to the safety, basic postures, breathing techniques, relaxation methods,

movements, and fitness benefits of yoga. The students in this module will learn the benefits of yoga

and its impact on movement, how to breathe and stretch more effectively as they learn to relax,

dispose of built up stress, and learn to get more out of their life through yoga. Students will not just

focus on ones core strength, but will work the entire human body. Ultimately students will learn the

benefits of gaining strength and balance, muscle development, as well as flexibility and increased

range of motion for the joints.

Upon successful completion of this module, students will be able to:

 Execute the various poses/asanas covered in class.

 Understand the health benefits gained by participating in yoga.

 Design a 15 minute yoga workout.

Fitness Walking

The class will offer students a variety of trail hiking, and fitness walking. Students will learn the wide

spectrum of activities the outdoors has to offer while gaining an appreciation for the environment and

how we protect this valuable resource.

Upon successful completion of this module, students will be able to:

 Understand appropriate trail management skills when walking in the outdoors.

 Complete 2 to 3 mile hikes each class through the neighborhoods and woods of Dover and

Medfield.

 Value physical activity for health, enjoyment, self expression and/or social interaction

Drugs and Society

This module is designed to explore the complexities and impact drugs have on our society. Students

will explore drug use and abuse on a social spectrum, rather than a physical one. Students will gain

knowledge in the history of drug use in the United States, drug use as a social problem, and current

drug regulations; including state and local laws.

Upon successful completion of this module, students will be able to:

 Research and analyze data regarding drugs and their effects on society.

 Complete a comprehensive research project.

 Use technology to present an overview of the student‘s research.

The RAD Systems of Self Defense

The R.A.D. Systems of Self Defense (rape aggression defense) offers a program for women only.

RAD is a program of realistic self-defense tactics and techniques. It is a comprehensive course that

begins with awareness, prevention, risk reduction, and risk avoidance, while progressing on to the

basics of hands-on defense training. This course includes educational components comprised of

lecture, discussion, and physical resistive strategies all of which are facilitated by our very own

certified R.A.D. instructors.

Upon successful completion of this course students will be able to:

 Demonstrate the practical techniques of self defense.

 Complete the final practical assessment.

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Sports and Society

The class will involve the direct investigation of the sociological aspects of sports. It will explore the

social setting of sport and its impact on American society. Students will probe sport as a social

institution in our culture.

Upon successful completion of this module, students will be able to:

 Understand sport as a significant experience in culture and incorporate the sociological

perception of sport in other parts of the social world.

 Explore Sport as a social construct in society.

 Evaluate consequences of sport on organizational variations.

 Differentiate sport and athletics from various perspectives.

Target Sports- Archery and Frisbee Golf

The Frisbee Golf and Archery Elective will be an eight week 15 class unit. Students and the general

community are looking for alternative forms of recreational activities in an effort to improve health and

quality of life. Frisbee Golf and Archery helps students gain a better level of upper and lower body

strength while increasing fitness level through active participation. Frisbee Golf and Archery also

promote the use of both mental and physical skills along with increasing their personal concentration

skills by mastering shots and negotiating obstacles.

Upon successful completion of this module, students will be able to:

 Students will be able to play a complete round of Frisbee Golf, consisting of creating and

playing a 9-hole course.

 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement

sequences and patterns, both individually and with others

 Students will demonstrate competence and proper form while using 4 different types of throws

in Frisbee Golf.

 Students will demonstrate appropriate behavior while participating in Frisbee Golf and Archery,

showing personal responsibility and avoiding dangerous situations.

 Students will show respect for others and give feedback and evaluation of other class

members.

 Students will be able to explain the benefits of participating in Frisbee Golf and Archery as a

lifelong activity

Invasion Games

In this elective, students will participate in a myriad of Invasion Games such as team handball,

Treasure Island, Speedball, Football, Soccer and Capture the Flag.

Tactical problems related to Invasion Games include

 Maintaining possession

 Attacking/defending space

 Winning possession

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What’s Next

This course is designed to equip students with a greater personal awareness to make informed health

decisions as they move into independent living situations post-graduation. This course will give

students the opportunity to reflect on decisions made in high school and how to use those decision-

making skills in the next chapter of their lives. Practical life skills will also be an integral part of the

learning process.

Upon successful completion of this course students will:

 Be aware of mental health resources available at the local, state, and federal level.

 Recognize the signs of stress and depression

 Explore issues of communal living and cultural sensitivity

 Recognize the signs and symptoms of eating disorders

 Evaluate exercise and weight management plans that affect overall health

 Explore health and safety issues relating to birth control and sexual responsibility, prevention

and treatment of sexually transmitted diseases, rape prevention and treatment

 Understand substance abuse issues outside of high school

 Develop skills in managing money, food, clothing, housing, and transportation

 Explore alternative forms of medicine and treatment of illnesses

 Create a Portfolio of resources, ideas, and tools to use in the future

Contemporary Health Topics

This module encourages students to examine practices and plans regarding the most recent health

issues facing our country today, along with learning about significant public health events in the past

and how those were handled on a local, state, federal, and global level. Through interactive activities,

student survey choice topics, and thought-provoking studies, students will focus on topics such

as: health care, healthcare equality, vaccines, pandemics, peer influence, and organ donation.

Upon successful completion of this module students will be able to/know:

 Where to search and the sources they can trust to provide accurate health information.

 How to be advocates for good health for themselves and others in their community.

 Analyze the relationship between access to health care and health status.

 Analyze how the culture supports and challenges health beliefs, practices, and behaviors.

 Analyze how public health policies and government regulations can influence health

promotion and disease prevention.

 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or

reduce health risks.

 Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Please note: The Wellness Department will select when electives are offered. (semester and

term)

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French

No WL

Other WL

Novice 1

H or CP

Novice 2

H or CP

Novice 3

H or CP

French

Novice 3

H or CP

Intermediate

H or CP

Intermediate

H or CP

AP French

Language

Intermediate

H or CP

World Language

Chinese

Grade 8

8888888

Grade 9

Grade 10

Grade 11

111

Grade 12

Curriculum diagram for World Language is continued on next page

Intermediate

H or CP

110

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

No WL

Other WL

Novice 1

H or CP

Novice 2

H or CP

Novice 3

H or CP

Spanish

Novice 3

H or CP

Intermediate

H or CP

Intermediate

H or CP

AP Spanish

Language

Intermediate

H or CP

Latin

Advanced Topics

in Latin A/B

Latin

Novice 3

H or CP

Intermediate 1

H or CP

Intermediate

H or CP

Advanced Topics

in Latin A/B

No WL

Other WL

Novice

2 A

Novice

1 A

Novice

1 B

Novice

2 CP

AP Latin

Spanish

Advanced

Topics in Latin

B/A

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WORLD LANGUAGE

The World Language Department offers courses that are aligned with the National

Standards in World Language Education and the Massachusetts World Language

Curriculum Framework. Course names reflect the ACTFL (American Council of Teaching

of World Languages) Performance Guidelines. These standards measure a student’s

comprehensibility, comprehension, language control, vocabulary usage, communication

strategies and cultural awareness. In a grade 6-12 program, as language students’ level

of proficiency increases, they move from the Novice to Intermediate stages of language

proficiency.

The World Language Department offers sequential programs in Chinese, French, Latin,

and Spanish.

***Students who have completed the grade 6-8 sequence at the middle school will enroll

in the Novice 3 course of the world language.

***The successful completion of three years of world language at the high school is

required for graduation.

****Any student transferring to Dover-Sherborn High School who has previously studied

one of the four languages offered will be given a placement test to determine proper

course placement.

CHINESE

Chinese Novice 1 All Year 6 credits

(5101) Honors

(5110) College Prep

Honors Prerequisite: Recommendation of the World Language Department

This course is an introduction to the Chinese language (Mandarin). Students begin to acquire

skills in speaking, writing, reading and listening, and explore links between the Chinese

language and culture.

Upon successful completion of this course, students will be able to:

 communicate in short sentences on familiar topics

 understand words and phrases for simple questions, statements, high-frequency commands

and courtesy formulae about topics that refer to basic personal information or the immediate

physical needs

 produce and comprehend materials which include basic grammatical structures and

thematic vocabulary

 demonstrate some accuracy in oral and written presentations

 recognize some of the perspectives, practices and products of the Chinese world

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Chinese Novice 2 All Year 6 credits

(5121) Honors

(5130) College Prep

Honors Prerequisite: B+ or better in Chinese 1 Honors (A in Chinese 1CP) and/ or

recommendation of the World Language Department

This course is a continuation of the study of the Chinese language (Mandarin). Students

continue to develop and refine skills in speaking, writing, reading and listening, and explore links

between the Chinese language and culture.

Upon successful completion of this course, students will be able to:

 communicate in short sentences and/or paragraphs on familiar topics

 understand words and phrases for simple questions, statements, high-frequency commands

and courtesy formulae about topics that refer to basic personal information or the immediate

physical needs

 produce and comprehend materials which include more grammatical structures and

thematic vocabulary

 demonstrate some accuracy in oral and written presentations

 demonstrate an expanded knowledge of the perspectives, practices and products of

Chinese-speaking societies.

Chinese Novice 3 All Year 6 credits

(5141) Honors

(5150) College Prep

Honors Prerequisite: B+ or better in Chinese Novice 2 Honors (A in Chinese 2 CP) and/or

recommendation of the World Language Department.

This course is a continuation of the study of the Chinese language (Mandarin). Students

continue to develop and refine skills in speaking, writing, reading and listening, and explore links

between the Chinese language and culture.

Upon successful completion of this course, students will be able to:

 communicate in sentences and paragraphs on a variety of topics

 understand words and phrases for simple and complex questions, statements, high-

frequency commands and courtesy formulae about topics that refer to basic personal

information or the immediate physical needs

 produce and comprehend materials which include complex grammatical structures and

thematic vocabulary

 demonstrate accuracy in oral and written presentations

 demonstrate an expanded knowledge of the perspectives, practices and products of

Chinese-speaking societies.

Chinese Intermediate 1 All Year 6 credits

(5161) Honors

(5160) College Prep

Honors Prerequisite: B+ or better in Chinese Novice 3 Honors (A in Chinese Novice 3CP)

and/or recommendations of the World Language Department.

113

This course is a continuation of the study of the Chinese language (Mandarin). Students

continue to develop and refine skills in speaking, writing, reading, and listening and explore links

between the Chinese language and culture.

Upon successful completion of this course, students will be able to:

 communicate in interactive, task-oriented and social situations

 understand sentence and paragraph-length utterances in a situational context

 read and understand some connected texts with chronological sequencing

 communicate needs by creating statements and questions that recombine learned

vocabulary and structures through oral and written expression

 use of knowledge of their own culture to interpret oral and written texts more accurately

FRENCH

French Novice 3 All Year 6 credits

(5301) Honors

(5310) College Prep

Prerequisite: Completion of the middle school program and recommendation of the World

Language Department

The Novice 3 student continues the study of French.

Upon successful completion of this course, students will be able to:

 demonstrate expansion of their communication skills through short sentences and

paragraphs on familiar topics

 understand brief conversations and narrations in expanded contexts

 produce and comprehend materials which include some advanced grammatical structures

and vocabulary

 function in the target culture by expanding their knowledge of the perspectives, practices

and products of the Francophone world

French Intermediate 1 All Year 6 credits

(5321) Honors

(5330 College Prep

Honors Prerequisite: B+ or better in French Novice 3 Honors (A in French Novice 3 CP) and/or

the recommendation of the World Language Department

The Intermediate 1 student continues the study of French.

Upon successful completion of this course, students will be able to:

 communicate in interactive, task-oriented and social situations

 understand sentence and paragraph-length utterances in a situational contexts

 read and understand some connected texts with chronological sequencing

 communicate needs by creating statements and questions that recombine learned

vocabulary and structures both through oral and written expression

 use knowledge of their own culture to interpret oral or written texts more accurately

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French Intermediate 2 All Year 6 credits

(5341) Honors

(5350) College Prep

Honors Prerequisite: B+ or better in French Intermediate 1 Honors (A in French Intermediate 1

CP) and/or recommendation of the World Language Department

The Intermediate 2 student continues the study of French.

Upon successful completion of this course, students will be able to:

 communicate in a variety of interactive, task-oriented and social situations and participate in

conversations on topics beyond the most immediate needs

 understand sentence and paragraph-length utterances in a situational context as well as

announcements and reports over the media

 read and understand texts which require the student to make suppositions and to which the

student brings personal interest and/or knowledge

 write on topics related to personal experience and in a variety of time frames and aspects.

 use culturally appropriate vocabulary and idiomatic expressions and recognize differences

and similarities in the perspectives of the target culture and their own

French Intermediate 3 All Year 6 credits

(5361) Honors

(5370) College Prep

Honors Prerequisite: B+ or better in French Intermediate 2 Honors (A in French Intermediate 2

CP) and/or the recommendation of the World Language Department

The aim of this course is to elevate language to a higher level of spoken, comprehensive and

cultural proficiency. The course will focus on the cultural and historic relevance of France and

the francophone countries through authentic texts, film and music.

Upon successful completion of this course students will be able to:

 communicate oral and written information about familiar topics with a higher degree of

accuracy

 demonstrate an understanding of general concepts, main ideas and more specific

information about both familiar and unfamiliar topics

 demonstrate culturally appropriate vocabulary and interpretation of oral and written texts

AP French Language All Year 6 credits

(5382) Advanced Placement

Prerequisite: B+ or better in French Intermediate 2 Honors (A in French Intermediate 2 CP)

and/or recommendation of the World Language Department

The French Language and Culture AP course provides students with opportunities to

demonstrate their proficiency in each of the three modes of communication (Interpersonal,

Interpretive and Presentational) in the Intermediate to Pre-Advanced range as described in the

ACTFL Performance Guidelines for K–12 Learners. The course takes a holistic approach to

language proficiency and recognizes the complex interrelatedness of comprehension and

comprehensibility, vocabulary usage, language control, communication strategies, and cultural

awareness. Students will learn language structures in context and be able to use them to

convey meaning.

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Students who take this course will be expected to take the Advanced Placement examination in

May.

Upon successful completion of this course, students will be able to:

 identify and summarize the main points and significant details and make appropriate

inferences and predictions from a spoken source on an academic or cultural topic

 identify and summarize the main points and significant details and predict outcomes form an

everyday conversation on a familiar topic

 identify and summarize main points and important details and make appropriate inferences

and predictions from a written text

 write a cohesive and coherent analytical or persuasive essay in relation to a text

 describe, narrate, and present information or persuasive arguments on general topics with

grammatical control and good pronunciation in oral presentations

 communicate via formal and informal written correspondence

 initiate, maintain and close a conversation on a familiar topic

 formulate questions to seek clarification or additional information

 use language that is semantically and grammatically accurate according to a given context

 demonstrate an expanded knowledge of the perspectives, practices and products of French-

speaking societies.

Summer Assignment: Students enrolled in French AP Language will read articles from a

variety of authentic print sources and listen to a variety of auditory sources. They will be

expected to write summaries of articles and express their opinions on the themes presented in

the articles.

LATIN

Latin Novice 3 All Year 6 credits

(5501) Honors

(5510) College Prep

Recommendation of the World Language Department

This course is designed for students who have completed three years of Latin study at the

Middle School. The Latin Novice 3 course builds on the skills learned in Latin I (Middle School).

Upon successful completion of this course, students will be able to:

 demonstrate a basic knowledge of Latin roots, prefixes, suffixes

 demonstrate the relationship of Latin words to their derivates and cognates in English

 demonstrate knowledge about the Roman world by reading adapted or selected Latin

sources

 demonstrate reading comprehension by answering simple questions in Latin about short

passages in Latin

 demonstrate a basic knowledge of the daily life of the ancient Romans, famous Romans,

and historical and geographical facts of the ancient world

 recognize plots and themes of Roman myths in the literature of other cultures

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Latin Intermediate 1 All Year 6 credits

(5521) Honors

(5530) College Prep

Honors Prerequisite: Latin Novice 3 Honors and/or recommendation of the World Language

Department

Students will review and complete the study of Latin morphology and syntax by the end of the

fall, using English to Latin composition both for review and for acquisition of the few remaining

topics. They will then spend most of the remainder of the year reading the prose authors

Caesar, Sallust and Cicero in the original, as well as preparing for the SAT II subject test in

Latin. In the spring they will learn to scan and read dactylic hexameter and translate excerpts

from Ovid and Vergil.

Upon successful completion of this course, students will be able to:

 Translate, analyze and discuss Latin texts of Golden Age authors in the original, unadapted

Latin.

 Understand the historical and cultural background of these authors.

 Understand the art of rhetoric and be able to use rhetorical tools and skills.

 Use all Latin grammatical constructions, both English to Latin and Latin to English.

 Enter into either AP Latin or Advanced Topics in Latin.

 To scan dactylic hexameter.

 Be prepared for the SAT II subject test in Latin.

Advanced Topics in Latin A All Year 6 credits

(5541) Honors

Prerequisite: Latin I Intermediate and/or teacher recommendation

This course will run every other year. Advanced Topics in Latin B will be offered during the

years when Advanced Topics in Latin A is not running.

This course is designed to prepare juniors to take AP Latin as seniors as well as to provide

seniors who have already taken AP as juniors an opportunity to continue their study of the

language. Seniors who have taken Advanced Topics B as juniors may also elect to take

Advanced Topics A.

The curriculum for this course includes selections of poetry and prose from authors of Classical

Latin such as Catullus, Vergil, Ovid, Cicero, Caesar, and Livy. The goal of this class is to

strengthen reading comprehension skills, literal translation, grammar skills and syntax, and

analysis of Latin script.

Upon successful completion of this course, students will be able to:

 translate passages of Classical Latin poetry and prose

 discuss the relationships between poetry and the political environment of the time

 scan dactylic hexameter and elegiac couplet meter

 write analytical essays on given text

 be prepared to take AP Latin

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Advanced Topics in Latin B All Year 6 credits

(5561) Honors

Prerequisite: Latin I Intermediate and/or teacher recommendation

This course will run every other year. Advanced Topics in Latin A will be offered during the

years when Advanced Topics in Latin B is not running.

This course is designed to prepare juniors to take AP Latin as seniors as well as to provide

seniors who have already taken AP as juniors an opportunity to continue their study of the

language. Seniors who have taken Advanced Topics B as juniors may also elect to take

Advanced Topics A instead of AP.

The curriculum for this course includes selections of poetry and prose from authors of Classical

Latin such as Catullus, Vergil, Ovid, Cicero, Caesar, and Livy. from the poems of Catullus and

the Metamorphoses of Ovid (including Apollo and Daphne, Pyramus and Thisbe, Orpheus and

Eurydice, and others), as well as some prose readings. The goal of this class is to strengthen

reading comprehension skills, literal translation, grammar skills and syntax, and analysis of Latin

script. This course will prepare students juniors to take AP Latin the following year and will

provide seniors with another opportunity to improve their reading skills.

Upon successful completion of this course, students will be able to:

 translate passages of Classical Latin poetry and prose

 discuss the relationships between poetry and the political environment of the time

 scan dactylic hexameter and elegiac couplet meter

 write analytical essays on given text

 be prepared to take AP Latin

AP Latin All Year 6 credits

(5552) Advanced Placement

Prerequisite: A- or better in Latin Intermediate I or B+ or better in Advanced Topics in Latin

and/or the recommendation of the teacher.

This class is open to juniors who have completed Latin Intermediate 1, or seniors who have

completed Advanced Topics in Latin.

This course is designed for students to become advanced readers of Latin poetry and prose

(Vergil‘s Aeneid and Caesar‘s De Bello Gallico). Students will develop and apply their skills in

four categories: Reading and Comprehending, Translation, Contextualization, and Analysis of

Texts. Throughout the course, students will develop their language skills through various

activities: precise, literal translation of prepared poetry and prose, reading with comprehension

of sight passages, both poetry and prose; and written analyses that demonstrate the results of

critical reading in clear and coherent arguments supported by textual examples.

Students who take this course will be expected to take the Advanced Placement examination in

May.

Upon successful completion of this course, students will be able to:

 scan dactylic hexameter

 translate passages of Classical Latin poetry and prose

 write analytical essays on Latin prose poetry

 relate Latin texts to Roman history, culture and literature

 analyze linguistic and literary features of one or more Latin texts

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SPANISH

Spanish Novice 1 All Year 6 credits

(5701) Honors

(5710) College Prep

Prerequisite: Recommendation of the World Language Department

Upon successful completion of this course, students will be able to:

 communicate in short sentences on familiar topics

 understand words and phrases for simple questions, statements, high-frequency commands

and courtesy formulae about topics that refer to basic personal information or the immediate

physical needs

 produce and comprehend materials which include basic grammatical structures and

thematic vocabulary

 demonstrate some accuracy in oral and written presentations

 recognize some of the perspectives, practices and products of the Hispanic world

Spanish Novice 1-A All Year 6 credits

(5720) College Prep

Prerequisite: Recommendation of the World Language Department

This course is an introduction to Spanish which spreads a traditional Novice 1 (first year)

curriculum over two years.

Upon successful completion of this course and the subsequent Novice 2-A course, students will

be able to:

 communicate in short sentences on familiar topics

 understand words and phrases for simple questions, statements, high-frequency commands

and courtesy formulae about topics that refer to basic personal information or the immediate

physical needs

 produce and comprehend materials which include basic grammatical structures and

thematic vocabulary

 demonstrate some accuracy in oral and written presentations

 recognize some of the perspectives, practices and products of the Hispanic world

Spanish Novice 1-B All Year 6 credits

(5730) College Prep

Prerequisite: Spanish Novice 1-A and/or recommendation of the World Language Department

This course is a continuation of Spanish 1-A (CP) which together with Spanish 1-A, covers a

traditional first year curriculum over two years.

Upon successful completion of this course, students will be able to:

 communicate in short sentences on familiar topics

 understand words and phrases for simple questions, statements, high-frequency commands

and courtesy formulae about topics that refer to basic personal information or the immediate

physical needs

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 produce and comprehend materials which include basic grammatical structures and

thematic vocabulary

 demonstrate some accuracy in oral and written presentations

 recognize some of the perspectives, practices and products of the Hispanic world

Spanish Novice 2 All Year 6 credits

(5741) Honors

(5750) College Prep

Honors Prerequisite: B+ or better in Spanish Novice 1H (A in Spanish Novice 1CP) and/or

recommendation of the World Language Department

The Novice 2 student continues the study of Spanish.

Upon successful completion of this course, students will be able to:

 communicate in short sentences on familiar topics

 understand words and phrases for simple questions, statements, high-frequency commands

and courtesy formulae about topics that refer to basic personal information or the immediate

physical needs

 produce and comprehend materials which include more grammatical structures and

thematic vocabulary

 demonstrate some accuracy in oral and written presentations

 demonstrate an expanded knowledge of the perspectives, practices and products of the

Hispanic world

Spanish Novice 2-A All Year 6 credits

(5760) College Prep

Prerequisite: Spanish Novice 1-B and/or recommendation of the World Language Department

Spanish Novice 2-A is the continuation of the Spanish Novice 1-A, Spanish Novice 1-B

sequence.

Upon successful completion of this course, students will be able to:

 communicate in short sentences on familiar topics

 understand words and phrases for simple questions, statements, high-frequency commands

and courtesy formulae about topics that refer to basic personal information or the immediate

physical needs

 produce and comprehend materials which include more grammatical structures and

thematic vocabulary

 demonstrate some accuracy in oral and written presentations

 demonstrate an expanded knowledge of the perspectives, practices and products of the

Hispanic world

Spanish Novice 3 All Year 6 credits

(5771) Honors

(5780) College Prep

Prerequisite: B+ or better in Spanish Novice 2 Honors (A in Spanish Novice 2CP) and/or

recommendation of the World Language Department

The Novice 3 student continues the study of Spanish.

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Upon successful completion of this course, students will be able to:

 demonstrate expansion of their communication skills through short sentences and

paragraphs on familiar topics

 understand brief conversations and narrations in expanded contexts

 produce and comprehend materials which include some advanced grammatical structures

and vocabulary

 function in the target culture by expanding their knowledge of the perspectives, practices

and products of the Hispanic world

Spanish Intermediate 1 All Year 6 credits

(5791) Honors

(5800) College Prep

Honors Prerequisite: B+ or better in Spanish Novice 3H (A in Spanish Novice 3CP) and/or the

recommendation o the World Language Department

The Intermediate 1 student continues the study of Spanish.

Upon successful completion of this course, students will be able to:

 communicate in interactive, task-oriented and social situations

 understand sentence and paragraph-length utterances in a situational contexts

 read and understand some connected texts with chronological sequencing.

 communicate needs by creating statements and questions that recombine learned

vocabulary and structures both through oral and written expression

 use knowledge of their own culture to interpret oral or written texts more accurately

Spanish Intermediate 2 All Year 6 credits

(5811) Honors

(5820) College Prep

Honors Prerequisite: B+ or better in Spanish Intermediate 1 Honors (A in Spanish Intermediate

1 CP) and/or the recommendation of the World Language Department

The Intermediate 2 student continues the study of Spanish.

Upon successful completion of this course, students will be able to:

 communicate in a variety of interactive, task-oriented and social situations and participate in

conversations on topics beyond the most immediate needs

 understand sentence and paragraph-length utterances in a situational context as well as

announcements and reports over the media

 read and understand texts which require the student to make suppositions and to which the

student brings personal interest and/or knowledge

 write on topics related to personal experience and in a variety of time frames and aspects.

 use culturally appropriate vocabulary and idiomatic expressions and recognize differences

and similarities in the perspectives of the target culture and their own

Spanish Intermediate 3 All Year 6 credits

(5841) Honors

(5830) College Prep

Honors Prerequisite: B+ or better in Spanish Intermediate 2 (A in Spanish Intermediate 2 CP)

and/or the recommendation of the World Language Department

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The aim of this course is to elevate language to a higher level of spoken, comprehensive and

cultural proficiency. The course will focus on the cultural and historic relevance of Hispanic

countries through authentic texts, film and music. Students engage in communication activities

based on realistic cultural contexts.

Upon successful completion of this course, students will be able to:

 communicate oral and written information about familiar topics with a higher degree of

accuracy

 demonstrate an understanding of general concepts, main ideas and more specific

information about both familiar and unfamiliar topics

 demonstrate culturally appropriate vocabulary and interpretation of oral and written texts

AP Spanish Language All Year 6 credits

(5852) Advanced Placement

Prerequisite: B+ or better in Spanish Intermediate 2 (A in Spanish Intermediate 2 CP) and/or

recommendation of the World Language Department

The AP Spanish Language and Culture course is intended for students who wish to develop

proficiency and integrate their language skills, using authentic materials and sources. The

course helps prepare students to demonstrate their level of Spanish proficiency across three

communicative modes (Interpersonal, Interpretive and Presentational), and the five goal areas

outlined in the Standards for World Language Learning in the 21

Century.